1

5th Grade – 3rd Nine Weeks May 2016

5th Grade: ELA Curriculum Guide 3rd Nine Weeks - Weeks 19-21

Writing to Literature

READING FOR LITERATURE TN State Standards Comments Suggested Resources

Power Standards: RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Supporting Standards: RL.5.2 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 or how the speaker in a poem reflects upon a topic; summarize the text 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.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Skills

Integrate all literature skills with texts. RL.5.4

Continue to teach this with every text that is read.

Website:

You can type the text(s) you are using into the Achieve the Core Academic Word Finder and it will give you a list of vocabulary words that are below, on, and above grade level. This tool is great for creating context clues questions for all of your learners or whole group. You will need to set up an account, but it is free.

One Drive: Check 5th Grade One Drive for all resources (will continually update throughout the year).

RL.5.9

TCAP Weekly Format Assessment Book Unit 6 Week 1 “Voices for Change” paired with

Reading Workbook Unit 6 Week 1 “Books for Victory”

These two stories have similar themes; can compare characters, settings, events; Voices for Change can be connected to Social Studies Progressive Era (Child Labor & Jane Addams).

RL.5.5 Wonders Unit 4 Week 2 – A Window of History: The Mystery of the Cellar Window (Drama) RL 5.5, RL 5.6, RL 5.9 *Use Reading Workbook p 165 for RL 5.6 & WB p 167 for L 5.4 Adages & Proverbs Drama Packet: “Block 3 Drama” (3 Dramas on One Drive) RL.5.5 & RL.5.6 Wonders TCAP Format Weekly Assessment: Use any of the weeks you have not used. Create extra questions based off of question stems on One Drive to cover all literature standards. Resources: Evan-Moor Common Core Lessons Reading Literary Text ($$) Evan-Moor Common Core Lesson Reading Informational Text ($$) Newmark Learning Common Core Comprehension Practice at 3 Levels ($$) Newark Common Core Reading Warm-Ups and Test Practice book ($$)

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5th Grade – 3rd Nine Weeks May 2016

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 range of strategies.

Novel Studies Number the Stars by Lois Lowry (SS Standards) Roll of Thunder Hear My Cry by Mildred D. Taylor (SS Standards) Out of the Dust by Karen Hesse (SS Standards) Bud, Not Buddy by Christopher Paul Curtis (SS Standards) Helpful Websites www.eReadingworksheets.com (Organized by Skill) www.k12reader.com (Organized by Skill) www.teacher.depaul.edu/fiction_readings.htm (Fiction Texts) www.readworks.org (Organized by Skill) www.englishworksheetlands.com (Organized by Standard) www.betterlesson.com (Pre-made Lessons on All Skills) http://fcrr.org/for-educators/sca_4-5.asp (Graphic Organizers & Activities) www.learningfarm.com ($$) www.AtoZreading.org ($$) http://achievethecore.org/academic-word-finder/

Ongoing Standards: RL.5.1, RL.5.10

WRITING TN State Standards Comments Suggested Resources

Power Standards 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 or show the responses of characters to situations.

One Drive: check 5th Grade One Drive for texts and writing prompts added throughout the year

Continue to use Narrative Rubric to hold students to required expectations (use “Student-Friendly” Rubric).

Continue to constantly refer to Anchor Charts (ex. Graphic organizer such as FLEE MAP, transition words, etc.). Students need to practice consistency with writing.

Activities/Writing Tasks/Resources: www.TNCore.org Narrative Prompts

Lincoln Writing Prompts

Using “Books for Victory” write a narrative prompt continuing the story. Have the students write about the books as they are sent to the soldiers.

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5th Grade – 3rd Nine Weeks May 2016

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. Supporting Standards: W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 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.

Tips Unpacking the prompt: spend time going over the verbs in the prompt & set up an expectation Graphic Organizer: find a consistent organizer for each type of writing that students practice and use each time they write Ex: FLEE Map (Write From the Beginning) Anchor Charts: create anchor charts for the students to use all year (ex. Transition words, graph organizers, evidence based stems, etc. **See One Drive for full examples) Paraphrase: Students need to practice how to paraphrase. Give them multiple chances to put evidence from texts in their own words. Outlines: Students need to practice first with bulleted outlines. Students will learn how to create events and details to elaborate on the events.

