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5th Grade Unit 1

Tales and Tribes 5TH Grade Unit 1

This English Language Arts unit is about the story. Students will: ● Determine the theme of a story. ● Compare and contrast characters in a story. ● Compare and contrast stories in the same genre. ● Write personal and fictional narratives based on text.

Social Studies: Pre-Columbian Peoples of North America

The texts below correlate with the Social Studies topic for Unit 1 and are used in this unit to address ELA standards. In addition there are Native American and as well as excerpts from novels throughout the unit. Note that a few of the text are Post-Columbian, but still connect to Native ​ Americans of North America

The of Knots on a Counting The Mud Pony by A Boy Called Slow by Annie and the Old One ​ ​ Bluebonnet by Tomie Rope by Bill Martin Jr. Caron Lee Cohen Joseph Bruchac by Miska Miles ​ ​ dePaola See Reading Module See Reading Module R2-A See Reading Module See Reading Module See Reading Module R1-B R2-F R2-F R2-H

Science: Matter The texts below are used in this quarter’s Science unit, but are not integrated into any of the lessons for this ELA unit.

I Face the Wind by Vicki Cobb The Wind Blew by Pat Hutchins ​ ​ ​ ​

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5th Grade Unit 1

Stage 1- Desired Results

These are the standards that should drive the lessons and assessments for Unit 1. Text that is highlighted in RED reflects a change from CCSS to Arkansas ELA State Standards. ​ ​ Focus Standards: RL.5.2 Examine a grade-appropriate literary text. Provide a summary. Determine a theme of a story, drama, or ​ ​ ​ poem from details in the text, including how characters in a story or drama respond to challenges including how the speaker in a poem reflects upon a topic. RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific ​ details in the text (e.g. how characters interact). RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together. ​ RL.5.9 Compare and contrast stories in the same genre on their approaches to similar themes and topics. ​

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, as ​ ​ appropriate for the grade level. a. Interpret figurative language, including but not limited to, similes and metaphors in context. ​ ​ b. Recognize and explain the meaning of common idioms, and .

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, ​ and clear event sequences.

ELL Language Profile This Language Profile provides a description of English Language Learners at each proficiency level, specific to this ​ ​ unit. This profile is based on the ELP and the focus standards of Unit 1. Specific language support for ELLs is embedded in stages 2 and 3 assessments and lessons.

5th Grade Discussion Cards

Essential Questions: Understandings: Students will keep considering…. Students will understand that….

● How does exploring similarities and ● We can expand our knowledge of others and the world differences deepen our thinking? when we learn how people and places are the same and how ● What can we learn from a story, a poem, or they are different. drama? ● We can learn about big lessons of life through stories, dramas, and poems.

● We can learn about the culture and heritage of others through stories.

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Knowledge Skills DOK Level Students will know . . . During the unit, the students will practice and be able to…

how to compare and contrast describe the similarities and differences of two or more 2 ​ characters in a story drama, or poem. characters in story, drama, or poem. support the description of similarities and differences with 2 ​ specific details in the text.

how to compare and contrast settings describe the similarities and differences of two or more 2 ​ in a story, drama, or poem. settings in a story, drama, or poem. support the description of similarities and differences with 2 ​ specific details in the text

how to compare and contrast events describe similarities and differences of two or more events in 2 ​ in a story, drama, or poem. a story, drama, or poem. support the description of similarities and differences with 2 ​ specific details in the text.

that readers often make inferences identify and make inferences about what a text says 3 ​ which requires them to have an implicitly and explicitly. understanding of text that goes beyond the printed page.

that every story has a message from identify and make inferences about explicit and implicit 3 ​ the author that we call a theme. themes.

theme can be inferred from the way explain how characters in a story, drama respond to a 2 ​ characters respond to a challenge. challenge. explain how the narrator of a poem reflects on a topic. 2 ​ the steps to writing a summary. summarize a text 2 ​ chapters, scenes,stanzas are describe the connection between a series of chapters, scenes, 3 ​ connected and related to each other in or stanzas. a text.

that language may have multiple explain the meaning of similes, metaphors, common idioms, 2 ​ meanings. adages, and proverbs in context.

narratives are about real and imagined write a personal . 3 ​ experiences or events and use write a fictional narrative based on a text. 3 ​ figurative language, descriptive -establish a situation details, and clear event sequences to -use dialogue, description and pacing convey meaning. -use a variety of transitional words and phrases -use concrete words and sensory details -integrate reflection -provide a conclusion

the conventions of standard English demonstrate effective use of verb tenses. 1 ​ grammar and usage as applies to demonstrate effective use of perfect verb tenses 1 ​ speaking and writing. recognize and correct inappropriate shifts in verb tense. 1 ​

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demonstrate effective use of relative pronouns 1 ​ demonstrate effective use of relative adverbs 1 ​ demonstrate the effective use of correlative conjunctions. 1 ​

the conventions of capitalization, demonstrate effective use of a comma. 1 ​ punctuation, and spelling. demonstrate effective use of a comma to set off appositive 1 ​ the strategies for understanding new demonstrate use of context as a clue to meaning. 2 ​ words, or words with multiple meanings demonstrate use of Greek and Latin affixes and roots as clues 1 ​ when encountered in reading. to meaning.

Supporting Standards: Supporting standards are those that are addressed throughout the unit in connection to daily practice ​ ​ and instruction. They are to be used and applied throughout the unit, however they are not explicitly assessed in Stage 2. Supporting standards will help guide your instruction to meet the focus standards. Additional formative assessments for these standards may be developed by teachers and some may be included as examples in Stage 3.

Text that is highlighted in RED reflects a change from CCSS to Arkansas ELA State Standards. ​ ​ RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ​ RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and ​ similes. RL.5.10 By the end of the year, read and comprehend , including stories, dramas, and poetry, at the high end of the grades ​ 4-5 text complexity band independently and proficiently.

RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. ​ a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.4 Read grade-level text with sufficient accuracy and fluency to support comprehension. ​ ​ ​ a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on ​ grade 5 topics and texts, building on others’ ideas and expressing their own clearly. ​ a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.3 Summarize the points a speaker make and explain how each claim is supported by reasons and evidence. ​ SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 ​ Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and ​ audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.5.5 Develop and strengthen writing with guidance and support as needed from peers and adults, by planning, revising, editing, ​ rewriting, or trying a new approach. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and ​ publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to produce ​ ​ writing in a single sitting. ​ W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time ​ frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Stage 2 District Formative Assessment

Writing Assessment W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. RL.5.1, RL.5.10, W.5.4, W.5.9, W.5.10 Students will choose a story to read and then write to the prompt for that story. ​ Students read the story, “Running Students read the story, “Rattlesnake Students read the story, “A New Man and the Magic Pot,” and then Danger!” and then write to the Friend,” and then write to the write to the following prompt: “In following prompt: In “Rattlesnake following prompt: In “A New ​ ​ ​ “Running Man and the Magic Rescue,” Rebecca and William Friend,” Charlie and Lila get a Pot,” Running Man gets help from face a challenging situation. new puppy. Imagine what it must the Helping Spirits to solve a Imagine what it must have been be like to have a new puppy. Think problem. Imagine what it must like for Rebecca and her brother about the details the author used have been like for the people of living on the prairie in the 1800s. to create the characters, setting, Running Man’s village, living on Think about the details the author and events. Write a new story in the Great Plains. Think about the used to create the characters, which Charlie, Lila and their new details the author used to create setting, and events. Write a new puppy have an adventure. the characters, setting, and events. story in which Rebecca and Write a new story in which the William face a different challenge. Helping Spirits and Running Man face a different problem. ●Running Man and the Magic Pot ●A New Friend ​ ​ ●Rattlesnake Rescue ​

narrative rubric ​ ELL Writing Template teacher information templates (scroll down for levels 3,4,5) ​ ​ ​ ​ Reading Assessment This assessment should be completed by the end of the first quarter. RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.10 This assessment can be found at www.edcite.com. Search the assignment library for Sdale 5th Grade Unit 1 ​ ​ ​ narrative. Teacher protocols and Scoring Suggestions

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Technology Integration The following SAMR badges will be placed next to activities and assessments that include ideas and resources for enhancing learning through ​ ​ ​ technology integration. The Substitution Augmentation Modification and Redefinition model, developed by Dr. Ruben Puentedura, shows a ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ progression (or deepening, as the symbols on the badges suggest) of technology integration from enhancement to transformation of learning.

Springdale teachers can find tools for technology integration at these sites: eMINTS Tools for Schools Springdale Schools Technology Integration

Stage 3- Learning Activities

● The following sample lesson plans and instructional moves are suggested reading and writing lessons for the ​ ​ 1st nine weeks. ● The modules do not have to be taught in the order presented; however the lessons within each module are meant to build on each other. ● Teachers are free to use these lessons as student need suggests. Teachers may substitute different text and videos if they desire and modify lessons to meet the needs of their students as long as the rigor of the task is ​ the same or higher and addresses the focus standard(s). ● The writing module should not be left to the end of the unit but taught concurrently with the reading modules in a reading/writing workshop model. ● In this unit, there are more resources than can be used in nine weeks; choose according to the needs of your students. ● It is understood that teachers will need to spend time during this unit setting the norms and expectations for your reading/writing workshop (e.g. First Twenty Days).

Strategy Cards These cards contain instructional strategies for teacher use within the Gradual Release of Responsibility model. Each card contains a brief description of the strategy and steps to follow when implementing in a lesson.

RL.5.9 Compare and contrast stories in the same genre (e.g. mysteries and adventures stories) on their approaches to ​ similar themes and topics. This standard should be addressed during this unit and for the rest of the year. The teacher may want to begin some type of class chart or have students keep a personal chart in which most of the books that the class reads are charted, categorized, and compared. There will be explicit lessons on this standard in Unit 4 that will be more effective if students have this resource to draw from.

● McGraw Hill eschool: comparing and contrasting themes and topics. ​ ● Comparing Genre Organizer

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Reading Module 1

RL.5.3 The Student will; Mastered ● Independently compare and contrast two or more characters, settings, or events in a ​ ​ Expectations grade-appropriate story or drama, drawing on specific details in the text (for example, how ​ ​ characters interact).

Progressing The student will recognize or recall specific vocabulary, such as: ● Character, compare, contrast, details, drama, event, interact, setting, story, support The student will perform basic processes, such as: ● Describe the characters, settings, and events in a grade-appropriate story or drama from ​ teacher provided choices. ● Identify details that support the description of a character, setting, or event in a ​ grade-appropriate story or drama from teacher provided choices.

Supporting Standards: RL.5.1, RL.5.4 ,RL.5.5 RL.5.7, RL.5.10, W.5.4, W.5.10, SL.5.1, SL.5.2, L.5.1, L.5.2, L.5.4, L.5.6

Pretest A pretest for focus standard RL.5.3 can be found at www.edcite.com. You will search the assignment ​ ​ library for Sdale 5th Grade Unit 1 Pretest RL5.3 ​ ●Protocols and Scoring Suggestions ​ R1-A Resources ●Pixar film short: Day and Night Before beginning the lessons on comparing and ​ ●sample anchor chart ​ contrasting characters, settings, and events teachers may want to work with students to develop an anchor chart of compare and contrast words. One way this can be accomplished is to show the Pixar film short “Day and Night” and develop a list as you compare the two characters.

