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Coconut Palm K-8 Academy 2010-2011

Caribbean Elementary School 2010-2011

5th GRADE FOCUS CALENDAR -1ST NINE WEEKS

Houghton Mifflin Grade 5 Focus Calendars-First Nine Weeks

COMMITMENT * EQUITY * HIGH EXPECTIONS * RESPONSIBILITY * TEAM WORK

AT-A-GLANCE BENCHMARK CONTENT and ASSESSMENTS

Week 1

Week 2

Weeks 3-4

Weeks 5-6

Weeks 7-8

Weeks 9-10

Back to School

Focus on Genres

Earthquake Terror

Eye of the Storm

Volcanoes

Michelle Kwan Heart of a Champion

Reading Strategies Reciprocal Teaching

· Predicting

· Phonics/Decoding

· Monitor/Clarify

· Question

· Evaluate

· Summarize

Author’s Purpose

Author’s Perspective

Story Structure

Setting

Character Development

Problem/Resolution

Theme/Topic

Conclusions/Inferences

Text Features

Compare and Contrast

Synonyms

Analyze Words in Text

Context Clues

Introducing the Genre

Tall Tales

Elements of Tall Tales

Refines/Extends Prior Knowledge

Inferences/Conclusions

Literary Terminology

Author’s Purpose/Perspective

Multiple Meanings in Context

Fact or Opinion

Fluency

Dramatic Presentation

Author’s Purpose

Theme/Topic

Chronological Order,

Relevant Details

Conclusions/ Inferences

Character Point of View, Character Development, Setting, Plot, Problem/Solution

Descriptive Language

(e.g., mood, imagery)

Interpret graphical information (text features) e.g., graphics, legends, illustrations, diagrams, charts, keys

Locate, Interpret, Organize Information

Base Words/Affixes

Short Vowels

Synonyms

Author’s Purpose

Text Structure/Organization

Theme/Topic

Chronological Order,

Relevant Details

Conclusions/ Inferences

Descriptive Language

(e.g., mood, imagery)

Validity & Reliability of Information (within and across text)

Interpret graphical information (text features)e.g., graphics, legends, illustrations, diagrams, charts, keys


Syllabication

Long Vowels

Guide Words

Conjunctions

Compound Sentences

Capitalization and Punctuation

Key/Selection Vocabulary

Monitors, clarifies, categorizing and classifying key vocabulary

Background /Prior Knowledge


Long Vowel Patterns


Singular and Plural Nouns

Listening Comprehension/Teacher Read Aloud

Structural Analysis

Compare/Contrast

(Similarity/Differences)


Central Idea/Relevant Ideas

Categorize and classify information

Effective Conversations

Characteristics of a Folktale

Dictionary Skills

Compare and Contrast Themes

Key/Selection Vocabulary

Monitors, clarifies, categorizing and classifying key vocabulary

Background /Prior Knowledge


Compound Words

Silent Consonants


Singular and Plural Possessive Nouns

Common and Proper Nouns

Word Families

Listening Comprehension/Teacher Read Aloud

Structural Analysis

Compare/Contrast

(Similarity/Differences)