Common Core Writing to the Texts Book ($$)

Book starts with single texts and example prompts for all three types of writing, then moves to multiple texts with example prompts for all three types of writing.

The Grammar and Writing Book (red book) “Writing a Personal Narrative” p 232 – 233 “Writing a Story” p 238 – 239 Mini-lessons: “Transitions” p 66 “Show Don’t Tell” p 78 “Support Your Ideas” p 90 ”Use Powerful Verbs” p 114 “Stick to the Topic” p 120 “Use Specific Words” p 132 “Description” p 133 “Elaboration” p 150 “Sensory Details” p 168

Ongoing Standards: W.5.5, W.5.6, W.5,7, W.8., W.5.9a

LANGUAGE TN State Standards Comments Suggested Resources

Power Standards: L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Supporting Standards: L.5.1 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.

It’s important by this time to have your students editing text, looking for sentence, comma, and verb mistakes.

Tips: 1. When reading texts in ELA time, have students pull out sentences that use commas correctly and have them give the rule or identify a particular tense or sentence type. 2. Have students write sentences from texts you are reading, leaving out the commas or changing the verb tense or cause the sentence to become a run-on or fragment. Have students switch papers and practice correcting the sentences.

Websites www.englishworksheetsland.com – great for all language standards The Grammar and Writing Book (red book)

lesson and workbook pages if not previously used Sadlier Grammar Workshop ($$)

Worth the money to buy and use! Contains lessons, practice, and editing texts for all standards.

One Drive

check for resources

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5th Grade – 3rd Nine Weeks May 2016

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). L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?)

Ongoing Standards: L.5.6

SPEAKING AND LISTENING TN State Standards Comments Suggested Resources

Power Standards: SL.5.1a-d 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.

Please continue to review speaking and listening standards.

Accountable Talk Toolkit: Located in the 5th grade One Drive Peer Reviewing & Discussing of Essays: Have students partner, read each other’s essays, fill out peer-review form, and then discuss with each other; students can make changes and re-write afterwards. Spoken Summaries: Give your students time after you read to turn with a partner and discuss the texts or give a quick verbal summary; have partner suggest important things they missed or

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5th Grade – 3rd Nine Weeks May 2016

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.

unimportant items they included; discuss whole group afterwards.

READING FOUNDATIONAL SKILLS TN State Standards Comments Suggested Resources

Ongoing Standards: RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words RF.5.4 Read with sufficient accuracy and fluency to support comprehension

It is so important that students are given opportunities to read aloud with others and get feedback.

Fluency

Give students weekly or monthly fluency passages to read with their parents at home (can use passages from Wonders Reading Workbook).

Six Syllable Types

closed, open, vowel team, long vowel silent-e, r controlled, and consonant –le

teach these to help students decode multisyllabic words on or above grade level

Resources

95% Program

Orton-Gillingham

your school’s Tier 3 program

6

5th Grade – 3rd Nine Weeks May 2016

5th Grade: ELA Curriculum Guide 3rd Nine Weeks - Weeks 22-24

Writing to Informational READING FOR LITERATURE

TN State Standards Comments Suggested Resources Power Standards RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Supporting Standards RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying

Skills

Any texts you choose, integrate all informational skills when teaching.

RL.5.4

Continue to teach this with every text that is read.

Website:

You can type the text(s) you are using into the Achieve the Core Academic Word Finder and it will give you a list of vocabulary words that are below, on, and above grade level. This tool is great for creating context clues questions for all of your learners or whole group. You will need to set up an account, but it is free.

One Drive: Check 5th Grade One Drive for all resources (will continually update throughout the year).

Texts

“Marco Polo” Literary Nonfiction Mini-Assessment (www.achievethecore.org) This can be used for all RI standards.