R1-B ⚫Multi-day sample lesson plan comparing and contrasting ●Wise Owl ​ ​ ​ ​ ●Coyote Takes Water From the Frog People two or more characters and settings in a story. ​ ●The Legend Of Bluebonnet by Tomie DePaola ⚫This may be a place where the teacher could begin to ​ ​ ​ ​ ●The Coyote and the Buffalo integrate the perfect tense of verbs. Teachers may ​ ​ ​ ●compare contrast note maker: characters consider keeping a word wall throughout the unit to record ​ ●compare contrast note maker: setting how we could describe characters, events, actions using ​ ●compare contrast summary template ​ the perfect (see teacher info on the perfect in Language ●answer suggestions for Wise Owl ​ ​ module). ●answer suggestions for Coyote Takes Water ​ ​ Present Perfect Past Perfect Future Perfect From the Frog People ●compare contrast characters and setting for ​ Wise Owl has Coyote had said ___ By the end of the Legend Of Bluebonnet always ___. Because the Frog story __ will have ●answer suggestions for The Legend of People had ___, he ___. ​ felt ___. Bluebonnet __ had been ___, ●compare contrast characters and setting for ​ but ___ hadn’t Coyote and the Buffalo

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⚫These lessons would also be an excellent place to ●answer suggestions for The Coyote and the ​ ​ ​ integrate relative adverbs (where, when, why) and Buffalo ​ ​ relative pronouns (who, whose, whom, which, that). ●compare and contrast interactive essay ​ ​ When describing characters and settings we can use relative adverbs.

Title Character Setting

●She is a person who ●It is a place where ​ ​ ___. ___ ●He is a __,__, __ ●It is a place that ​ ​ ●It was __, __ ​ ⚫After this lesson sequence students will have read four ​ Native American legends so this would be a good time to discuss characteristics of Native American legends and possibly add to genre chart.

This SAMR progression was created by ​ ​ instructional facilitators to show how technology could be integrated into this lesson.

Engaging Activities for character analysis: ● Character poem

● Character texting: Students could use ifake.com to create texting conversations between two characters in ​ ​ a text.

R1-C ⚫This sample lesson plan focuses on comparing events in ●Pushing Up the Sky ​ ​ ​ ​ ●comparing and contrasting events in drama a drama. ​ notemaker ●answer suggestions for Pushing Up Sky ​ ●Cannibal Monster ​ ●answer suggestions for Cannibal Monster ​ ●compare contrast summary template (ELL ​ ​ support) ●elements of drama video (2:21) ​ ​

R1-D ⚫Students will choose either video:1955 and video: The ●Video: 1955 & Video: The Future ​ ​ ​ ​ ​ ​ Future or OR ●Video: Tuck Everlasting ​ video:Tuck Everlasting ●compare contrast note maker: characters ​ ●compare contrast note maker: setting and use the clips to compare and contrast their choice of ​ ●Compare and Contrast Note maker Events the setting, characters or events using the appropriate note ​ ●compare contrast summary template (ELL maker. ​ ​ ⚫Teacher note: Video 1955 and Video The Future lend support) ​ ●Possible assessment using all three videos more to the comparison of setting or events. Video Tuck ​ Everlasting can be used for any of the three. You may also use a video of your choice.

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Formative A formative assessment for focus standard RL.5.3 can be found at www.edcite.com. You will search the ​ ​ Assessment assignment library for Sdale 5th Grade Unit 1 Formative RL.3. ​ ​ ●Protocols and Scoring Suggestions ​

Additional Reading Module 1 Resources: ● Video introducing compare/contrast characters, settings, events (3:07) ​ ● McGraw Hill eschool ● Compare and Contrast Words poster ​ ● Model active reading mini lesson from Teaching Channel ​ ● Compare and Contrast Character Traits graphic organizer ​ ● simple paragraphs to help with intervention on identifying character traits I ● simple paragraphs to help with intervention on identifying character traits II ● simple paragraphs to help with intervention on identifying character traits III

Reading Module 2

RL.5.2 The Student will: Mastered ● Independently describe a theme of a grade-appropriate story, drama, or poem. ​ ​ Expectations ● Independently describe how characters respond to a challenge in s story or drama and how ​ ​ the speaker in a poem reflects on a topic. ● Independently summarize a grade-appropriate text. ​ ​ Progressing The student will recognize or recall specific vocabulary, such as: ● Challenge, character, drama, narrator, poem, reflect, respond, speaker, story, summarize, theme, topic The student will perform basic processes, such as: ● Identify a theme of a grade-appropriate text from a teacher provided list of choices. ​ ● Identify details that support a teacher-provided theme of a grade-appropriate text. ​ ● Summarize a grade-appropriate text using a teacher-provided graphic organizer. ​ ​ ​

RL.5.1, RL.5.4,RL.5.5, RL.5.7, RL.5.10, W.5.4, W.5.9, W.5.10, SL.5.1, SL.5.2, L.5.1, L.5.2, L.5.4, L.5.6

Students need to be able to make inferences in order to begin determining the theme of a text. An engaging activity ​ to begin practicing inference is through Inference Letters. ● The teacher reads aloud an unsigned letter “from” a famous person or character. The class tries to guess who the person is. The teacher guides a discussion about how students knew who the letter was from. What inferences did they make? Inference Letter I ​ ● The teacher models creating an inference letter. First she makes a list of everything she knows about a person and then drafts a letter that has enough clues but does not “give away” the name of the person. List for George ​ Washington Letter from George Washington ​ ​ ● Next, students divide into small groups. Each group picks a name of a famous person “out of a hat” or chooses their own person/character. The group composes a letter. Suggestions for letters ​ ● Each group reads aloud their letter and the rest of the class tries to guess who the mystery person is.