Central Idea/Relevant Ideas

Categorize and classify information

Effective Conversations

Characteristics of an autobiography

Author’s purpose

Making Judgments

Cause and Effect relationships

Fact and Opinion

Problem/Resolution

Plot Development

Assessment

Assessment

Assessment

Assessment

Assessment

Assessment

Interim Baseline

Bi-weekly #1

Bi-weekly #2

Bi-weekly #3

Bi-weekly #4

August 31-September 2

September 17

October 1

October 15

October 29

Bi-weekly Grade

FCAT daily practice

FCAT daily

practice

FCAT daily practice

FCAT daily practice

Houghton Mifflin Weekly Test

Integrated Thematic Unit




Secondary Focus Calendar-

Maintenance-

Houghton Mifflin Anthology Reading List for Grade 5

Grade

Title-THEME 1

Author

Level

Spache

DRP

Location

5

Earthquake Terror

Peg Kehret

S

4.4

52.6

Anthology

5

Eye of the Storm

Stephen Kramer

T

5.4

58.4

Anthology

5

Volcanoes

Seymour Simon

T

5.6

58.8

Anthology

Grade

Title-THEME 2

Author

Level

Spache

DRP

Location

5

Michelle Kwan

Michelle Kwan

S

4.7

52.7

Anthology

5

La Bamaba

Gary Soto

T

5.2

55.7

Anthology

5

The Fear Place

Phyllis Reynolds Naylor

T

5.4

56.9

Anthology

5

Mae Jemison: Space Scientist

Gail Sakurai

U

5.8

64.0

Anthology

Grade

Title-THEME 3

Author

Level

Spache

DRP

Location

5

And Then What Happened, Paul Revere?

Jean Fritz

S

4.9

54.7

Anthology

5

Katie’s Trunk

Ann Turner

T

5.2

47.8

Anthology

5

“James Forten”

Walter Dean Myers

U

5.6

57.6

Anthology

Grade

Title-THEME 4

Author

Level

Spache

DRP

Location

5

Mariah Keeps Cool

Mildred Pitts Walter

S

4.6

49.4

Anthology

5

Mom’s Best Friend

Sally Hobart Alexander

T

4.7

50.6

Anthology

5

Yang the Second and Her Secret Admirers

Lensey Namioka

T

5.1

51.0

Anthology

5

Dear Mr. Henshaw

Beverly Cleary

U

5.4

52.7

Anthology

Grade

Title-THEME 5

Author

Level

Spache

DRP

Location

5

A Boy Called Slow

Joseph Bruchac

S

4.6

51.8

Anthology

5

Pioneer Girl

Andrea Warren

U

5.4

57.4

Anthology

5

Black Cowboy, Wild Horses

Julius Lester

U

5.4

53.4

Anthology

5

Elena

Diane Stanley

U

4.9

49.5

Anthology

Grade

Title-THEME 6

Author

Level

Spache

DRP

Location

5

The Grizzly Bear Family Book

Michio Hoshino

V

5.7

57.7

Anthology

5

The Golden Lion Tamarin Comes Home

George Ancona

W

6.3

62.6

Anthology

5

My Side of the Mountain Jean

Craighead George

U

4.7

51.0

Anthology

Weeks

&

Dates

NEXT GENERATION

SUNSHINE STATE STANDARDS

Houghton Mifflin

Story Title & Instructional Tools-THEME 1

FCAT COACH &

Assessments

Benchmark

Objectives

1

08/23/10-08/27/10

5 Days

LA.5.1.6.2 Listen to, read, and discuss familiar and conceptually challenging text.

LA.5.1.7.2 Identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences text.

LA.5.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources

LA.5.1.7.3 Determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details

LA.5.2.1.2 Locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction

LA.5.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selections.

LA.5.1.7.1 Identify the purpose of text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps.)

LA.5.1.6.1 Use new vocabulary that is introduced and taught directly

LA.5.1.6.2 Listen to, read, and discuss familiar and conceptually challenging text

LA.5.1.6.3 Use context clues to determine meanings of unfamiliar words

LA.5.1.6.8 Use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words.

THEME: Back to School

The Pumpkin Runner

THEME: Focus on Florida

Spanish Treasure Fleet Lost and Found

Vocabulary:

FCAT Vocabulary

Elements of Reading: Vocabulary

Houghton Mifflin Vocabulary Readers

Technology:

Audio Tapes/ CDs

Get Set to Read

Success Maker

Ticket to Read

Riverdeep

FCAT Explorer

FOCUS/ACHIEVES

CPALMS

www.eduplace.com

www.bookadventure.com

Strategies:

Refer to “Meeting individual needs” in Houghton Mifflin TE for Above, On, & Below level differentiation

ELL:

Enrichment:

SPED:

Weekly Grade Suggestions:

Week 1 Weekly Selection Test

Prepare students for Baseline Benchmark Assessments.