RI 5.3 One Drive: Whole Class Introductory: “City Life” and “Sun Bear” Small group texts and questions from Read Works (On Level: “Frogs at Risk” & Approaching: “Safe Ride”) Wonders TCAP Format Weekly Assessment: Use any of the weeks you have not used. Create extra questions based off of question stems on One Drive to cover all informational standards. Resources: Evan-Moor Common Core Lessons Reading Literary Text ($$) Evan-Moor Common Core Lesson Reading Informational Text ($$) Newmark Learning Common Core Comprehension Practice at 3 Levels ($$) Websites: www.eReadingworksheets.com (Organized by Skill) www.k12reader.com (Organized by Skill) www.teacher.depaul.edu/nonfiction_readings.htm (Fiction Texts) www.readworks.org (Organized by Skill) www.englishworksheetlands.com (Organized by Standard)

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5th Grade – 3rd Nine Weeks May 2016

which reasons and evidence support which point(s). RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 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 range of strategies.

www.betterlesson.com (Pre-made Lessons on All Skills) http://fcrr.org/for-educators/sca_4-5.asp (Graphic Organizers & Activities) www.readwritethink.org (Lesson Plans) www.learningfarm.com ($$) www.AtoZreading.org ($$) http://achievethecore.org/academic-word-finder/ Resources: Evan-Moor Common Core Lessons Reading Literary Text ($$) Evan-Moor Common Core Lesson Reading Informational Text ($$) Newmark Learning Common Core Comprehension Practice at 3 Levels ($$) Newark Common Core Reading Warm-Ups and Test Practice book ($$)

Ongoing Standards: RI.5.1, RI.5.10

WRITING TN State Standards Comments Suggested Resources

Power Standards: W.5.2 I can write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. I can introduce a topic, provide focus, group

information, and include formatting and multimedia.

b. I can develop a topic with facts, definitions, quotations, or other information.

c. I can link ideas using words, phrases, or clauses. d. I can use precise language and vocabulary to

explain a topic. e. I can provide a conclusion related to the

information presented.

One Drive: check 5th Grade One Drive for texts and writing prompts added throughout the year

Continue to use Informational Rubric to hold students to required expectations (use “Student-Friendly” Rubric on One Drive).

Continue to constantly refer to Anchor Charts (ex. Graphic organizer such as FLEE MAP, transition words, etc.). Students need to practice consistency with writing.

Activities/Writing Tasks/Resources: www.TNCore.org Informational Options

Ants

Space Debris

Taste

Earthquakes Common Core Writing to the Texts Book ($$)

Book starts with single texts and example prompts for all three types of writing, then moves to multiple texts with example prompts for all three types of writing.

The Grammar and Writing Book (red book) “Writing a Compare/Contrast Essay” p 236 – 237

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5th Grade – 3rd Nine Weeks May 2016

Supporting Standards: W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 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.

Tips Unpacking the prompt: spend time going over the verbs in the prompt & set up an expectation Graphic Organizer: find a consistent organizer for each type of writing that students practice and use each time they write (Ex: POW TIDELL) Anchor Charts: create anchor charts for the students to use all year (ex. Transition words, graph organizers, evidence based stems, etc. **See One Drive for full examples) Paraphrase: Students need to practice how to paraphrase. Give them multiple chances to put evidence from texts in their own words. Outlines: Students need to practice first with bulleted outlines. Students will learn how to create events and details to elaborate on the events.

Mini-lessons: “Transitions” p 66 “Show Don’t Tell” p 78 “Support Your Ideas” p 90 ”Use Powerful Verbs” p 114 “Stick to the Topic” p 120 “Use Specific Words” p 132 “Sensory Details” p 168 “Thesis Statement” p 204 “Expository Writing” p 205 “Paraphrase” p 210 “Taking Notes” p 211 “Include Important Details” p 222 “Outlining” p 223 “Topic Sentence” p 228 Brainpop “Five Paragraph Essay” video and activity worksheet “Paraphrasing” video and activity worksheet

Ongoing Standards: W.5.5, W.5.7

LANGUAGE TN State Standards Comments Suggested Resources

Power Standards L.5.1 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.*

Review Language Standards within students’ writing

Tips: 1. When reading texts in ELA time, have students pull out sentences that use commas correctly and have them give the rule or identify a particular tense or sentence type. 2. Have students write sentences from texts you are reading, leaving out the commas or changing the verb tense or cause the sentence to become a run-on or fragment. Have students switch papers and practice correcting the sentences.

Websites www.englishworksheetsland.com – great for all language standards The Grammar and Writing Book (red book)

lesson and workbook pages if not previously used

Sadlier Grammar Workshop ($$)

Worth the money to buy and use! Contains lessons, practice, and editing texts for all standards.