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⚫This multi day sample lesson plan has students practice Resources ​ ​ ​ R2-A making inferences from text using the “equation” text ●Who Am I? ​ ●Inferring Vignettes evidence + background knowledge= inference. ​ ⚫This is a lesson idea/information on inferring, from ●Knots On A Counting Rope by Bill Martin Jr. ​ ​ ​ ​ ​ Strategies That Work 2nd Edition and John Archambault ●Knots On A Counting Rope video read aloud ​ ●sample inference recording sheet for Knots ​ On A Counting Rope ●See the Ocean by Estelle Condra ​ ​ ●The Coming of the Long Knives excerpt from ​ ​ Sing Down the Moon by Scott O’Dell ​ (independent practice) ●inference recording sheet ​ ●Tin Toy video 4:54 ​ ​ R2-B ●inferring questions for Tin Toy Students can practice making inferences from ​ ●answer suggestions for Tin Toy short videos. ​ ⚫These short films are particularly effective because they ●Burn-E video 7:50 ​ ​ ​ ●inferring questions for Burn-E have no words. ​ ⚫Teachers may choose to have students use 5th Grade ●answer suggestions for Burn-E ​ ​ ​ Discussion Cards for oral responses and/or written ●Knick Knack 3:37 ​ ​ ​ ●inferring questions for Knick Knack responses. ​ ●answer suggestions for Knick Knack ​ ●Luxo Jr. 2:22 ​ ​ ●Inferring questions for Luxo, Jr. ​ ●answer suggestions for Luxo, Jr. ​ ​ ●Presto 5:00 ​ ​ ●Inferring questions for Presto ​ ●answer suggestions for Presto ​ Pretest A pretest for focus standard RL.5.2 can be found at www.edcite.com. You will search the assignment ​ ​ library for Sdale 5th Grade Unit 1 Pretest RL.2 ​ Protocols and Scoring Suggestions

R2-C ⚫This standard requires students to summarize text. This ●literature summary template ​ ​ is a sample lesson plan to help students learn to write a ●alternative organizer for writing a summary ​ ​ ​ summary. Book Suggestions: Trickster Tales Forty Folk Tales from Around the World retold by Josepha Sherman ​ Native American Stories Joseph Bruchac ​ The Sad Night Sally Schoffer Mathews ​ The Rough Faced Girl Rafe Martin and David ​ Shannon Coyote by Gerald McDermott ​ Raven by Gerald McDermott ​

R2-D ⚫Flipchart to introduce Theme ​ ​ PDF of theme flipchart

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⚫Info on notes browser in flipchart ​ ​ ​

R2-E ⚫This is a link to an excellent lesson from the Comprehension Toolkit using the book, Cheyenne Again to ​ ​ ​ ​ ​ ​ ​ teach students how to use inferring skills to determine theme. ⚫You could use the books Knot’s On A Counting Rope and I See the Ocean from 2-A to introduce theme, ​ ​ ​ ​ ​ as they both have the same topic. How do different authors treat the same topic? Same theme? Different theme?

R2-F ⚫This is a multi-day sample lesson plan that reviews ●What’s In A Name, text ​ ​ ​ ​ ​ ●Student response sheet theme and gives students practice in identifying the ​ ●A Boy Called Slow by Joseph Bruchac theme and using text evidence to determine the theme of ​ ​ ​ ●Everything Will Be Okay, text a story. ​ ​ ●Jesse’s Journal, text ​ ​ ●The Turtle, text ​ ​ ●The Spelling Bee, text ​ ​ ●Market Day, text ​ ​ ●On the Outs, text ​ ​ ●The Greedy Tiger and the Big Wind, text ​ ​ (collaborative practice) ●The Most Powerful Thing In The World, text ​ ​ ●Up to the Mountaintop, text ​ ​ ●The Mud Pony by Caron Lee Cohen ​ ​ ​ ●Text of Mud Pony w/ questions by Caron Lee ​ ​ Cohen ●The Mud Pony video read aloud ​ ●The Poster Contest, text ​ ​ ●literature summary template ​ ●alternative organizer for writing a summary ​

R2-G ⚫This multi day sample lesson plan has students ●5th Grade Discussion Cards ​ ​ ​ ​ summarizing and determining the theme of a poem. ●Cherokee Travelers Greeting ​ says/means/matters ●answer suggestions Cherokee Traveler ​ ●Shoshone Love Song says/means/matters ​ ●answer suggestions Shoshone Love Song ​ ●CLOSE read teacher page Grandfather cries ​ ●CLOSE read student page Grandfather cries ​ ●Grandfather Cries says/means/matters ​ ●answer suggestions Grandfather Cries ​

R2-H ⚫This poem could be used following the same sequence ●Jorge/T-shirt says/mean/matters ​ ​ as 2-H. It is about a Latino boy and his name. ⚫You could group A Boy Called Slow, Grandfather ​ ​ ​ ​ Cries, Jorge, T-Shirt and What’s In A Name for a theme ​ ​ ​ lesson. ⚫All five texts have to do with name/identity. ​

R2-I ⚫If you would rather use a poem that is not tied to Native ●Casey At the Bat CLOSE read teacher page ​ ​ ●Casey At the Bat CLOSE read student page American literature this is a CLOSE read of the poem, ​

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“Casey At the Bat” to help students determine the theme ●Casey At the Bat, James Earl Ray ​ ●Casey At the Bat, Disney of a poem and how the speaker of the poem reflects on a ​ topic.

R2-J ●CLOSE read teacher page for Annie and the Old One by Miska Miles ​ ​ ●CLOSE read student page for Annie and the Old One ​ ●Annie and the Old One by Miska Miles ​ ​

R2-K ⚫Using the same format/sequence as 2-E students read ●The Strongest One ​ ​ ●literature summary template the Native American legend (in the form of a drama), ​ ●alternative organizer for writing a summary “The Strongest One” and analyze the drama in order to ​ ●Student response sheet determine theme. ​

R2-L ●Be by Usher ​ ​ ​ ●Be, says/means/matters Resources for students to practice summarizing ​ ​ and determining the theme of songs. ●The Brady Bunch Theme Song ⚫The teacher may want to point out that songs are very ​ ​ ●Brady Bunch says/means/matters similar to poems, they are just put to music. ​ ​

⚫You can follow the same lesson sequence as 2-G. ​ ●Firework by Katy Perry ​ ​ ●Firework says/means/matters ​ ​

●Friends Theme Song ​ ●Friends Theme Song says/means/matters ​ ​ ​

●Somos Angeles, by Tatiana ​ ​ ​ ●Somos Angeles, says/means/matters ​ ​

R2-M ⚫Students will independently read the Native American ●The White Faced Bear, assessment ​ ​ ​ ●answer suggestions for The White Faced Bear legend “The White Faced Bear” and a poem. ​ ⚫Students will complete a theme student response for ●literature summary template ​ ​ ●Native American poem says/means/matters each piece of text to demonstrate their ability to ​ ●answer suggestions for Native American summarize and determine the theme of a text. ​ ⚫Teachers will need to use their professional judgement poem ​ as to which students still need to use the Summary Template and which students can use references posted in the classroom to write their summary directly on the student response.

