Key Word Pronouns

Orangeburg Consolidated School District Five

Curriculum Pacing Guide 2012 - 2013 ELA 5th Grade Acknowledgements W e would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School District Five. These teachers gave time and professional knowledge to modify and enhance the curriculum pacing guides to move our students and district towards being a world-class organization.

Beatrice Keitt-W illiams, 3rd Grade ELA (W hittaker) Chedra Anthony, 3rd Grade ELA (W hittaker) Denise Brown-Johnson, 4th Grade ELA (Rivelon) Dyrese H ouser-Jackson, 4th Grade ELA (Bethune-Bowman) Dabetta Smith, 5th Grade ELA (Brookdale) Chinyeaka Ihekweazu, 3rd Grade M ath (W hittaker) T onya Yarbrough, 3rd Grade M ath (M arshall) Elaine Rice, 4th Grade M ath (Bethune-Bowman) LaT oya Glen, 4th Grade M ath (Marshall) Latasha Little-Robinson, 5th Grade M ath (Brookdale) Ada Akins, 5th Grade M ath (M arshall) Lynn Rivers, 3rd Grade Science (Dover) Shalanda Shuler, 3rd Grade Science (Brookdale) Patricia H ampton, 4th Grade Science (Rivelon) M ary Robinson, 4th Grade Science (W hittaker) N atasha Berry, 5th Grade Science (Brookdale) T homas Smalls, 5th Grade Science (M ellichamp) T awana Frederick, 5th Grade Science (W hittaker) W endy Richardson, 3rd Grade Science (Clark) Chandra M oore, 3rd Grade Science (Rivelon) Audrey Irick, 4th Grade Social Studies (M arshall) Andrea Perkins, 4th Grade Social Studies (W hittaker) Anwar H odges, 5th Grade Social Studies (Brookdale) Sarah H utto, 5th Grade Social Studies (Sheridan)

Reminder: T his document is in draft form. Based on the most current and future data, the pacing may change. Please only print one semester at a time as changes may be made by the team as deemed necessary.

Week of Aug. 20th - Aug. 24th Aug. 20th - Aug. 24th Indicators CCSS 5-1.6 Analyze the details that support the expression of the 5.RL.2. Determine a theme of a story, drama, or poem main idea in a given literary text. from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Review Weak Standards from 2011 - 2012 Review Weak Standards from 2011 - 2012

Instructional Strategies 1. The teacher will read aloud several narratives over the course of the week to teach analyzing details that support the main idea. Suggested Narratives:  Picnic at Mudsock Meadow, Patrica Polacco

 When Lightening Comes in a Jar, Patricia Polacco

 The Hundred Penny Box, Sharon Bell Mathis

 The Relatives Came, Cynthia Rylant

 Miss Hunnicut’s Hat, Jeff Brumbeau and Gail deMarcken  Fairy Tales 2. After reading a narrative selection, the students will use “The Helping Hand” strategy to analyze the details that support the main idea. To complete this activity, the teacher will provide a sheet with a hand printed on it. The students will write the main idea in the palm and details on the fingers.

3. The teacher will read a short story to the class. Students will paraphrase what happened in their own words analyzing details. Quadrant B 4. Students will illustrate details they have read based on independent reading, guided reading, or content reading selections. Quadrant C/D 5. Students complete a Three-Circle Map. Students create three circles connected together that address the following questions: What happened first?; What is the story mostly about?; What happened last? Quadrant C 6. Create a Story Pyramid: Quadrant C

1. The name of the main character ______. 2. Two words describing main character ______, ______3. Three words describing the setting ______, ______, ______4. Four words stating the story problem ______, ______, ______, ______5. Five words describing the first event in story ______, ______, ______, ______, ______6. Six words describing second event ______, ______, ______, ______, ______, ______

Resources Daily Oral Language

Websites: www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/, http://wvde.state.wv.us/learn21/3/5/languagearts/

S3 Curriculum: http://scde.mrooms.org/index.php?page=14483

Other Resources: PASS Coach pages 32-35, "Quinn"Essential Reading Log Common Core: Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf, Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdf Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st Week of Aug. 27th - Aug. 31th Aug. 27th - Aug. 29th Indicators CCSS 5-2.1 Summarize the central idea and supporting 5.RI.8. Explain how an author uses reasons and evidence of a given informational text. evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

5-1.1 Analyze literary texts to draw conclusions and make 5.RI.1. Quote accurately from a text when explaining inferences. what the text says explicitly and when drawing inferences from the text.

5-2.1. 1. The teacher will provide several informational texts over the course of the week to teach summarizing the central idea and supporting evidence of informational texts. The teacher should complete a lesson which teaches students how to read informational texts. The teacher should point out that readers read informational and narrative texts differently. Suggested forms of informational text:

 Magazines for kids: National Geographic Explorer, Time for Kids, Sports Illustrated for Kids, Scholastic News, Weekly Reader, etc.  Newspapers, feature articles, editorials, ads, graphs, pictures and captions, etc.  Non-fiction informational books to include textbooks  Picture books by authors like Gail Gibbons, Seymour Simons,  Big Books published by companies such as Scholastic, Newbridge and Lakeshore  Menus, labels, book reviews (from magazines/newspapers and the back covers of books), advertisements, etc. 2. After reading the informational text, the students will use “The Helping Hand” strategy to summarize the central idea and supporting evidence. To complete this activity, the teacher will provide a sheet with a hand printed on it. The students will write the central idea in the palm and the supporting evidence on the fingers.

3. The teacher will stop periodically throughout the text and call on students to list on a graphic organizer the main events to see if they understand what is happening. Quadrant A 4. Students will create a graphic organizer of an informational text. They will then use their graphic organizer to paraphrase the main idea of the text. Quadrant D

Someone Wanted But So Then

5. The teacher will read aloud sections of a text. The students will listen carefully and record in graphic organizer information they find to be important or intriguing. Students will then reflect what they found to be the central idea. 6. The teacher will read a short text to the class. Students will paraphrase what happened in their own words. Quadrant A 7. Students will illustrate what they have read based on independent reading, guided reading, or content reading selections. Quadrant C/D 8. Students will show a web to present summaries, including an introduction, five bullets for the five main points, and a conclusion. Quadrant C 9. The teacher will write a summary of a text that the students know or have read. Ask students what makes it a summary. Student will record their answers in journal. Quadrant C 5-1.1 1. The students can play a game of “Inference Riddles”. During this game, the teacher provides clues for students. Based on clues, students make inferences to determine the answer to a riddle. 2. After reading an informational text, students can complete an inference chart. The chart should be divided into three sections. One section should have the questions. The middle section should have a place for the answer. The last section should have a section students should use to record the evidence from the text to support their answer. 3. When reading orally to class, the teacher will stop periodically to allow students to draw conclusions about characters or events in the story through a discussion. Quadrant B 4. Students will use a highlighter to underline clues that led them to draw a conclusion. This can be done with a newspaper article. Quadrant B 5. Students will play "Mystery Student." Allow students to write 5-10 facts about themselves that others may or may not know. The teacher reads the clue sheet, and students try to conclude the identity of the mystery student. They should share which clue helped them to reach their conclusion. Quadrant C 6. Students will use dialogue from the story to draw conclusions about characters, setting, conflict, etc. Quadrant C 7. Students will use words from the story to draw conclusions about setting, problem, and characters. Quadrant C 8. Students will “ACE” their answers about conclusion questions. Quadrant D A—answer the question C—cite information from the text ("In the text, on page ….") E—extend and explain reasoning 9. Students will give an opinion about a Decision a character made in a story. Pair them with someone who has an opposing opinion. Ask them to give evidence from the text to support their opinion and sway the other student to change his/her mind. Quadrant D 10. Before reading a news story, the teacher will do a “picture walk” and ask questions. Require details from the pictures to support students' responses. Quadrant C 11. The teacher guides the students through text where Everyone Reads To …. The teacher asks a question to lead them through the text by stating, "I want everyone to read to find out…" After reading the selected passage, the teacher restates and asks students for the information. Quadrant C 12. Students create a three tile comic from the story. They will provide #1 and #2 from details in the story. #3 will make a logical deduction based on the events. Quadrant C

5-1.11& 5-2.9 1. The teacher an students should gather together for the purpose of setting expectations for readers. This step will be important for developing students into the type of readers that take ownership of independent reading. The teacher should guide students into creating an anchor chart which outlines what they think makes a good reader. 2. The teacher should explicitly state that children will have a purpose for reading each day. The teacher should read aloud a narrative or informational text daily. The text should be used to demonstrate a proficient readers’ strategy. The students should be then expected to practice using the strategy during independent reading. 3. To get the students interested in the classroom library, the teacher can pile the entire set of classroom books into the middle of the room. Students can then put the books into groups based upon like characteristics and interests. The teacher should then tell students they’ve just created their classroom library. The children can then help the teacher place books into baskets and on the shelves for immediate usage. 4. The teacher should gather students near the library to discuss proper handling of books. The group can then create an anchor chart with rules for independent reading.