One Drive

check for resources

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5th Grade – 3rd Nine Weeks May 2016

e. Use correlative conjunctions (e.g., either/or, neither/nor). Supporting Standards L.5.2, L.5.3 Ongoing Standards: L.5.6

SPEAKING AND LISTENING TN State Standards Comments Suggested Resources

Power Standards: SL.5.1a-d 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.

Please continue to review speaking and listening standards.

Accountable Talk Toolkit: Located in the 5th grade One Drive Peer Reviewing & Discussing of Essays: Have students partner, read each other’s essays, fill out peer-review form, and then discuss with each other; students can make changes and re-write afterwards. Spoken Summaries: Give your students time after you read to turn with a partner and discuss the texts or give a quick verbal summary; have partner suggest important things they missed or unimportant items they included; discuss whole group afterwards.

READING FOUNDATIONAL SKILLS TN State Standards Comments Suggested Resources

Ongoing Standards: RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words RF.5.4 Read with sufficient accuracy and fluency to support comprehension

It is so important that students are given opportunities to read aloud with other and get feedback.

Fluency

Give students weekly or monthly fluency passages to read with their parents at home (can use passages from Wonders Reading Workbook).

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5th Grade – 3rd Nine Weeks May 2016

Six Syllable Types

closed, open, vowel team, long vowel silent-e, r controlled, and consonant –le

teach these to help students decode multisyllabic words on or above grade level

Resources

95% Program

Orton-Gillingham

your school’s Tier 3 program

11

5th Grade – 3rd Nine Weeks May 2016

5th Grade: ELA Curriculum Guide 3rd Nine Weeks - Weeks 25-27

Comprehending Literature

READING FOR LITERATURE TN State Standards Comments Suggested Resources

Power Standards: RL.5.2 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 or how the speaker in a poem reflects upon a topic; summarize the text 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.5.6 Describe how a narrator's or speaker's point of view influences how events are described. Supporting Standards: 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.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. L.5.3b

Skills

Integrate all literature skills with texts. RL.5.4

Continue to teach this with every text that is read

Website:

You can type the text(s) you are using into the Achieve the Core Academic Word Finder and it will give you a list of vocabulary words that are below, on, and above grade level. This tool is great for creating context clues questions for all of your learners or whole group. You will need to set up an account, but it is free.

One Drive: Check 5th Grade One Drive for all resources (will continually update throughout the year).

Wonders Workshop: Unit 6 Week 2 “The Bully” RL.5.2, RL.5.3, RL.5.6 (check One Drive for activates & questions) Paired with Unit 6 Week 2 Wonders TCAP Format Weekly Assessment “New Country, New School” with character development, themes developing from changes in settings or characters Wonders TCAP Format Weekly Assessment: Use any of the weeks you have not used. Create extra questions based off of question stems on One Drive to cover all literature standards. Helpful Websites www.eReadingworksheets.com (Organized by Skill) www.k12reader.com (Organized by Skill) www.teacher.depaul.edu/fiction_readings.htm (Fiction Texts) www.readworks.org (Organized by Skill) www.englishworksheetlands.com (Organized by Standard) www.betterlesson.com (Pre-made Lessons on All Skills) http://fcrr.org/for-educators/sca_4-5.asp (Graphic Organizers & Activities) www.learningfarm.com ($$) www.AtoZreading.org ($$) http://achievethecore.org/academic-word-finder/ Resources: Evan-Moor Common Core Lessons Reading Literary Text ($$)

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5th Grade – 3rd Nine Weeks May 2016

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 range of strategies.

Evan-Moor Common Core Lesson Reading Informational Text ($$) Newmark Learning Common Core Comprehension Practice at 3 Levels ($$) Newark Common Core Reading Warm-Ups and Test Practice book ($$)

Ongoing Standards: RL.5.1, RL.5.10

WRITING TN State Standards Comments Suggested Resources

Power Standards: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and 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.

Supporting Standards: W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 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

One Drive: Check 5th Grade One Drive for texts and writing prompts added throughout the year.

Continue to use Opinion Rubric to hold students to required expectations (use “Student-Friendly” Rubric on One Drive).

Continue to constantly refer to Anchor Charts (ex. Graphic organizer such as FLEE MAP, transition words, etc.). Students need to practice consistency with writing.