Formative A formative assessment for focus standard RL.5.2 can be found at www.edcite.com. You will search ​ ​ Assessment the assignment library for Sdale 5th Grade Unit 1 Formative RL.2. ​ ​ Protocols and Scoring Suggestions

Additional Module 2 Resources: ● McGraw Hill eschool determining theme ​ ​

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● McGraw Hill eschool: comparing and contrasting themes and topics ​ ● Words As Free As Confetti, CLOSE read teacher page ● Words As Free As Confetti, CLOSE read student page ● video on summarizing (2:47) ​ ● picture books for teaching theme ● Casey At the Bat Lesson I from LearnZillion ● Casey At the Bat Lesson II from LearnZillion ● Analyzing a Poem “A Patch of Old Snow” from LearnZillion

Reading Module 3

RL.5.5 Mastered The student will: Expectations ● Independently explain how a series of chapters, scenes, or stanzas fits together to ​ ​ provide the overall structure of a particular grade-appropriate story, drama, or poem.

Progressing The student will recognize or recall specific vocabulary, such as: ● compare, comparison, concept, contrast, drama, event, idea, poem, relationship, scene, series, stanza ● Identify the parts (chapters, scenes, stanzas) of grade-appropriate stories, dramas, and ​ poems.

Pretest A pretest for focus standard RL.5.5 can be found at www.edcite.com. You will search the assignment ​ ​ library for Sdale 5th Grade Unit 1 Pretest RL.5 ​ Protocols and Scoring Suggestions ​

R3-A ⚫This is a standard that should be integrated throughout the lessons. ●Nine pane template ​ ​ It could easily inserted into class discussions; especially when ●CLOSE read teacher page The ​ discussing text. Mountains Are My Kingdom ⚫CLOSE reading of a poem and/or drama would be a good way for ●CLOSE read students page The ​ ​ students to gain mastery of this standard. There is a CLOSE read Mountains Are My Kingdom for a poem and a CLOSE read for a drama that focus on this ●CLOSE Read teacher page Star ​ standard in the resource box to the right. Sisters ⚫ If students are struggling with this standard consider using a story ●CLOSE read student page Star ​ ​ or drama from lesson modules 1 and 2 to complete the following Sisters activities: Window Paning with Critical Questions: Window paning is a ​ strategy for organizing steps to a process or helping students to remember important concepts. 1. Provide each student or group with a nine cell template. Number of cells could be changed- there is not a particular reason for nine. 2. Students draw a picture and caption for chapters, scenes, stanzas or events from the story in each cell. After students have drawn/written a pane for each event, chapter, scene, or stanza students write (explain) how the chapters, scenes, or stanzas fit together. The teacher may need to provide questions for the students as a springboard for critical thinking. Such questions could be:

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5th Grade Unit 1

-Why are chapters 1-3 important? How do these chapters contribute to the story? -Why is scene 2 important to the drama? How does it provide the connection between scenes 1 and 3? -How do the stanzas in __ fit together so the poem flows from beginning to end? Clothesline Series This strategy is a cooperative learning strategy ​ to help students explain how a series of chapters, scenes, or stanzas fit together. After students read a story, drama, or poem, assign each small group to a chapter, scene, or stanza to illustrate and describe. When the groups have completed their task, each group hangs their illustration/description on the clothesline to show the order of the text. Once the text is in order, have each group explain the purpose of their section and how it fits with the one previously shown. After groups share, each student can then be assigned to write about how two or more sections of the clothesline fit together.

Formative A formative assessment for focus standard RL.5.5 can be found at www.edcite.com. You will search ​ ​ Assessment the assignment library for Sdale 5th Grade Unit 1 Formative RL.5. ​ ​ Protocols and Scoring Suggestions

Reading Module 4

L.5.5a,b Students will: Mastered ● Independently explain the meaning of similes and metaphors in grade-appropriate text. ​ ​ Expectations ● Independently recognize common idioms, adages, and proverbs. ​ ​ ● Independently explain the meaning of common idioms and proverbs. ​ ​ Progressing The student will recognize or recall specific vocabulary, such as: ● Simile, metaphor, idiom, , figurative, nuance The student will perform basic processes, such as: ● Recognize similes and metaphors in isolation and/or context. ​

RL.5.1, RL.5.4, RL.5.7, RL.5.10, SL.5.1, SL.5.2, L.5.4,

R4-A ⚫Flipchart to introduce/review similes and metaphors. Resources ​ ​ PDF of simile/metaphor flipchart ●CLOSE read teacher page from the first ​ ​ ⚫After finishing the flipchart students will be ready to chapter of Island of the Blue Dolphins by ​ ​ ​ CLOSE read a passage from the first chapter of Island of the Scott O’Dell ​ Blue Dolphins which is filled with figurative language. ●CLOSE read student page Island of the ​ ​ ​ ​ Blue Dolphins ●Compare/Contrast note maker ​ ●Compare/Contrast summary template ​ for ELL support

R4-B ⚫Short Flipchart to introduce/review idioms. ●Even More Parts by Tedd Arnold ​ ​ ​ ​ ​ ​ ●idiom cards PDF of idiom flipchart ​

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⚫After finishing the flipchart students should be organized ●idiom card game rules ​ ​ ●Dictionary of idiomatic expression into teams of 4 to research meanings of idioms and then play ​ an idiom card game. ⚫There are 54 cards, teachers may decide how many of the ​ cards they need. ⚫The teacher will pass out a set of cards to each team. ​ ⚫The cards have idioms printed on them with a blank card ​ for the definition. ⚫Students will research the meaning of their idioms and ​ write them on the blank card. ⚫After all idioms have a definition students will cut apart the ​ cards to make a deck, then follow the rules for playing the idiom card game. ⚫The teacher may consider creating an “Idiom Wall” that ​ students could contribute to as they find idioms in their reading. ⚫Many idioms are also similes. Teacher may want to ​ consider how to blend lessons on idioms and similes.