5-1.7 & 5-2.4 1. The teacher should help students understand that all readers have inner conversations while reading. Students must be taught to pay attention to their own inner conversation. The teacher can model this before, during, and after a read aloud. Before reading, the teacher can discuss the predictions she/he made about the book; during reading the teacher can stop periodically to discuss what she/he is thinking about the reading; after the reading the teacher can discuss the connections she/he made during reading. 2. The teacher and students can create a “Reading Response” anchor chart which lists proper reading responses. The list should include but not be limited to the following sentence starters: I like, I dislike, I thought, I wonder, The story reminded me of, etc. 3. The teacher should help students create a reader’s notebook. The teacher should tell students that they will use this notebook to record their personal reading response during and after independent reading. The notebook can be used to record independent as well as teacher directed reading responses.

S3 Curriculum: http://scde.mrooms.org/index.php?page=14483 Other Resources: (5-2.1) PASS Coach Book ELA: pgs. 52-55, (5-1.1) PASS Coach Book ELA: pgs. 36-39, "Quinn"Essential Reading Log

Common Core: Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf, Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdf Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st Week of Aug. 27th - Aug. 31st Aug. 30th - Aug. 31st Indicators CCSS 5-3.1 Use context clues (for example, those that a. 5.RF.3. Know and apply grade-level provide an example, a definition, or a restatement) to phonics and word analysis skills in decoding words. generate the meanings of unfamiliar and multiple-meaning 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.

5.RI.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

a. 5.RL.4. Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

5-4.2 Use complete sentences in a variety of types 5.L.3. Use language to enhance meaning, convey (including simple, compound, and complex) in writing. style, and achieve particular effects when writing or speaking. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Instructional Strategies 5-3.1 1. The teacher should model explicitly for students how to determine the meaning of a word from context clues. The teacher should model using a variety of types of context clues such as example/illustration (provides an example or illustration to describe a word) logic (provides a connection such as a simile for the word) roots and affixes (provides meaningful roots and affixes that the reader uses to determine meaning) grammar (provides syntactical cues that allow for reader interpretation). 2. Students can create charts, graphs, or webs to show word relationships. They words can be used to create funny stories. 3. Students will play "Rivet.” The teacher will begin activity by writing numbers and drawing lines on the board to indicate how many letters each word has. The teacher will fill in the letters one at a time, as students watch. Stop after each letter to see if anyone can guess the word. Once the word has been guessed, ask everyone to help finish spelling it. If a student gives an incorrect guess, just continue writing letters until someone guesses the correct word. Children will then use the word in a sentence. Quadrant A 4. The teacher will make a chart with the following:  This is an unfamiliar word. ! That's interesting! ? I don't get it. X I disagree.  I like this part. 3. Students will use sticky notes for text-coding strategies. When they come to a part of the text that they want to code, students will mark it with a sticky note marked with that symbol. After reading, students discuss the words, phrases, sentences, or paragraphs where they placed sticky notes. Quadrant D

5-4.2 1. After an explicit teaching lesson on using complete sentences, the students can play a game of “Sentences Simon Says.” During this game, the teacher will write the type of sentence the children are listening for. The students will only move forward if they teacher reads aloud the type of sentence that is written on the board. 2. Using a sample of their writing, students underline or highlight the type of sentence you are studying. They can use different colors for different types of sentences. Quadrant A 3. In the traveling story, students each write an opening sentence and then pass the story to a second student who adds a second sentence before passing to the third student. Each student pulls the type of sentence from the bag. This is the type of sentence they will write. Students can swap sentence types during the passing. When students have lost interest, stop the activity and read the story. Quadrant C

Other Resources: (5-3.1) PASS Coach Book ELA: pgs. 18-21, (5-4.2)PASS Coach Book ELA: pgs. 112-115, "Quinn"Essential Reading Log

Assessment Week of Sept. 3rd - Sept. 7th Sept. 3rd Indicator CCSS Labor Day (Holiday) Labor Day (Holiday) Instructional Strategies Labor Day (Holiday) Resources Labor Day (Holiday) Assessment Labor Day (Holiday)

Sept. 4th - Sept. 7th Indicators CCSS 5-3.1 Use context clues (for example, those that provide 5.RF.3. Know and apply grade-level phonics and word an example, a definition, or a restatement) to generate the analysis skills in decoding words. meanings of unfamiliar and multiple-meaning 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.

b. 5.RL.4. Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

5-1.1 Analyze literary texts to draw conclusions and make 5.RL.1. Quote accurately from a text when explaining inferences. what the text says explicitly and when drawing inferences from the text.

5-4.1 Generate and organize ideas for writing using 5.W.1. Write opinion pieces on topics or texts, prewriting techniques (for example, creating lists, supporting a point of view with reasons and having discussions, and examining literary models). information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

5.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5-5.2 Create narratives that have a fully d e veloped plot 5.W.3 Write narratives to develop real or imagined and a consistent point of view. 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 or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. 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.

Instructional Strategies 5-3.1 1. The teacher should model explicitly for students how to determine the meaning of a word from context clues. The teacher should model using a variety of types of context clues such as example/illustration (provides an example or illustration to describe a word) logic (provides a connection such as a simile for the word) roots and affixes (provides meaningful roots and affixes that the reader uses to determine meaning) grammar (provides syntactical cues that allow for reader interpretation) 2. Students can create charts, graphs, or webs to show word relationships. They words can be used to create funny stories. 3. Students will play "Rivet.” The teacher will begin activity by writing numbers and drawing lines on the board to indicate how many letters each word has. The teacher will fill in the letters one at a time, as students watch. Stop after each letter to see if anyone can guess the word. Once the word has been guessed, ask everyone to help finish spelling it. If a student gives an incorrect guess, just continue writing letters until someone guesses the correct word. Children will then use the word in a sentence. Quadrant A 4. The teacher will make a chart with the following:  This is an unfamiliar word. ! That's interesting! ? I don't get it. X I disagree. * I like this part. 5. Students will use sticky notes for text-coding strategies. When they come to a part of the text that they want to code, students will mark it with a sticky note marked with that symbol. After reading, students discuss the words, phrases, sentences, or paragraphs where they placed sticky notes. Quadrant D

5-4.1 1. To introduce the writing process, the teacher can read aloud the book, You Have to Write! by: Janet Wong. After the reading, the students can create a “seed list” in the front of their writer’s notebook. To create a seed list, students should think of topics they would potentially want to write about (i.e., favorite season, birthdays, holidays, family events and trips, etc.) The teacher should explain that the seeds can serve as springboards for potential writing topics. Students should also know that they can add to their list as they think of new ideas. 2. The teacher will model various prewriting strategies on the overhead such as webbing, making lists, and diagrams. Quadrant A 3. The teacher will read literature selections daily. These read-alouds act as a springboard for students to think about writing on topics involving people, places, information, and events. Quadrant A 4. The teacher will give the class an interest inventory for each student to complete. When students reach a mental block, they can refer to their interest inventory for topics. Quadrant A 5. Students will engage in “Two Minute Quick Writes.” The teacher will give the class a topic. Students will write down everything they can think of that pertains to that topic. Quadrant C 6. Students will discuss their previous day’s activities, then brainstorm various types of writing for each activity. Quadrant C

ACTIVITY WRITING Brushed teeth How to brush your teeth

Watched Discovery Research paper on sharks channel

7. Students will use an outline to write a research paper. Quadrant D

For example: Chester A. Arthur I. Background Information A. Date of Birth B. Birthplace C. Education II. Political Career

8. In pairs, the students will create a chart on their paper for their topic. They will fill out what they want to “write” and what the other wants to “read” Example:

WHAT TO WHAT TO READ WRITE  F  WH AMILY AT DID YOU  G GUYS DO? AMES  WH ERE DID YOU GO?