Share test-taking strategies with students.

Familiarize students with the New Generation Standards.

Use CPALMS to preview the New Generation Standards

INTERIM ASSESSMENT

August 23–

September 10

Interim Assessment Tests: Baseline

Reading, Mathematics, and Science

See the Assessment Calendar

The student will be able to:

· Predict and Infer by using clues in the title and beginning text.

· Monitor reading comprehension by monitoring and clarifying the story.

· Use decoding strategies to help the student read new words.

· Construct questions about important ideas and events while reading.

· Evaluate the author’s purpose in writing the text.

· Summarize the most important parts of the story

· Identify themes or topics across a variety of fiction and non-fiction text.

· Identify the purpose of a map

· Interpret the author’s thoughts and ideas

· Draw conclusions based on text

· Compare/contrast elements within text

· Use simple strategies to determine meaning and increase vocabulary

Weeks

&

Dates

NEXT GENERATION


Houghton Mifflin


FCAT COACH &

Assessments

Benchmark

Objectives

2

08/30/10-

09/03/10

5 Days

LA.5.1.7.2 Identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text

LA.5.1.7.7 Compare and contrast elements in multiple texts (e.g., setting, characters, problems)

LA.5.2.1.1 Demonstrate knowledge of the characteristics of various genres (e.g., poetry, fiction, short story, dramatic literature)


LA.5.2.1.4 Identify an author’s theme, and use details from the text to explain how the author developed that theme

LA.5.2.1.7 Identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects

LA.5.1.7.3 Determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details


LA.5.2.2.2 Use information from the text to answer questions related to explicitly stated main ideas or relevant details

LA.5.5.2.1 Listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal presentations

THEME: Focus on Genres: Tall Tales

Day 1: Bess Call

Days 2-5: Choose one or more selections based on class progression.

Vocabulary:

FCAT Vocabulary



Technology:

Audio Tapes/ CDs

Get Set to Read

Success Maker

Ticket to Read

Riverdeep

FCAT Explorer

FOCUS/ACHIEVES

CPALMS

www.eduplace.com


Strategies:

Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation.

ELL:

Enrichment:

SPED:



Prepare students for Baseline Benchmark Assessments.




INTERIM ASSESSMENT

August 23–

September 10

Interim Assessment Tests: Baseline

Reading, Mathematics, and Science

See the Assessment Calendar

Baseline, August 31

Students will be able to::

· identify and define a tall tale

· compare different examples of tall tales

· identify the elements of a tall tale

· draw conclusions based on text

· identify, analyze, and apply literary terminology

· identify and explain an author’s use of figurative language

· use context clues to understand vocabulary in text

· describe author’s purpose and author’s perspective

· discern between fact or fiction

· identify character descriptions

· recognize how the writer creates humor in the story

perform a reader’s theater

Weeks

&

Dates

NEXT GENERATION


Houghton Mifflin


FCAT COACH &

Assessments

Benchmark

Objectives

3 and 4

09/06/10-09/17/10

9 days


LA.5.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selections

LA.5.1.7.3 Main idea, relevant supporting details, strongly implied message, inference, and chronological order.

LA.5.2.1.2 Elements of Story Structure – Character, Character Development, Setting, Plot, Problem/Solution.

LA.5.2.1.7 Identify and explain the use of descriptive, idiomatic, and figurative language to describe people, feelings, and objects.

LA.5.6.1.1 Read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions

LA.5.1.6.7 Use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words

LA.5.1.4.1 Understand spelling patterns

LA.5.1.6.10 Determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools

LA.5.3.4.4 The four basic parts of speech (nouns, verbs, adjectives, adverbs) and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns

LA.5.3.4.5 Subject/verb and noun-pronoun agreement in simple and compound sentences

THEME: Nature’s Fury

Earthquake Terror/ El Niño

Vocabulary:

FCAT Vocabulary



Technology:

Audio Tapes/ CDs

Get Set to Read

Success Maker

Ticket to Read

Riverdeep

FCAT Explorer

FOCUS/ACHIEVES

CPALMS

www.eduplace.com


Strategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation.