R4-C ⚫Short Flipchart to introduce adages/proverbs ●Skit directions ​ ​ ​ ​ PDF of adages/proverbs flipchart ●4th/5th grade proverbs and adages list ​ ⚫After students complete the flipchart about proverbs and ​ adages they will choose an adage/proverb (from the 5th grade list) and then write and perform a short skit demonstrating the meaning of their adage/proverb without the adage/proverb. The rest of the class guesses which adage/proverb is being showcased. ⚫The new ELA State standards have dropped “adage” from ​ this standard and only refers to proverbs. There is a difference between proverbs and adages; but for 5th graders ​ we don’t think it is important to dwell on the slight difference in definitions and the terms are used synonymously in this lesson. ⚫We have researched the most commonly occurring ​ adages/proverbs and divided them between 4th and 5th grade so you can narrow your teaching focus.

Additional Module 3 Resources: ● McGraw Hill eschool simile/metaphor ​ ● McGraw Hill eschool idioms/proverbs/adages ​ ● Picture Books to teach simile/metaphor ● Book list for Figurative language ● Books That Model Metaphor ● Picture Books That Model Idioms

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Writing Module Module 1

W.5.3 Mastered The student will: ​ ​ Expectations ● Independently write grade-appropriate narratives to develop real and imagined ​ ​ experiences or events using effective technique, descriptive details, and clear event sequences. ● Independently orient the reader by establishing a situation and introducing a narrator ​ ​ and/or characters; organize an event sequence naturally. ● Independently use narrative techniques, such as dialogue, description, and pacing, to ​ ​ develop experiences and events or show the responses of characters to situations. ● Independently use concrete words and phrases and sensory details to convey ​ ​ experiences and events precisely. ● Independently provide a conclusion that follows from the narrated experiences or ​ ​ events.

Progressing The student will recognize or recall specific vocabulary, such as: ● Character, clause, conclusion, concrete, convey, description, detail, dialogue, event, experience, narrative, narrator, organize, orient, pacing, phrase, precise, response, sensory, sequence, situation, technique, transition The student will perform basic processes, such as: ● Write narrative pieces using a teacher-provided template or graphic organizer. ​ ​ ● Describe the use of narrative techniques such as dialogue, description, and pacing. ​ ● Use teacher-provided transitional words, phrases, and clauses. ​ ● Identify examples of transitional words or phrases. ​ ● Identify sensory details. ​

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and ​ clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing to develop experiences and events to show the responses of characters to situations. c. Use a variety of transitional words, phrases and clauses to manage the sequence of events precisely. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. RL.5.1, RL.5.4, RL.5.7, RL.5.10, W.5.4, W.5.9, W.5.10, SL.5.1, SL.5.2, L.5.1, L.5.2, L.5.4, L.5.6

These lessons should integrate well with the reading standards in this unit. Students have been reading and analyzing stories so it is a logical transfer to writing stories. It is assumed that students will be engaging with these writing lessons while concurrently engaged in reading lessons via a reading/writing workshop model. The mentor texts used in lesson modules 1-3 could be mentor texts for developing story structure. Lesson module 4 will work for your lessons on using sensory details in writing.

W1-A Pre-Assessment (adapted from Lucy Calkins Units of Study): You may be tempted to assess your students by giving them a fiction writing task rather than a personal narrative. In this situation (beginning of the year, on-demand prompt, 45 minute time limit) we feel children are much more apt to produce writing that accurately reflects their narrative writing skills when they are recalling a

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true story of their own. All the basic qualities of writing that make a strong narrative are the same ones that make a strong piece of fiction. 1. Brainstorm with students what they remember from fourth grade about narrative writing and create an anchor chart of responses. 2. Post or pass out prompt and read aloud: Today you will write the best personal narrative, the best small moment story, that you can write. Make this be the story of one time in your life. You might focus on just a scene or two. You’ll have only forty-five minutes to write this true story, so you’ll need to plan, draft, revise, and edit in one sitting. Write in a way that allows you to show off all you know about narrative writing. In your writing, make sure you; ● Write a beginning for your story ● Use transition words to tell what happened in order ● Elaborate to help readers picture your story ● Show what your story is really about ● Write an ending for your story During the writing time, be sure you do not coach students. After the introduction do not remind students about any parts of the narrative process. You want to see what students can do independently. This piece of writing will become invaluable as you make plans about what your students already know and can do. Once this pre-assessment is complete, it will be helpful to sit with your grade level team to assess and calibrate. It is also suggested that you make copies of this assessment for students to paste onto one of the first pages in their writer’s notebook. This writing will serve as a reminder of what each child’s starting point was in narrative writing. As the unit progresses students can review this piece making sure they are doing work that is increasingly more developed and stronger than this start-of-the-year writing. This would also be a good piece to share at student led conferences along with some student goals for improving.

Just as we do “Book Talks” to engage students in choosing books for themselves, we can do “Writer Talks.” to help students learn from other writers. This excerpt from Guiding Readers and Writers 3-6 will help teachers implement Writer ​ ​ Talks in their classrooms. Learning About Writing From Writers

W1-B Introducing the writer’s notebook: Resources ● Read aloud What Do You Do With An Idea by Kobi What Do You Do With An Idea ? by Kobi ​ ​ ​ ​ Yamada Yamada Boys and girls the boy in this book had an idea. This year in 5th grade we are going to collect words, sentences, and stories and ideas. The problem with a collection is, Where are you going to ​ store your collection? We are going to store our collections in a writer’s notebook (show students the writer’s notebook that you ​ have chosen for them to use). ​ ●Information about the writer’s notebook from Guiding Readers ​ ​ and Writers 3-6 by Fountas and Pinnell

W1-C ⚫Sample lesson plan thinking of things to write: Turning points ●sample reference poster ​ ​ ​ ⚫Sample lesson plan thinking of things to write: ​ ​ People/Places/Emotions

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⚫During this lesson the teacher should create their own 1st draft ​ of a personal narrative that they will use as a model in the remainder of the lessons in module. ⚫After the four lessons in W-1C, students should spend their ​ writing time for the next several days writing small moment stories (one per day). ⚫Most of these stories will not go through the writing process. The ​ goal is threefold; students develop writing stamina (they should write one whole page each day), they practice “coming up” with stories using strategies if needed, and they build up a “seed bank” in their writer’s notebook.