5-1.1 1. The students can play a game of “Inference Riddles”. During this game, the teacher provides clues for students. Based on clues, students make inferences to determine the answer to a riddle. 2. After reading an informational text, students can complete an inference chart. The chart should be divided into three sections. One section should have the questions. The middle section should have a place for the answer. The last section should have a section students should use to record the evidence from the text to support their answer. 3. 4. When reading orally to class, the teacher will stop periodically to allow students to draw conclusions about characters or events in the story through a discussion. Quadrant B 5. Students will use a highlighter to underline clues that led them to draw a conclusion. This can be done with a newspaper article. Quadrant B 6. Students will play "Mystery Student." Allow students to write 5-10 facts about themselves that others may or may not know. The teacher reads the clue sheet, and students try to conclude the identity of the mystery student. They should share which clue helped them to reach their conclusion. Quadrant C 7. Students will use dialogue from the story to draw conclusions about characters, setting, conflict, etc. Quadrant C 8. Students will use words from the story to draw conclusions about setting, problem, and characters. Quadrant C 9. Students will “ACE” their answers about conclusion questions. Quadrant D A—answer the question C—cite information from the text ("In the text, on page ….") E—extend and explain reasoning 10. Students will give an opinion about a Decision a character made in a story. Pair them with someone who has an opposing opinion. Ask them to give evidence from the text to support their opinion and sway the other student to change his/her mind. Quadrant D 11. Before reading a news story, the teacher will do a “picture walk” and ask questions. Require details from the pictures to support students' responses. Quadrant C 12. The teacher guides the students through text where Everyone Reads To …. The teacher asks a question to lead them through the text by stating, "I want everyone to read to find out…" After reading the selected passage, the teacher restates and asks students for the information. Quadrant C Students create a three tile comic from the story. They will provide #1 and #2 from details in the story. #3 will make a logical deduction based on the events. Quadrant C

5-5.2 1. The teacher can use this month to begin a new genre study. This month students can study narrative writing. Students should know that narrative writing is simply storytelling. They should also know that it can be both fiction and nonfiction. Students can use this month to explore writing: personal narrative writing, biographical narrative writing, or imaginative narrative writing. 2. Students must know that all narratives must have the following: characters, setting, problem, events, and resolution. 3. Students should know that narratives can be written from first-person or third-person point-of-view. They can aslo be written in the rarest used- second point-of-view. 4. Teachers can use the following mentor texts as examples of great narrative writing:

 All the Places to Love by Patricia MacLachlan  Miz Berlin Walks by Jane Yolen  Owl Moon by Jane Yolen  Quinnie Blue by Dianah Johnson  Show Way by Jacqueline Woodson  Shortcut by Donald Crews  The Relatives Came by Cynthia Rylant  Knuffle Bunny by Mo Willems  Saturdays and Teacakes by Lester Laminack  Roller Coaster by Marla Frazee

5. Students will write a narrative story relating an event in their own lives. Students will first outline the plot for their story by recording problem, solution, and climax. Quadrant D 6. After having read Maniac Magee or a Novel with a similar theme, write about a time when you experienced or witnessed injustice. Tell how this affected your life. Quadrant D

Other Resources: (5-3.1) PASS Coach Book ELA: pgs. 18-2, (5-1.1), PASS Coach Book ELA: pgs. 36-39, (5- 5.2)PASS Coach Book ELA: pgs.146-149, (5-4.1)PASS Coach Book ELA: pgs. 138-141, "Quinn"Essential Reading Log

Assessment

Week of Sept. 10th - Sept. 14th Sept. 10th - Sept. 14th Indicators CCSS

Please use this week to review the indicators from the previous week if your students need more time exploring with indicators 5-1.1, 5-3.1, 5-4.1 & 5-5.2. If your students are ready to move on, do so at your discretion.

Instructional Strategies

See Above

Resources

See Above

Assessment

See Above

Week of Sept. 17th - Sept. 21th Sept. 17th - Sept. 21st Indicators CCSS 5-2.2 Analyze informational texts to draw conclusions and 5.RI.1. Quote accurately from a text when explaining make inferences. what the text says explicitly and when drawing inferences from the text.

5-6.1 Clarify and refine a research topic.

5-4.3 Create multiple-paragraph compositions that include 5.W.1. Write opinion pieces on topics or texts, a central idea with supporting details and use appropriate supporting a point of view with reasons and transitions between paragraphs. information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

5.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

5.W.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 or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events.

5.W.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5-4.4 Use grammatical conventions of written Standard 5.L.1. Demonstrate command of the conventions of American English, including standard English grammar and usage when writing or • irregular comparative and superlative speaking. adjectives, a. Explain the function of conjunctions, • irregular adverbs, prepositions, and interjections in general and • interjections, their function in particular sentences. • past participles of commonly misused b. Form and use the perfect (e.g., I had walked; I verbs, and have walked; I will have walked) verb tenses. • subject-verb and pronoun-antecedent c. Use verb tense to convey various times, agreement with collective nouns. sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions (e.g., either/or, neither/nor).

5.L.2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions (e.g., either/or, neither/nor).

Instructional Strategies 5-2.2 1. The students can play a game of “Inference Riddles”. During this game, the teacher provides clues for students. Based on clues, students make inferences to determine the answer to a riddle. 2. After reading an informational text, students can complete an inference chart. The chart should be divided into three sections. One section should have the questions. The middle section should have a place for the answer. The last section should have a section students should use to record the evidence from the text to support their answer.

3. Have students make inferences when reading informational texts by completing a chart.

I can infer that My inference is based on Picture Text 4. Have students read an informational text. After reading students will draw conclusions by writing three responses based on: facts from their text, draw a conclusion(s) based on the facts from their text, and the central idea of the text. 5. Scenarios – Before, During, After 6. Class scenario 7. Political cartoon 8. Mystery/I Spy/Clue?/Songs appropriate

5-6.1 1. Teachers can use this month to begin the 1st Nine Weeks Research Project. Research topics can be teacher selected or student selected. 2. Teachers should stress choice and interest when choosing topics for research so that students will want to complete the research. 3. Teachers should explicitly teach students how to refine research topics. 4. To help students with understanding differentiating between topics that are too broad, too narrow or just right, teachers can help students create a web with a broad topic such as “Space” in the center. Students can name and write topics that are related to the broad topic on the outside of the web. 5. Given a set of broad topics, have students choose one to refine and narrow the focus and begin research. 6. After topics are selected, students can complete the first two sections of a KWL chart. Students write everything they know about their topic in the K section. Students will write at least four research questions in the W section of the diagram.

5-4.3 1. The teacher will demonstrate how to organize information by taking a “Two Minute Quick Write” topic and creating an appropriate graphic organizer. After choosing a writing topic, students will create a graphic organizer to plan their writing. Quadrant D 2. The teacher will model how to use various types of graphic organizers: Venn Diagrams, T-Charts, timelines, circle maps, story maps, outlining, flowcharts, and webs. Quadrant C 3. The teacher will give the following writing prompt: Quadrant B

Imagine that you have won a contest that allows you to visit your favorite star’s home. After being picked up in your star’s special car, you arrive at the doors of his/her large house. Now you are going to describe the inside of the house to a friend. During prewriting, you might want to think about the colors, furniture, and Decorations in each room. In your introduction, explain the contest you have won to a friend. In the body, describe each room of the house in a different paragraph. In your conclusion, tell your friend how you enjoyed the day and whether you have plans to return. 4. The teacher will give the following writing prompt. (Give to class mothers if possible for actual use.) Quadrant B

Your class is having a party before winter or spring holidays. The class mothers would like your ideas about what would make a good class party. Write a letter to a class mother explaining what kind of party you would like. Include the kind of food and games that would be appropriate. You may add other suggestions you have for making the party a success. Don’t forget the five parts to a friendly letter. In your introductory paragraph, explain the purpose of your letter to the class mother. In your concluding paragraph, thank the class mother for her time and effort. 5. The teacher will give the following writing prompt: Quadrant B

You have been asked by your principal or assistant principal to write a report to explain an argument that occurred on the playground during recess. You were not involved, but witnessed the argument from the beginning. You should try not to take sides, but just explain what took place. In your introductory paragraph, relate to the principal who was involved and how it started. In the body of your report, include any actions and any conversation that occurred. In your concluding paragraph, relate to the principal how the argument ended.