Tips Unpacking the prompt: spend time going over the verbs in the prompt & set up an expectation Graphic Organizer: find a consistent organizer for each type of writing that students practice and use each time they write (ex. OREO, POW TREELL) Anchor Charts: create anchor charts for the students to use all year (ex. Transition words, graph organizers, evidence based stems, etc. **See One Drive for full examples)

Activities/ Writing Tasks/ Resources: www.TNCore.org Informational Options

Robots

Flavored Milk Tasks

Stonehenge

Drinking Water Wonders Workshop

Unit 1 Week 5 “Are Electronic Devices Good for Us?”

Create an opinion prompt with question above Unit 5 Week 5 “Should Plants and Animals from Live Other Places Live Here?”

could be paired with ReadWorks “Aliens Invade!” Grade 5 and “Invasive Species” Grade 6

Create an opinion prompt with question above. One Drive

Opinion Prompt: Most Influential Person on Slavery

Opinion Prompt: Should Orcas Be Set Free?

Opinion Prompt: Should We Keep the Penny?

Opinion Prompt: Dogs vs Cats?

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5th Grade – 3rd Nine Weeks May 2016

range of discipline-specific tasks, purposes, and audiences.

Paraphrase: Students need to practice how to paraphrase. Give them multiple chances to put evidence from texts in their own words. Outlines: Students need to practice first with bulleted outlines. Students will learn how to create events and details to elaborate on the events.

Common Core Writing to the Texts Book ($$)

Book starts with single texts and example prompts for all three types of writing, then moves to multiple texts with example prompts for all three types of writing.

The Grammar and Writing Book (red book) “Writing a Persuasive Essay” p 240 – 241 Mini-lessons: “Transitions” p 66 “Show Don’t Tell” p 78 “Support Your Ideas” p 90 ”Use Powerful Verbs” p 114 “Stick to the Topic” p 120 “Use Specific Words” p 132 “Sensory Details” p 168 “Support Your Argument” p 174 “Use Persuasive Words” p 180 “Persuasive Letter” p 193 “Thesis Statement” p 204 “Paraphrase” p 210 “Taking Notes” p 211 “Include Important Details” p 222 “Outlining” p 223 “Topic Sentence” p 228 Brainpop “Five Paragraph Essay” video and activity worksheet “Paraphrasing” video and activity worksheet

Ongoing Standards: W.5.5, W.5.6, W.5.7, W.5.8, W.5.9b

LANGUAGE TN State Standards Comments Suggested Resources

Power Standards: L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Review Language Standards within students’ writing

Websites www.englishworksheetsland.com – great for all language standards

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5th Grade – 3rd Nine Weeks May 2016

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). L.5.2a-e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Tips: 1. When reading texts in ELA time, have students pull out sentences that use commas correctly and have them give the rule or identify a particular tense or sentence type. 2. Have students write sentences from texts you are reading, leaving out the commas or changing the verb tense or cause the sentence to become a run-on or fragment. Have students switch papers and practice correcting the sentences.

The Grammar and Writing Book (red book)

lesson and workbook pages if not previously used Sadlier Grammar Workshop ($$)

Worth the money to buy and use! Contains lessons, practice, and editing texts for all standards.

One Drive

check for resources

Ongoing Standards: L.5.6

SPEAKING AND LISTENING TN State Standards Comments Suggested Resources

Power Standards: SL.5.1a-d Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and

Please continue to review speaking and listening standards.

Accountable Talk Toolkit: Located in the 5th grade One Drive Peer Reviewing & Discussing of Essays: Have students partner, read each other’s essays, fill out

15

5th Grade – 3rd Nine Weeks May 2016

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.

peer-review form, and then discuss with each other; students can make changes and re-write afterwards. Spoken Summaries: Give your students time after you read to turn with a partner and discuss the texts or give a quick verbal summary; have partner suggest important things they missed or unimportant items they included; discuss whole group afterwards.

READING FOUNDATIONAL SKILLS TN State Standards Comments Suggested Resources

Ongoing Standards: RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words RF.5.4 Read with sufficient accuracy and fluency to support comprehension

It is so important that students are given opportunities to read aloud with other and get feedback

Fluency

Give students weekly or monthly fluency passages to read with their parents at home (can use passages from Wonders Reading Workbook).

Six Syllable Types

closed, open, vowel team, long vowel silent-e, r controlled, and consonant –le

teach these to help students decode multisyllabic words on or above grade level

Resources

95% Program

Orton-Gillingham

your school’s Tier 3 program