W1-D ⚫This multi-day sample lesson plan revisits the book Knots On A Knots On A Counting Rope by Bill ​ ​ ​ ​ ​ Counting Rope to review the elements of narrative (based on a-e of Martin Jr. ​ ●Knots On A Counting Rope video read the standard). ​ aloud ⚫This same lesson would work well with different books if the ​ ●narrative transitions poster teacher has a favorite they would like to use. ​ ●using narrative transitions ​ ●sample pacing poster . ​ ●Picture Books to Teach Elements of ​ Fiction 5th Grade Narrative Analysis Chart

W1-E ⚫After lesson 4-D students should choose an entry from their ●narrative organizer ​ ​ writer’s notebook that they would like to develop and take through ●narrative organizer II ​ the writing process to publication. ●narrative organizer III ​ ⚫Each student should complete a narrative organizer for their story. ●ELL Narrative Templates ​ ​ ⚫Tell students not to do anything with the column on pacing yet. ​ They will return to this after lesson 4-E. ⚫The teacher should also plan to write a personal narrative, ​ following the same sequence as students so she can model how to use each strategy. ⚫Make sure to model how how you will fill out your organizer. ​ ⚫Be deliberate (maybe contriving?) with your writing- you want ​ to show students that you encounter problems in your writing and how you solve those problems.

W1-F ⚫Sample lesson plan for pacing events ●Sisters ​ ​ ​ ⚫We can think of pacing in two ways. The simplest way is ●Passage From Sign of the Beaver by ​ ​ ​ transition words that show the progression of time (e.g. as the years Elizabeth George Speare ●Exploded moment starters passed, many months later, suddenly, meanwhile). The more ​ ●Slowing Down Time video from sophisticated is the way events are told in a story. What events are ​ ​ TED-Ed told at a steady pace? What events are slowed down so the reader is given a very detailed description? ⚫Our ELL 1s and 2s may only be at a place where they use ​ transition words to pace their story, but we need to move our 5th

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graders to a more sophisticated understanding and execution of narrative. ⚫When talking and teaching about pacing we have used the phrase ​ “exploded moment” (from Barry Lane’s work in After the End) to ​ ​ ​ ​ describe slowing down time. ⚫When we work with students we try to avoid using the word ​ “slow’ because this causes confusion for students who think we are referring to fast action or slow action. ​ ​ ​ ​ ⚫What we want them to understand is that in a piece of narrative an ​ author will tell some parts of a story at a steady or quick pace and then explode a few key moments with rich detail and description.

This may be the point where you want students to use the narrative organizer and their work on pacing and type a first draft. We think it is important that students type this so as they make revisions in lessons 4G, H, and it will not be too cumbersome for them.

W1-G ⚫Sample lesson plan for describing a character through dialogue. ●The Backpack ​ ​ ​ ⚫This lesson should tie in with the work that students are doing in ●sample anchor chart ​ ​ ●blank anchor chart module 1, comparing and contrasting characters. ​ ●Flipchart on Dialogue ⚫If time is the structure of narrative, character is the heart of ​ ​ narrative. ⚫We need to move from asking 5th graders what the character(s) in ​ their story is like to more specific questions such as: What does my ​ ​ character want? What is it that my character can’t have? What makes my character happy? What makes my character sad?

W1-H ⚫Sample lesson plan showing not telling ●telling and showing samples ​ ​ ​ ●telling sentences This lesson should tie in with the work students are doing in module ​ ●sample exemplary 5th grade writing 2 on inferring. ​ using showing not telling ⚫We infer when we read, we ‘show” when we write, but they are ​ related concepts.

W1--I ●Creating Satisfying Solutions from Razzle Dazzle Writing by Melissa Forney ​ ​ ​ ​ ●Endings from Reviser’s Toolbox by Barry Lane ​ ​ ​ ​ ●Editing Strategies from Mechanically Inclined by Jeff Anderson ​ ​ ​ ​

Additional Module W1 Resources: ​ ● McGraw Hill eschool ​ ● narrative rubrics and checklists for students to use in self evaluation ● Developing a lead from Reviser’s Toolbox ​ ● Developing characters from Reviser’s Toolbox ​ ● Ways to End a Narrative ● Surprise Endings from Craft Lessons ​ ● Experiment With Endings from Craft Lessons ​ ● The Circular Ending from Craft Lessons ​ ● Emotional Endings from Craft Lessons ​

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● Article from the Reading Teacher, Preparing ELLs for Peer Review in the Writer’s Workshop ​ ● “Children’s Books as Models to Teach Writing Skills” article from The Reading Teacher ​ ​ ​

Writing Module 2 W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and ​ clear event sequences. **In module 2 students will write narratives in response to text. ​ RL.5.1, RL.5.4, RL.5.7, RL.5.10, W.5.4, W.5.9, W.5.10, SL.5.1, SL.5.2, L.5, L.5.2, L.5.4, L.5.6

W2-A ⚫For writing assessments in stage 2 students will be asked ●narrative organizer ​ ​ to read a short story and then write to a prompt based on the ●narrative organizer II story. Sample lesson plan ​ ​ ●narrative organizer III ⚫These prompts ask students to create a “new adventure, ​ ​ ●ELL Narrative Templates next chapter, or new episode” based on characters, settings, ​

and events of the original story. ⚫Some students may know this style of writing as fan ​ ​ fiction. Fan fiction is an imagined story about characters or ​ settings from an original work of fiction, created by fans of that work rather than by its creator. ⚫This is a worthwhile endeavor in that it reinforces the ​ learning of Reading standard R.2 and R.3, which requires students to analyze in depth characters, settings, and events and R.5 which deals with structure. ⚫If students are writing a story based on text, they need to ​ analyze the character setting and events of the original story. ⚫ In addition, many students (especially our ELL students) ​ are more successful at writing an imagined narrative when they have an anchor text to guide them. ⚫Encourage students that they will include the same ​ components in this kind of writing (event sequence/transition words/pacing/ dialogue/closure, etc) as they did in their personal narratives.