6. Student will pretend to be a campaign manager for a political candidate and will plan a campaign including slogans, qualifications, and character traits for the candidate. (This is an excellent strategy during an election year.) Quadrant D

5-4.4 1. Students will collect examples of irregular adjectives, adverbs, interjections, misused verbs, and subject – verb and pronoun – antecedent agreement with collective nouns used appropriately from text, newspapers, and magazines. Make a classroom display. Refer to examples as needed during writing instruction. Quadrant B 2. Students will peer edit writing for the appropriate use of Standard American English conventions. Quadrant C 3. Students scan newspapers for comics that include interjections, cut them out, mark the interjections and make a class book or display. Quadrant B 4. From the yellow pages of the phone book, create a display of business advertisements with collective nouns and a description of each using the appropriate singular form of the verb. Example: Anderson Floors is the business that sells tile for kitchens. Illustrate and combine student work into a class book. Quadrant C

Other Resources: (5-6.1) PASS Coach ELA: pgs. 158-161, (5-4.3) PASS Coach Book ELA: pgs. 116-119, (5- 4.4)PASS Coach Book ELA: pgs. 95-111, "Quinn"Essential Reading Log

Assessment

Week of Sept. 24th - Sept. 28th Sept. 24th - Sept. 28th Indicators CCSS

Please use this week to review the indicators from the previous week if your students need more time exploring with indicators 5-2.2, 5-6.1 5-4.3, & 5-4.4. If your students are ready to move on, do so at your discretion.

See Above

Resources

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Assessment a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

5-4.5 Use revision strategies to improve the organization 5.W.5. With guidance and support from peers and and development of content and the quality of voice in written adults, develop and strengthen writing as needed by works. (See Instructional Appendix: Composite Writing planning, revising, editing, rewriting, or trying a new Matrix.) approach.

5-4.6 Edit for the correct use of written Standard 5.W.5. With guidance and support from peers and American English adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Instructional Strategies 5-1.2 1. After explicitly teaching points of view, the teacher and students should create an anchor chart which outlines the differences between first-person, third-person limited and third-person omniscient. 2. Using fairy tales such as Goldilocks or The Three Little Pigs, identify the point of view and have students verbalize point of view of a different character. Quadrant C 3. Have students choose a character from a fairy tale or story and rewrite story from a different point of view. For example, Cinderella written from the point of view of an ugly stepsister. Quadrant C 4. Using a text, have students compare one character’s point of view with another character’s point of view. Quad C 5. The teacher will read The Wolf’s Story: What Really Happened to Little Red Riding Hood by Toby Forward. The teacher will facilitate a discussion on point of view. The students will write a story from Grandma’s point of view. 6. The teacher will read aloud Scaredy Squirrel by Melanie Watt and facilitate a discussion on omniscient point of view. Key Word Point of View Definition Pronouns

First-Person I am in the story. I I, me, my, we, us, tell the story. our

Third-Person Someone outside of he, she, they, (Limited the story tells them Omniscient) the story from what he/she knows about ONE character in the story.

Third-Person Someone outside of he, she, they, (Omniscient—All the story tells them Knowing) the story from what he/she knows about ALL characters in the story.

5-3.2 1. The teacher will help students master prefixes, roots, and suffixes for grade 5 from Appendix C of the 2008 SC ELA standards using flashcards, Frayer Model, etc.

Prefixes Roots Suffixes Greek Latin extra- geo (earth) aqua (water) -ation (n) (beyond) inter- human (man) audi (hear) -ous (adj) (between) -tion/-sion semi- (half) hydro (water) dict (speak) (n) co- meter fac/fec/fic -age (n) (together) (measure) (make; do) en-/em- spec/spect port (carry) -ate (v) (into/onto) (look) mis- sphere (round) terra (earth) -ual (adj) (bad/wrong) tri (three)

2. Preparation: Teacher creates a Root/Affix chart. Using the Greek and Latin root word chart, the teacher gives each student an index card with either a prefix, a root word, or a suffix written on it. Without telling students the names of the categories, students Dec.ide who would be in a group with them based on their card. The groups should Dec.ide on a name for their category. (Suggested words can from Word Within A Word if available; can also find lists online) Quadrant B 3. The teacher will send students on a “treasure hunt” through the newspaper or magazine. Assign a point value for different suffixes and/or prefixes. Students cut out words with a suffix or prefix and paste/tape it onto a chart. Students can tally up points at the end of time to determine who found the most treasures. Share charts with class. Quadrant B 4. The teacher will divide class into two groups. Each student will receive a card with either a prefix or a root word written on it. Arrange students in two circles with those having prefixes on the outer circle and those having root words in the inner circle. Students try to make words by combining the prefix and root. Rotate outer circle until students are at starting point. Students then make a list of all the words they were able to make. Share lists to check for correctness. (This activity could be done with suffixes.) Quadrant B

5-4.5 1. The teacher will assign writing partners for the revision process. Each partner listens to the other’s first draft. Then they PQP: Quadrant B Praise specifically some part of the writing. Question any points that may not be clear. Polish or suggest ways to improve clarity or understanding. 2. Students will volunteer to read their first drafts from an “Author’s Chair.” The class uses the PQP process. Several students may put compliments on sticky notes to present to the writer to place on their writing. Quadrant B 3. The teacher uses the overhead projector or smart board to model: adding words, phrases, or sentences. Use the caret (), moving a single sentence by circling the sentence and using arrows, adding and moving large blocks of text. Quadrant A 4. The teacher will target selections for clarity by directing students to add one of the following: descriptive words, specific nouns, proper nouns, and feeling words to the composition or sentence. Quadrant A 5. Students will brainstorm a list of transition words and phrases, such as while, after, suddenly, soon, before, and when and use these as the first words of their sentences. Quadrant B 6. The teacher will provide examples of non-sequiturs (sentences that have little to do with surrounding sentences). Students will Dec.ide which sentences should be deleted or moved. Quadrant B 7. Students will participate in peer and teacher conferencing. Quadrant B 8. Students will read a first draft piece of writing in the author’s chair for revision purposes. Quadrant B 9. Students will use the 4-Square Method to brainstorm. For more information, click here. Quadrant B

5-4.6 1. The teacher will divide the class into small groups. Each group will receive a story to edit. Each member of the group will be editing for different things (grammar, capitalization, spelling, punctuation, possessives, etc.) Quadrant B 2. Students will write a rough draft to a story, and trade with a partner to edit. Quadrant B 3. The teacher will place an unedited example of writing on the overhead or under a document camera. The teacher will model the editing process for students. The teacher will display the scoring rubric using the overhead for students to use in editing their own piece of writing. Quadrant A 4. Students will cut out a story from the newspaper, and circle all possessive nouns with a red crayon and plural nouns with a blue crayon. Students will state the rule about the difference between possessive and plural nouns. Quadrant B 5. Students will participate in peer conferencing. Students will read their writing to a partner who will identify sentences that sound choppy, smooth, or sound like poetry. Analyze a sentence and rewrite the order of the words. Quadrant B 6. The teacher will incorporate word wall words during student conferences. If a student misspells a word wall word, the teacher writes “ww” beside the word, and the student corrects the spelling. Quadrant B 7. The teacher will develop an ongoing “Editor’s Checklist” representing skills that have been taught throughout the year. For example, at the beginning of the year the list would include basics such as beginning each sentence with a capital letter, ending with correct punctuation, indenting each paragraph. After possessive nouns have been taught, the teacher would add that to the checklist, and so on. Quadrant A Students will exchange writing with another class’s writing and edit it. Quadrant C

Other Resources: (5-3.2) PASS Coach Book ELA: pgs. 14-16, (5-4.5) PASS Coach Book ELA: pgs. 124-128, (4-4.6) PASS Coach Book ELA: pgs. 120-123, "Quinn"Essential Reading Log

Common Core: Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf, Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdf Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf Assessment

Week of Oct. 8th - Oct. 12th Oct. 8th - Oct. 12th Indicators CCSS

Please use this week to review the indicators from the previous week if your students need more time exploring with indicators 5-1.2, 5-3.2, 5-4.5 & 5-4.6. If your students are ready to move on, do so at your discretion.