ELL:

Enrichment:

SPED:



Week 2 Bi-Weekly Assessment

Lesson 13, p. 112




ASSESSMENTS

Biweekly #1

September 17, 2010


· Identify author’s purpose

· Identify themes and topics across selections

· Identify the sequence of story events.

· Identify words that signal sequence.

· Identify the element of narrative nonfiction

· Predict what will happen to story characters.

· Identify character traits based on a story, character’s speech, actions, thoughts, and feelings.

· Identify the descriptive language used to create mood in a scene or story.

· Use the title, subtitles, captions & graphics to find a variety of information.

· Write spelling words with short vowel patterns.

· Use the thesaurus to find synonyms for specific words.

· Identify the four kinds of sentences

· Identify complete and simple subjects and predicates.

· Proofread and correct sentences with grammar and spelling errors.

· Practice sentence combining.

Weeks

&

Dates

NEXT GENERATION


Houghton Mifflin


FCAT COACH &

Assessments

Benchmark

Objectives

5 and 6

09/20/10-10/01/10

10 days


LA.5.1.7.5 Identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text

LA.5.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selections


LA.5.2.1.7 Identify and explain the use of descriptive, idiomatic, and figurative language to describe people, feelings, and objects.

LA.5.6.2.2 Read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information


LA.5.1.4.3 Use language structure to read multi-syllabic words in text

LA.5.1.4.1 Understand spelling patterns

LA.5.1.6.10 Determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools

LA.5.3.4.5 Subject/verb and noun-pronoun agreement in simple and compound sentences

LA.5.3.4.3 Punctuation, including commas in clauses, hyphens, and in cited sources, including quotations for exact words from sources


Eye of the Storm/

Storm Warning

Vocabulary:

FCAT Vocabulary



Technology:

Audio Tapes/ CDs

Get Set to Read

Success Maker

Ticket to Read

Riverdeep

FCAT Explorer

FOCUS/ACHIEVES

CPALMS

www.eduplace.com



ELL:

Enrichment:

SPED:




Lesson 16, p. 126




ASSESSMENTS

Biweekly #2

October 1, 2010

Students will be able to:

· Identify author’s purpose

· Identify how the author has organized information in a nonfiction selection.

· Identify themes and topics across selections

· Identify the sequence of story events.

· Identify words that signal sequence.

· Identify the elements of nonfiction

· Identify the descriptive language used to create mood in a scene or story

· Identify facts and opinions in the selection and use them to determine author’s perspective.

· Use the title, subtitles, captions & graphics to find a variety of information.

· Read words with two or more syllables.

· Write spelling words with

long vowel patterns

· Use pairs of guide words to locate the page of specific entry words.

· Identify conjunctions.

· Identify compound sentences.

· Proofread and correct sentences with grammar and spelling errors.

Weeks

&

Dates

NEXT GENERATION


Houghton Mifflin


FCAT COACH &

Assessments

Benchmark

Objectives

7 and 8

10/04/10

10/15/10

10 days

LA.5.1.6.4 Categorize key vocabulary and identify salient features


LA.5.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other source


LA.5.5.2.1 Listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal presentations



LA.5.1.7.7 Compare and contrast elements in multiple texts (e.g., setting, characters, problems


LA.5.1.4.2 Recognize structural analysis

LA.5.3.3.1 Evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation


LA.5.2.2.3 Organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing

LA.5.2.1.1 Demonstrate knowledge of the characteristics of various genres (e.g., poetry, fiction, short story, dramatic literature)




Volcanoes/The Princess and the Warrior

Vocabulary:

FCAT Vocabulary



Technology:

Audio Tapes/ CDs

Get Set to Read

Success Maker

Ticket to Read

Riverdeep

FCAT Explorer

FOCUS/ACHIEVES

CPALMS

www.eduplace.com



ELL:

Enrichment:

SPED:




Lesson 6, p. 68

Lesson 2, p. 50




ASSESSMENTS

Biweekly #3

October 15, 2010


· categorize and classify information

· understand and explain the meaning of the key vocabulary

· gain understanding of theme through background building

· monitor and clarify their understanding of the selection by rereading

· write spelling words with long vowel patterns

· proofread and correct sentences with grammar and spelling errors

· identify singular nouns

· identify plural nouns

· listen in order to categorize and classify information

· read words with the roots struct and rupt

· compare and contrast complex information

· infer and draw conclusions based on a variety of informational sources

· determine that the topic of a selection is what it tells about, and that main idea is what the paragraphs say about the topic

· improve their writing by correcting sentence fragments

· determine that writers often categorize information to make it easier for readers to understand

· locate the definition of an entry word in the dictionary

· use active listening strategies

· hold a conversation with a partner about a topic of mutual interest

Weeks

&

Dates

NEXT GENERATION


Houghton Mifflin


FCAT COACH &

Assessments

Benchmark

Objectives

9 and 10

10/18/10-

10/29/10

10 days

End of the grading period.

LA.5.2.1.4 Identify an author’s theme, and use details from the text to explain how the author developed that theme

LA.5.1.6.4 Categorize key vocabulary and identify salient features


LA.5.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other source






LA.5.1.4.2 Recognize structural analysis

LA.5.3.3.1 Evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation



LA.5.2.1.6 Write a book report, review, or critique that identifies the main idea, character(s), setting, sequence of events, conflict, crisis, and resolution

LA.5.2.2.2 Use information from the text to answer questions related to explicitly stated main ideas or relevant details

LA.5.2.2.4 Identify the characteristics of a variety of types of text (e.g., reference, newspapers, practical/functional texts)

LA.5.1.7.4 Identify cause-and-effect relationships in text

THEME: Give It All You’ve Got

Michelle Kwan Heart of a Champion/The Eleven Cities Tour

Vocabulary:

FCAT Vocabulary



Technology:

Audio Tapes/ CDs

Get Set to Read

Success Maker

Ticket to Read

Riverdeep

FCAT Explorer

FOCUS/ACHIEVES

CPALMS

www.eduplace.com



ELL:

Enrichment:

SPED:




Lesson 15, p.122

Lesson 5, p. 64




ASSESSMENTS

Biweekly #4

October 29, 2010

Students will be able to:

· Focus on the relationships among selections and to the overall theme

· categorize and classify information

· understand and explain the meaning of the key vocabulary

· gain understanding of theme through background building

· monitor and clarify their understanding of the selection by rereading

· proofread and correct sentences with grammar and spelling errors

· write spelling words that are compound words

· read words that have silent consonants

· identify singular possessive nouns

· identify plural possessive nouns

· identify words that are related in both spelling and meaning

· listen in order to categorize and classify information

· compare and contrast complex information

· infer and draw conclusions based on a variety of informational sources

· determine that the topic of a selection is what it tells about, and that main idea is what the paragraphs say about the topic

· improve their writing by correcting sentence fragments

· determine that writers often categorize information to make it easier for readers to understand

· use active listening strategies

· hold a conversation with a partner about a topic of mutual interest

· understand the distinguishing features of nonfiction texts

· identify an author’s theme

· form and support ideas using the text

· recognize the difference between fact and opinion presented in text

· identify the problem and resolution in a story

HOME LEARNING Correlated with daily skills.

Week 1

Week 2

Weeks 3-4

Weeks 5-6

Weeks 7-8

Weeks 9-10

Back to School

Back to School

Earthquake Terror

Week 1

Eye of the Storm

Week 1

Volcanoes

Week 1


Week 1

Earthquake Terror

Week 2

Eye of the Storm

Week 2

Volcanoes

Week 2


Week 2

NOTE: (Reminders and ideas for next year)

Mrs. Christina Guerra, Principal

Mr. Carl Robinson, Assistant Principal

Mrs. Carolyn Conwell, Reading Coach

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