W2-B ●LearnZillion lesson on narrative response to Literature: The Devil and the Scavenger ​ ​

Additional Module W2 Resources: ⚫These awesome resources are great ideas for mini lessons from The Big Book of Details by Rozlyn Linder: ​ ​ ​ ●Set It Up (Orient the reader) ​ ​ ●Just Like That (Use Dialogue and Description) ​ ​ ●Act and Think, But, Why? (Manage the sequence of events) ​ ​ ​ ​ ⚫From Portland Public Schools: Personal Narrative, Imagined Narrative, Intro to Writing Workshop ​ ​ ​ ​ ​ ​ ​

Creating a chart such as this sample, and using it whenever new vocabulary is introduced, may help to ​ ​ integrate Language standards.

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LANGUAGE STANDARDS

Text that is highlighted in RED reflects a change from CCSS to Arkansas ELA State Standards. ​ ​ L.5.1 Demonstrate L.5.2 Demonstrate command L.5.4 Determine or clarify L.5.5 Demonstrate ​ ​ ​ ​ command of the of the conventions of the meaning of unknown and understanding of figurative conventions of standard English multiple-meaning words and language, word relationships, standard English grammar capitalization, punctuation, phrases based on grade 5 and nuances in word and usage when writing or and spelling as appropriate reading and content, meanings, as appropriate ​ ​ speaking. for Grade 5 when writing. choosing flexibly from a for the grade level. ​ c. Form and use perfect ●McGraw Hill eschool range of strategies. b. Recognize and explain ​ ​ ​ verb tenses (e.g. I had c. Use a comma to separate a. Use context (e.g. the meaning of common ​ ​ walked, I have walked; I an introductory element from cause/effect relationships idioms, and proverbs. will have walked). the rest of the sentence. and comparisons in text) as a c. Use relationships between ●Teacher info on perfect - Use a comma to set off clue to the meaning of a particular words (e.g. ​ ​ verb tenses appositives, the words yes word or phrase. synonyms, antonyms, ​ ●McGraw Hill eschool and no (e.g Yes, thank you), ●McGraw Hill eschool homographs) to better ​ ​ -use verb tense to convey to set off a tag question from b. Use common understand each of the words ​ various times, sequences, the rest of the sentence (e.g. grade-appropriate Greek and ●McGraw Hill eschool ​ states, and conditions It’s true, isn’t it?) and to Latin affixes and roots as -recognize and correct indicate direct address (e.g. clues to the meaning of a inappropriate shifts in verb Is that you, Steve?) word (e.g. photograph, tense. -Use punctuation to separate photosynthesis). ●McGraw Hill eschool items in a series ●McGraw Hill eschool ​ ​ d. Use relative pronouns, whose;whom; who; which; and that. ​ e. Use relative adverbs, where; when; and why ●teacher info on relative ​ pronouns and adverbs ●McGraw Hill eschool ​ f. Use correlative conjunctions (e.g., either/or, neither, nor) ●McGraw Hill eschool ​ ACT Aspire like assessment ACT Aspire like assessment for ACT Aspire like assessment for L.1 is available at for L.1 is available at L.2 is available at www.edcite.com. Search the assignment library for www.edcite.com. Search the www.edcite.com. Search the ​ ​ ​ Sdale 5th Grade Unit 1 Language L.3,4 assignment library for Sdale assignment library for Sdale 5th ​ ​ 5th Grade Unit 1 Language Grade Unit 1 Language L.2 L.1

Grade Level Progression for prefixes/suffixes/root words

Supporting Language Standards

These Language standards should be integrated into the curriculum all year long. L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Reco​ gnize and correct inappropriate shifts in verb tense. ​

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L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing as appropriate for Grade 5 ​ when w​ ​ riting. d. Use underlining, quotation marks, or italics to indicate titles of works. ​ e.Spell grade-appropriate words correctly, consulting reference materials. ​ L.5.3 Use knowledge of language and its conventions as appropriate for Grade 5, when writing, speaking, reading, or listening. a. Expa​ nd, combine, and reduce sentences for meaning, reader/listener interest, and style. ​ b. Compare and contrast the varieties of English (e.g. dialects, registers) used in stories, dramas, or poems. ​ L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a ​ r​ ange of strategies. c. Consult reference materials (e.g. dictionaries, glossaries, thesaurus), both print and digital, to find the pronunciation and determine or clarify the precise ​ meaning of key words and phrases. L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, as appropriate for the grade level. ​ ​ c. Use​ the relationship between particular words (e.g. synonyms, antonyms, homographs) to better understand each of the words. ​ L.5.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal ​c​ ontrast, addition, and other logical relationships (e.g. however, although, nevertheless, similarly, moreover, in addition).

READING FOUNDATIONS

These reading standards should be integrated into the curriculum all year long. RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.4 Read grade-level text with sufficient accuracy and fluency to support comprehension. ​ ​ a. Read grade-level text with purpose and understanding. b. Read grade-level prose with and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ●student center activities for Reading Foundations at FCRR (scroll down for 5th grade) ​ ​ ●McGraw Hill eschool ​

Suggested Read Alouds: ● The Birchbark House by Louise Erdrich ● Island of the Blue Dolphins by Scott O’Dell ● Sing Down the Moon by Scott O’Dell ● Indian Captive by Lois Lensky ● The Talking Earth by Jean Craighead George

We would love your feedback and great ideas! Please email any suggestions, concerns, resources, or lesson ideas to your 3-5 Literacy TOSA, Linda Odle at [email protected]

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