See Above

Resources

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Assessment Week of Oct. 15th - Oct. 19th Oct. 15th - Oct. 19th Indicators CCSS 5-2.3 Analyze a given text to detect author bias (for 5.RI.8. Explain how an author uses reasons and example, unsupported opinions). evidence to support particular points in a text, identifying which reasons and evidence supports which point(s).

5-3.3 Interpret the meaning of idioms and euphemisms 5.L.5. Demonstrate understanding of figurative encountered in texts. language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

5-6.2 Use print sources (for example, books, 5.W.8. Recall relevant information from experiences m agazines, charts, graphs, diagrams, dictionaries, or gather relevant information from print and digital encyclopedias, atlases, thesauri, newspapers, sources; summarize or paraphrase information in and almanacs) and nonprint sources to access information. notes and finished work, and provide a list of sources.

5.L.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 range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Review standard 5-4 each week.

The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

Instructional Strategies 5-2.3 1. After teaching a lesson on author bias, have students create advertisements for popular consumer items. After creating the advertisements, students can take turns reading each other’s advertisements and identifying the bias. 2. Using newspapers, editorials or magazines, have students select articles that show bias, and explain why it is such. Quadrant D 3. The teacher will choose an event in the day’s headlines and ask students to develop different points of view to explain motive, emotions, and actions orally or in writing. Quadrant D 4. Write newspaper articles or persuasive works that use language appropriate for illustrating author’s bias. Quadrant D 5. The students will look at newspaper headlines and write an article based on the title. After writing the article, the students read the original article. Compare the two articles, focusing on similarities and differences in author’s bias. 5-3.3 1. The teacher can divide students into groups. Each group will need to read an Amelia Bedelia book and identify the idioms presented in the book. Each group should have a chart divided into three columns. The students should write idioms from the story on one side. They should write what Amelia does in the middle. Lastly, they should write what the idiom means in the right column. 2. The teacher will create a chart in the classroom of idioms and euphemisms. Have students write examples of idioms and euphemisms and below it write the meaning of the phrase. Example: “That’s a piece of cake.” This has nothing to do with cake. It means that something is easy to do. (Johns 259) Quadrant D 3. Students will be assigned a scavenger hunt to look for idioms and euphemisms in a variety of texts. Students will list and sort examples to share with the class. 4. Student will draw a picture illustrating the literal and figurative meaning of the idiom. Piece of Cake

4. The teacher will present an “Idiom of the Week” that the class will try to incorporate in writing and conversation. Students will record idiom and figurative meaning in journal, drawing picture, if desired.

5-6.2 1. The teacher will utilize “What’s the Best Place to Start?” (Freeman 156) The teacher will take the class to the library. Students will go to the children’s section to find a book available pertaining to their topic. Students will generate questions using their book. (This is an excellent strategy to use with students having trouble finding research information. It guides them to ask questions. Students will look for other books on the topic. Use encyclopedias as a last resort.) Quadrant D 2. Provide students with a topic such as sharks: Ask them to list all the places they could look for information on sharks. Determine the most important and make an outline using sources. Quadrant B 3. Provide students a topic such as World War II. Students will Decide which type of resource(s) would be most beneficial to access information. They will use information to create a web. Quadrant B 4. Throughout the reading series, students will research related topics using a variety of resources such as Internet, encyclopedia, DISCUS, etc. Quadrant B 5. The teacher and library media specialist will create a reference scavenger hunt in which students will use a variety of resources to answer questions. Resources to be used could include: encyclopedias (print and electronic), almanacs, dictionary, thesaurus, atlas, library books, informational database, and Internet. Quadrant B 6. The teacher and media specialist will locate or create a WebQuest for students to access pertinent Internet resources on a topic or theme. Quadrant D 7. Students will access teacher-selected web sites to obtain information on selected topics such as the following: a. Think of an animal that interests you and research this topic. Tell how the animal uses its special features in its everyday life. b. Report on one system of your body (nervous, digestive, skeletal, muscular, respiratory, or cardiovascular). How does it work? What does it do? Teacher will make a class booklet of all reports. c. Find health information, products and services which promote personal hygiene, wellness, disease prevention, and environmental health. Cite ways of knowing that the information found is valid and reliable. (Health I B1 and 2) Quadrant C

Other Resources: (5-6.2)PASS Coach Book ELA: pgs. 158-161, "Quinn"Essential Reading Log Common Core: Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf, Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdf Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Assessment

Week of Oct. 22nd - Oct. 26th Oct. 22nd - Oct. 25th Indicators CCSS

Please use this week to review the indicators from the previous week if your students need more time exploring with indicators 5-2.3, 5-3.3, 5-6.2 standard & 5-4. If your students are ready to move on, do so at your discretion.

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Resources

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Assessment

Oct. 26th Indicators CCSS Professional Development/Workdays Professional Development/Workdays Instructional Strategies Professional Development/Workdays Resources Professional Development/Workdays Assessment Professional Development/Workdays Week of Oct. 29th - Nov. 2nd Oct. 29th - Nov. 2nd Indicators CCSS 5-3.2 Use Greek and Latin roots and affixes to determine See above the meanings of words within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

Review standard 5-4 each week. See above

5-5.1 Create informational pieces (for example, book 5.W.4. Produce clear and coherent writing in which reviews and newsletter articles that use language the development and organization are appropriate to appropriate for a specific audience), task, purpose, and audience.

Instructional Strategies 5-3.2 1. The teacher will help students master prefixes, roots, and suffixes for grade 5 from Appendix C of the 2008 SC ELA standards using flashcards, Frayer Model, etc.

Prefixes Roots Suffixes Greek Latin extra- geo (earth) aqua (water) -ation (n) (beyond) inter- human (man) audi (hear) -ous (adj) (between) -tion/-sion semi- (half) hydro (water) dict (speak) (n) co- meter fac/fec/fic -age (n) (together) (measure) (make; do) en-/em- spec/spect port (carry) -ate (v) (into/onto) (look) mis- sphere (round) terra (earth) -ual (adj) (bad/wrong) tri (three)

2. Preparation: Teacher creates a Root/Affix chart. Using the Greek and Latin root word chart, the teacher gives each student an index card with either a prefix, a root word, or a suffix written on it. Without telling students the names of the categories, students Dec.ide who would be in a group with them based on their card. The groups should Dec.ide on a name for their category. (Suggested words can from Word Within A Word if available; can also find lists online) Quadrant B 3. The teacher will send students on a “treasure hunt” through the newspaper or magazine. Assign a point value for different suffixes and/or prefixes. Students cut out words with a suffix or prefix and paste/tape it onto a chart. Students can tally up points at the end of time to determine who found the most treasures. Share charts with class. Quadrant B 4. The teacher will divide class into two groups. Each student will receive a card with either a prefix or a root word written on it. Arrange students in two circles with those having prefixes on the outer circle and those having root words in the inner circle. Students try to make words by combining the prefix and root. Rotate outer circle until students are at starting point. Students then make a list of all the words they were able to make. Share lists to check for correctness. (This activity could be done with suffixes.) Quadrant B

5-5.1 1. Show students examples of informational pieces such as book reviews and newsletter articles. Quadrant A 2. Students create informational pieces modeling the example provided by the teacher. Quadrant B 3. Teachers will have a class newsletter where students can publish book reviews and newsletter articles. 4. Students will write book recommendations to another student in the class they feel will enjoy the book and tell why without giving away the “good part”. Quadrant D 5. Students will create mini-informational text on topics for younger grades or the share across grade level. Quad. B

Other Resources: PASS Coach Book ELA: pgs. 142-145, "Quinn"Essential Reading Log

Assessment Week of Nov. 5th - Nov. 9th Nov. 5th Indicators CCSS

Please use this week to review weak indicators.

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Resources

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Assessment

Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Nov. 6th Indicator CCSS Election Day (Holiday) Election Day (Holiday) Instructional Strategies Election Day (Holiday) Resources Election Day (Holiday) Assessment Election Day (Holiday)

Week of Nov. 5th - Nov. 9th Nov. 7th - Nov. 9th Indicators CCSS

Please use this week to review weak indicators.

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Resources

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Assessment

Benchmark #2 Testing Window: Nov. 5th - Nov. 16th Week of Nov. 12th - Nov. 16th Nov. 12th - Nov. 16th Indicators CCSS 5-3.4 Spell correctly 5.L.2. Demonstrate command of the conventions of  multisyllabic constructions, standard English capitalization, punctuation, and  double consonant patterns, and spelling when writing.  irregular vowel patterns in multisyllabic words. e. Spell grade-appropriate words correctly, consulting references as needed.

Review standard 5-4 each week. See Above

5-5.1 Create informational pieces (for example, book 5.W.2. Write informative/explanatory texts to examine reviews and newsletter articles that use language a topic and convey ideas and information clearly. appropriate for a specific audience), a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

5.W.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Instructional Strategies 5-3.4 1. Using Month by Month Phonics, the teacher will facilitate “Brand Name Phonics” lessons. 2. Using Month by Month Phonics, the student will make big words. The teacher will use words from lesson then students will transfer learning to create new multi-syllabic words. 3. The teacher will guide “Does It Look Right” lessons from Month by Month Phonics. The teacher will use word with irregular vowel patterns. 4. Using Month by Month Phonics and Word Wall Words, the teacher will facilitate a “Be A Mind Reader” activity.

5-5.1 1. The teacher can use this month to begin a new genre study. This month students can study expository writing. Students should know that expository writing is writing that is designed to convey information or explain what is difficult to understand. Students can use this month to explore: informative writing, opinion writing, and how-to writing. 2. Teachers can use the following mentor texts as examples of great expository writing  Using Supporting Details and Examples: Animal Dads, by Sneed B Collard III  Putting the Reader into Your Writing: Are You a Snail?, by Judy Allen  Describing Your Subject: Dakota Dugout, by Ann Turner  Writing a Book Blurb: Fig Pudding, by Ralph Fletcher  Mr. Putter and Tabby Pour the Tea, by Cynthia Rylant  Day of the Dragon King, by Mary Pope Osborne  Selecting Fascinating Facts: A Drop of Water: A Book of Science and Wonders, by Walter Wick  Writing Subtitles That Teach: It’s Disgusting and We Ate It! True Food Facts from Around the  World and Throughout History, by James Solheim  Exploding Ants: Amazing Facts About How Animals Adapt, by Joanne Settel  Using Repetition for Emphasis: Fish Face, by Norbert Wu 3. Show students examples of informational pieces such as book reviews and newsletter articles. Quadrant A 4. Students create informational pieces modeling the example provided by the teacher. Quadrant B 5. Teachers will have a class newsletter where students can publish book reviews and newsletter articles. 6. Students will write book recommendations to another student in the class they feel will enjoy the book and tell why without giving away the “good part”. Quadrant D 7. Students will create mini-informational text on topics for younger grades or the share across grade level. Quadrant B

Other Resources: (5-3.4)PASS Coach Book ELA: pgs. 120-123, "Quinn"Essential Reading Log

Assessment

Benchmark #2 Testing Window: Nov. 5th - Nov. 16th Week of Nov. 19th - Nov. 23rd Nov. 19th - Nov. 20th Indicators CCSS

Please use this week to review the indicators from the previous week if your students need more time exploring with indicators 5-3.2, 5-3.4, 5-5.1, and standard 5-4. If your students are ready to move on, do so at your discretion.

See Above

Resources

See Above

Assessment

Nov. 21st - Nov. 23rd Indicators CCSS Thanksgiving (Holiday) Thanksgiving (Holiday) Instructional Strategies Thanksgiving (Holiday) Resources Thanksgiving (Holiday) Assessment Thanksgiving (Holiday) Week of Nov. 26th - Nov. 30th Nov. 26th - Nov. 30th Indicators CCSS 5-2.5 Use titles, print styles, chapter headings, captions, 5.RI.7. Draw on information from multiple print or subheadings, and white space to gain information. digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

5-2.7 Use functional text features (including tables of 5.RI.7. Draw on information from multiple print or contents, glossaries, indexes, and appendixes). digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Review 5-6.2 as needed

5-6.3 Select information appropriate for the research topic.

5-5.3 Create written descriptions using precise language and vivid details.

Instructional Strategies 5-2.5 1. The teacher will give half of the class an article that includes headings, subtitles, captions, and illustrations. The other half of the class has the same text with none of the above mentioned text organizers. Allow about 5 minutes to read article, then ask questions. Repeat activity with a different article, allowing the students to “switch sides” so all students can understand the difference. Show the two articles on overhead and discuss how text organizers make a difference in comprehension. Quadrant D

5-6.3 1. Students will use a K-W-L chart to focus on research questions emphasizing what they want to find out or learn about the topic. Quadrant A 2. Students will create a cluster or web about things they might like to learn about their topic. Students can then determine the questions that will be answered in their report. Quadrant C 3. Students will conference with the teacher or peers to gain further insight into what information a reader would want to know, and formulate more questions from this information. Quadrant B 4. Students will answer: who, what, when, where, why and how about a topic. Quadrant A 5. The teacher will supply students with an outline of information to include in a report. Students will determine how and where to gather information, which information is important, and how to use this information. Quadrant D 6. The teacher will utilize “What’s the Best Place to Start?” (Freeman 176) The teacher will take the class to the library. Students will go to the children’s section to find the easiest book available pertaining to their topic. Students will generate questions using their book. This is an excellent strategy to use with students having trouble finding research information to form “ask” questions. Students will look for other books on the topic. Use encyclopedias or Internet as a last resort. Quadrant C 7. The students will generate questions about a certain topic. Students will highlight important words in each question to guide research. Students may list two or more related topics that go with the underlined words to expand research. Quadrant D 8. Teacher models asking questions as he/she reads aloud to them. Quadrant A 9. The teacher will share current events to pique students’ curiosity. Students will record additional questions. Quad B

5-2.7 1. Students refer to the table of contents and glossary in an informational book. Students will complete a Scavenger Hunt by locating specified information in the table of contents and glossary. 2. Students will create test questions to quiz one another on informational text features. Students will have different texts. Students will partner and swap tests after reading. Quadrant D 3. Students will write models of the features in nonfiction texts. (Ex. Create a table of contents.) Quadrant D

5-5.3 1. Students will keep a daily class journal. Each day a different student will illustrate a paragraph about something they learned in class that day. Continue the project for the entire year. Quadrant B 2. Students will engage in “Two Minute Quick Writes.” The teacher will give topic. Quadrant C 3. The student will describe a day in their life without clean or hot water (e.g., brushing their teeth, showering, drinking)

in writing. Quadrant B

Other Resources: (5-2.5) PASS Coach Book ELA: pgs. 56-59, (5-5.3)PASS Coach Book ELA: pgs. 150-153, (5- 6.3)PASS Coach Book ELA: pgs. 158-161, "Quinn"Essential Reading Log

Assessment Week of Dec. 3rd - Dec. 7th Dec. 3rd - Dec. 7th Indicators CCSS 5-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.

5-3.4 Spell correctly  multisyllabic constructions,  double consonant patterns, and  irregular vowel patterns in multisyllabic words.

5-6.4 Paraphrase research information accurately and 5.RL.1. Quote accurately from a text when explaining meaningfully. what the text says explicitly and when drawing inferences from the text.

5.RI.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

5.W.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

5-6.6 Use the Internet as a source of information.

Instructional Strategies 5-3.4 1. Using Month by Month Phonics, the teacher will facilitate “Brand Name Phonics” lessons. 2. Using Month by Month Phonics, the student will make big words. The teacher will use words from lesson then students will transfer learning to create new multi-syllabic words. 3. The teacher will guide “Does It Look Right” lessons from Month by Month Phonics. The teacher will use word with irregular vowel patterns. 4. Using Month by Month Phonics and Word Wall Words, the teacher will facilitate a “Be A Mind Reader” activity.

5-6.4 1. The student will use graphic organizers to paraphrase the information on a selected topic that he or she has gathered. Quadrant C 2. The teacher will provide instruction on paraphrasing information using webs, charts, organizers, and lists. Quadrant A 3. The students will paraphrase information gathered in their research using strategies modeled by the teacher. Quadrant C 4. Students will take notes on oral presentations given by students. They will discuss the notes and stress important ideas or facts. Student will paraphrase and rewrite notes in outline form. Quadrant C

Other Resources: PASS Coach Book ELA: pgs. 120-123, (5-6.4)PASS Coach Book ELA: pgs. 158-161, "Quinn"Essential Reading Log

Assessment

Week of Dec. 10th - Dec. 14th Dec. 10th - Dec. 14th Indicators CCSS

Please use this week to review the indicators from the previous week if your students need more time exploring with indicators 5-2.6, 5-3.4, 5-6.4, 5-6.6. If your students are ready to move on, do so at your discretion.

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Assessment

Week of Dec. 17th – Jan. 4th Dec. 17th – Jan. 2nd Indicator CCSS

Winter Break Winter Break Instructional Strategies

Winter Break Resources

Winter Break Assessment

Winter Break Jan. 3rd – Jan. 4th Indicators CCSS

Please use these two days to review indicators from previous weeks.

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Assessment Week of Jan. 7th – Jan. 11th Jan. 7th – Jan. 11th Indicators CCSS 5-6.5 Create a list of sources that contains information 5.W.8. Recall relevant information from experiences (including author, title, and full publication details) or gather relevant information from print and digital necessary to properly credit and document the work of sources; summarize or paraphrase information in others. notes and finished work, and provide a list of sources.

5-6.7 Use vocabulary (including Standard American 5.SL.6. Adapt speech to a variety of contexts and English) that is appropriate for the particular audience or tasks, using formal English when appropriate to task purpose. and situation.

5-6.8 Use appropriate organizational strategies to prepare 5.SL.4. Report on a topic or text or present an written works and oral and visual presentations. opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5-6.9 Select appropriate graphics, in print or electronic 5.SL.5. Include multimedia components (e.g., form, to support written works and oral and visual graphics, sound) and visual displays in presentations. presentations when appropriate to enhance the development of main ideas or themes.

Instructional Strategies 5-6.5 1. The teacher will model the correct format for citing books, encyclopedias, Internet sites, magazines, and newspapers. Examples: Quadrant A

Book Last name, first name of author. Title. Place of Publication: Publisher, copyright date. (Gibaldi 119) Encyclopedia “Title.” Name of Encyclopedia/Dictionary. Edition. (if stated) Year of publication. (Gibaldi 130) Newspaper Last name, first name of author. “Name of article.” Newspaper name. Day, month Year: page numbers. (Gibaldi 154) Magazine Last name, first name of author. “Name of article.” Magazine name Day month Year: page numbers. (Gibaldi 156) Website Title-webpage. Retrieved date. Website address 2. The teacher will give students books, encyclopedias, magazines, newspapers, and Internet sites to make works cited cards. Students will arrange them in the order in which they would occur on a Works Cited Page. Quadrant A 3. The teacher will give students examples of works cited entries. Students will locate and identify authors, titles, publication dates, companies and cities, pages used, etc. Quadrant A 4. The student will research a topic of choice in a paired situation. Research must include at least one of each: a nonfiction book, an encyclopedia, and an Internet site. After organizing and summarizing information, students must prepare a “Works Cited Page” citing reference sources. Quadrant C 5. The students will use Internet to visit an online citation generator (such as NoodleTools) to create a citation online. Quadrant A 6. The student will research events which caused people to leave their homes and communities behind. Quadrant D

5-6.7 1. Students will conduct a debate, practice correct grammar, control volume, rate, and tone of voice. 2. Students will give an oral book report in small groups. As students become comfortable with delivering oral reports in small groups, the students may move to delivering reports to the whole class. 3. Students will participate in a panel discussion on a previously studied topic. 5-6.8 1. Teachers always will research a project linked to another content area. Teachers will use a research organizer to help the student think, organize, and record information they have collected for their oral presentation. Research Organizer Title ______Source(s) ______Information I learned: 1. ______2. ______3. ______4. ______Conclusions:______2. Teachers will read a story. The student will list or draw the most important parts from the story. The student will create any props necessary to retell the audience. Students will practice presenting to a partner or on a tape recorder before they tell the story orally to the audience/class. 3. The teacher will read and discuss a novel that is thematically centered on conflict within a community, between groups within a nation, or between nations. Is conflict necessarily bad? When is it okay to use violence to achieve a goal? Students create outlines to make oral presentations. 4. The students will determine different methods for organizing information gained from research such as webbing, note cards, outlining, and using a graphic organizer for research writing (Flynn). Quadrant C 5. Students will rewrite notes in outline form. Quadrant B 6. The teacher will assign an eating disorder for students to research (bulimia, anorexia, binge eating). On the second day, all students with the same topic compare notes and create a group report to present to the class. (Health II 2b) Quadrant C

Other Resources: (5-6.5) PASS Coach Book ELA: pgs. 158-161, (5-6.7)PASS Coach Book ELA: pgs. 134-137, (5- 6.8)PASS Coach Book ELA: pgs. 158-161, “Quinn”Essential Reading Log

Assessment Week of Jan. 14th – Jan. 18th Jan. 14th – Jan. 17th Indicators CCSS

Please use this week to review the indicators from the previous week if your students need more time exploring with indicators 5-6.5, 5-6.7, 5-6.8, & 5-6.9. If your students are ready to move on, do so at your discretion.

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Assessment

Jan. 18th Indicator CCSS Professional Development/Workday Professional Development/Workday Instructional Strategies Professional Development/Workday Resources Professional Development/Workday Assessment Professional Development/Workday Week of Jan. 21st - Jan. 25th Jan. 21st - Jan. 22nd Indicators CCSS Martin Luther King Jr. Day (Holiday) Martin Luther King Jr. Day (Holiday) Professional Development/Workday Professional Development/Workday Instructional Strategies Martin Luther King Jr. Day (Holiday) Professional Development/Workday Resources Martin Luther King Jr. Day (Holiday) Professional Development/Workday Assessment Martin Luther King Jr. Day (Holiday) Professional Development/Workday

Jan. 23rd - Jan. 25th Indicator CCSS 5-2.8 Predict events in informational texts on the basis of 5.RI.3. Explain the relationships or interactions cause-and-effect relationships. between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

5-5.4 Create written pieces (for example, picture books, comic books, and graphic novels) to entertain a specific audience.

Instructional Strategies 5-2.8 1. The teacher will give students cards with either a cause or effect scenario. Ask them to find the person holding the card that relates to their own card. Quadrant B 2. The teacher will use science experiments such as simple mixtures to represent cause-effect relationships. Quadrant A 3. Students use historical information or text to discuss cause-effect relationships. Ex. Civil War Quadrant A 4. Students will mime or act out cause-effect relationships. Quadrant B 5. Students will write and illustrate a simple cause-and-effect sentence or scene from a text. Quadrant B 6. Students will use a graphic organizer to construct a causal chain of events: Joe stayed up late watching TV. Joe overslept.Joe was late for a meeting.Joe was fired from his job. Quadrant B 7. The teacher will divide students into two groups. One group will create five causes and the other five effects. The groups will exchange results and write the matching cause or effect. Quadrant B 5-5.4 1. Students will develop riddles or brainteasers in the form of poetry for students to solve. (Moore 45) Quadrant C Resources Daily Oral Language

Other Resources: (5-2.8) PASS Coach Book ELA: pgs. 40-43, (5-5.4) PASS Coach Book ELA: pgs.154-157, "Quinn"Essential Reading Log

Assessment

Week of Jan. 28th - Feb. 1st Jan. 28th - Feb. 1st Indicators CCSS

Please use this week to review the indicators from the previous week if your students need more time exploring with indicators 5-2.8, 5-3.2, & 5-5.4. If your students are ready to move on, do so at your discretion.

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Assessment Week of Feb. 4th - Feb. 8th Feb. 4th - Feb. 8th Indicators CCSS 5-1.4 Analyze literary texts to distinguish between direct 5.RL.3. Compare and contrast two or more and indirect characterization. characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

5-1.5 Interpret the effect of the author’s craft (for 5.W.3. Write narratives to develop real or imagined example, tone, figurative language, dialogue, and experiences or events using effective technique, imagery) on the meaning of literary texts. 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 or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. 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.

5-1.10 Predict events in literary texts on the basis of cause-and-effect relationships.

5-5.4 Create written pieces (for example, picture books, comic books, and graphic novels) to entertain a specific audience.

Standard 5-4 See Above The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

Instructional Strategies 5-1.4 1. The teacher will use students as examples of direct and indirect characterizations. Create a chart to distinguish between direct and indirect. Quadrant B 2. After reading sections of a fictional text, students will analyze the traits of a character. Students will complete the chart and discuss in small groups. Quadrant C

List Traits Classify Provide Identify Characters as evidence to Char direct or support acter indirect classification

3. Students will complete a T-chart analyzing the characterization of a central character. Then, students will turn and talk to a partner about direct or indirect characterization to review understanding. Quadrant C

Character

Direct Indirect

5-1.5 1. Students will use sticky notes to document evidence of an author’s craft in fiction and nonfiction text. Quadrant B 2. During conferencing, the teacher will ask students to identify the tone, mood, and theme of self-selected texts. Quadrant B 3. Students will analyze a poem for tone, figurative language, dialogue and imagery. Quadrant C 4. The teacher will read two children’s picture books emphasizing author’s tone. Have students compare tone to introduce concept. Quadrant C 5. Provide students with opportunities to listen to stories rich with imagery that relate to common experiences. 6. Illustrate selected parts of a story. 7. Eliminate figurative language, imagery, tone, etc. from a selected piece. Have students add their own imagery, then compare their writing to the original text. Discuss the use of imagery, figurative language and how the author’s craft affects the meaning of literary texts. 8. After reading independently, the student will write reading reflections identifying and comment on author’s craft. The teacher will have a dialogue by commenting back to the student. 5-1.10 1. The teacher will read aloud text and model the use of the graphic organizer.

Cause Leads to Effect Effect

2. The students will create a T-chart of causes and effects.

Cause Effect not brushing teeth getting cavities

3. The teacher will provide each student with a card that has a cause or an effect written on it. The students will find the match to their card. 4. The teacher will give each group an effect. The students will formulate a cause. (It can be done visa versa.) 5. The students will identify a cause in a reading selection and create an alternative effect other than what is in the text. 5-5.4 1. Students will develop riddles or brainteasers in the form of poetry for students to solve. (Moore 45) Quadrant C

Other Resources: (5-1.4) PASS Coach Book ELA: pgs. 116-119, (5-1.5) PASS Coach Book ELA: pgs. 78-81, (5-1.10) PASS Coach Book ELA: pgs. 40-43, (5-5.4) PASS Coach Book ELA: pgs.154-157 , "Quinn"Essential Reading Log

Assessment

Week of Feb. 11th - Feb. 15th Feb. 11th - Feb. 15th Indicators CCSS

Please use this week to review the indicators from the previous week if your students need more time exploring with indicators 5-1.4, 5-1.5, 5-1.10, &5-5.4. If your students are ready to move on, do so at your discretion.

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Assessment

Week of Feb. 18th - Feb. 22nd Feb. 18th Indicator CCSS President's Day (Holiday) President's Day (Holiday) Instructional Strategies President's Day (Holiday) Resources President's Day (Holiday) Assessment President's Day (Holiday)

Feb. 19th - Feb. 22nd Indicators CCSS 5-1.8 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics.

5-1.9 Understand the characteristics of poetry (including 5.RL.5. Explain how a series of chapters, scenes, or stanza, rhyme scheme, repetition, and refrain) stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Instructional Strategies 5-1.8 1. The teacher will provide a variety of texts for students to see. The teacher will discuss the characteristics of each genre. Quadrant A 2. Have students do a graphic organizer identifying the characteristics of various genres. Quadrant B 3. The teacher will provide a literary genre wall identifying the characteristics of various genres. Students will continually add titles to the wall as they read throughout the year. Quadrant C

List Characteristics Fiction Poetry Drama Info Text

______

______Fiction Poetry Drama Info Text

______

______5-1.9 1. Students will play “four corners.” Read four different pieces of poetry. Assign a corner for each one. Ask the students to go to the corner of the poem they liked the most. Students will discuss characteristics of the poem while in the corner. Quadrant B 2. Students will choose poem and highlight the elements in different colors and identify each. Quadrant B 3. The class will read poetry from Perfect Poems by Scholastic to identify rhyme scheme, refrain, and stanza. Quadrant B 4. Students will create their own poem. Quadrant C 5. Students will write a song based on the music of their choice. Quadrant D

Resources Daily Oral Language Websites: www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/, http://wvde.state.wv.us/learn21/3/5/languagearts/

Other Resources: (5-1.8) PASS Coach Book ELA: pgs. 66-69, (5-1.9) PASS Coach Book ELA: pgs. 82-85, "Quinn"Essential Reading Log

Assessment

Week of Feb. 25th - Mar. 1st Feb. 25th - Mar. 1st Indicators CCSS

Please use this week to review the indicators from the previous week if your students need more time exploring with indicators 5-1.8 & 5-1.9. If your students are ready to move on, do so at your discretion.

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Assessment Week of Mar. 4th - Mar. 8th Mar. 4th - Mar. 8th Indicators CCSS

Please use this week to review any previously taught indicators that students are experiencing difficulty mastering.

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Assessment

Benchmark #3 Testing Window: Mar. 4th – Mar. 15th

Week of Mar. 11th – Mar. 15th Mar. 11th – Mar. 15th Indicators CCSS

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Assessment

Benchmark #3 Testing Window: Mar. 4th – Mar. 15th Week of Mar. 18th – Mar. 22nd Mar. 18th – Mar. 22nd Indicators CCSS

State Testing

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Assessment

PASS Testing (Writing)

Week of Mar. 25th – Mar. 29th Mar. 25th – Mar. 28th Indicators CCSS

State Testing

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Assessment

PASS Testing (Writing)

Mar. 29th Indicators CCSS Professional Development/Workday Professional Development/Workday Instructional Strategies Professional Development/Workday Resources Professional Development/Workday Assessment Professional Development/Workday Week of Apr. 1st – Apr. 12th Apr. 1st – Apr. 5th Indicators CCSS Spring Break (Holiday) Spring Break (Holiday) Instructional Strategies Spring Break (Holiday) Resources Spring Break (Holiday) Assessment Spring Break (Holiday)

Apr. 8th – Apr. 12th Indicators CCSS

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Assessment Week of Apr. 15th - Apr. 19th Apr. 15th - Apr. 19th Indicators CCSS

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Assessment

Week of Apr. 22nd – Apr. 26th Apr. 22nd – Apr. 26th Indicators CCSS

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Assessment Week of Apr. 29th – May 3rd Apr. 29th – May 3rd Indicators CCSS

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Week of May 6th – May 10th May 6th – May 10th Indicators CCSS

State Testing

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Assessment

PASS Testing Week of May 13th – May 17th May 13th – May 17th Indicators CCSS

State Testing

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PASS Testing

Week of May 20th – May 24th May 20th – May 24th Indicators CCSS

Please use this week to review any previously taught indicators.

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Assessment Week of May 27th – May 31st May 27th – May 31st Indicators CCSS

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Assessment

Week of Jun. 3rd – Jun. 7th Jun. 3rd – Jun. 6th Indicators CCSS

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Assessment Jun. 7th Indicators CCSS Teacher Workday Teacher Workday Instructional Strategies Teacher Workday Resources Teacher Workday Assessment Teacher Workday