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ENGLISH LANGUAGE ARTS/READING

ELEMENTARY CURRICULUM

GRADE: 5

4th

Nine-Week Period

Essential Understanding (Big Ideas):

WRITING

Generating topics and questions to address for research

Gather sources and record information addressing a research question

Organize and write a multi-paragraph essay using collected research

information

Use research essay information to write a letter with a persuasive purpose

READING

Recognizing the characteristics of literary and informational text can

guide us through what we read

Responding to text includes supporting with text evidence

Author’s viewpoint impacts the relationship among ideas

Messages can be conveyed in various forms of media and

Analyze differences in techniques used in media

Guiding Questions:

What is the difference between literary and informational text?

Do we read literary and informational text differently?

How can we prepare for the reading test (STAAR)?

What is the purpose of research?

How do we narrow our topics for research?

How do we organize and write a research essay?

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4th

9 Weeks At-A-Glance-Fifth Grade

Reading Writing/OWC Listening & Speaking Assessments

Ongoing

TEKS

Fluency (5.1)

Vocabulary (5.2ABE)

Independent reading (5.9)

Establish purposes for reading (Fig 19A)

Make inferences/ use textual (Fig 19D)

Make connections (Fig. 19F)

Writing Process (5.15 ABCDE)

Write responses to texts (5.18C)

Use resources to spell correctly (5.22DE)

Listen attentively to others

(4.27A)

Follow, restate, & give oral

instructions (4.27B)

Participate productively in

teams (4.29)

Spelling/Vocabulary Quizzes (1 per

week=1 major grade per nine weeks)

Reading Writing/OWC Research and

Listening & Speaking Common Assessments

4th

Nine

Weeks

Vocabulary Development

Roots and affixes (5.2A)

Dictionary use (5.2E)

Make connections across literary and

informational text (Fig. 19F)

Review literary text (5.6ABC, Fig. 19E)

Review informational text (5.11ABCDE, Fig

19E)

Informational Text/Persuasive

Review Author’s viewpoint & basic

relationships among ideas (5.12A)

Review Interpret graphics & text features

(5.12B)

Media Literacy

How messages are conveyed in media

(5.14A)

Consider difference in techniques (5.14B)

Identify the point of view (5.14C)

Analyze various digital media venues (5.14D)

Writing/Persuasive Texts

Establish a position and sound reasoning

with considered alternatives (5.19) This

could correlate with the research

Use the research to write a convincing

letter (5.19 & 5.18AB)

Write literary & expository responses

(5.18C)

OWC/Conventions

Adverbs (5.20Aiv)

Transitional words (5.20Avii)

OWC/Spelling

Spell words with Greek & Latin suffixes

(5.22Biii, iv)

Differentiate between commonly confused

terms (5.22C)

Research Generate a research plan

(5.23B)

Gather sources and record

information addressing a

research question from

generated questions in the

preceding marking periods

(5.24 ABCDE)

Synthesize information

(5.25AB)

Organize and present

(5.26ABCD)

Listening & Speaking

Peer and teacher

conferences for revisions

to drafts, reading

conference-responses, and

small/whole group

discussions (5.27A-C;5.28;

5.29)

Writing/Research: Use research to write letters with

multi-paragraphs that conveys

information – persuasive (5.18Ai,

ii, iii, iv)

Reading response writing grade;

use district rubric to grade

Reading:

Cold reads: two passages,

(literary/informational) with

various multiple choice

questions from RC 1, 2, & 3.

You may also include some

Reading Response questions

From various cold reads and/or

student research presentations ,

students will identify the point of

view in note taking form, noting

the POV and evidence to support

that (5.12A)

Academic

vocabulary

Literary text

Informational text

Messages in media

Digital media

Media techniques

Sources

Research

Make connections with the reading skills

related to writing.

Adverbs

Transitional words

ELPS/

CCRS

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++ Readiness Standards; + Supporting Standards

TEKS / ELPS / CCRS

(1) Reading/Fluency. Students read

grade-level text with fluency and

comprehension. Students are

expected to read aloud grade-level

stories with fluency (rate, accuracy,

expression, appropriate phrasing)

and comprehension.

(2) Reading/Vocabulary

Development. Students understand

new vocabulary and use it when

reading and writing. Students are

expected to:

(A) determine the meaning of

grade-level academic English words

derived from Latin, Greek, or other

linguistic roots and affixes;

(B) use context (e.g., in-sentence

restatement) to determine or clarify

the meaning of unfamiliar or

multiple meaning words;

(E) use a dictionary, a glossary, or a

thesaurus (printed or electronic) to

determine the meanings,

syllabication, pronunciations,

alternate word choices, and parts of

speech of words.

(6) Reading/Comprehension of

Literary Text/Fiction. Students

understand, make inferences and

draw conclusions about the structure

and elements of fiction and provide

evidence from text to support their

understanding. Students are

expected to:

(A) describe incidents that advance

the story or novel, explaining how

each incident gives rise to or

SMALL GROUPS

Guided Reading uses leveled readers to address the supported skills taught during each three week period. Tier II intervention is the place

to address gaps in student grade level ELAR skills.

INDEPENDENT READING & WRITING

Students will incorporate the skills addressed this nine weeks in their literacy notebooks: this includes reading responses, word work

activities, writing – free-writes, writing piece, grammar and conventions, etc.

This is a good time to meet in small groups, participate in both teacher and peer conferences

Daily 5, Debbie Dillar workstations, or other routine structures can be implemented during this time.

WORD STUDY (WORD-WALL)

Unfamiliar words that students need in order to build their own repertoire of vocabulary. They address word meaning in context, spelling

patterns and decoding skills (patterns & abstract combinations), and proper use of the words. Vocabulary is taught in context and word

study techniques. A word wall that posts a few, but not every word addressed is valuable if students are directed to revisit the words in

application throughout the workshop style, (I do, We do, You do) cycle of each day.

The Workshop Model: MINILESSON: student exposure of the TEKS/skills to be addressed

SMALL GROUPS: Guided Reading/Literature Groups

INDEPENDENT READING & WRITING: Practicing skills through the 9 weeks

CONFERENCING: Peer and teacher conferences in Reading-discuss what they are reading and address reading skills; in Writing-discuss what they

are writing and revising and editing

WORD STUDY: spelling conventions and decoding words; word meanings

SUGGESTED Instructional Strategies & Activities Assessment

Connections WEEK 1-3

For weeks 1 & 2 Review the following STAAR tested standards:

RC 1: 5.2A,B, E; Fig. 19F; 5.3A

RC 2: 5.6A,B,C; 5.8A; Fig. 19D,E; 5.3B,C; 5.4A, 5.5; 5.7A; 5.14C

RC 3: 5.11A,B,C,D,E; Fig. 19D,E; 5.10A; 5.12AB;

Below are suggested activities to reinforce the standards and help students recognize the map for

reading in particular genres.

READING

Create Roadmaps for the types of genres: Create a roadmap for each type of genre in RC 2 & 3 by collaborating a list of the characteristics of each piece of genre

Reading Major

Grade

After reviewing

the standards

assess with an

expository and

literary passage

with questions

from RC 1, 2, &

3

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foreshadows future events;

(B) explain the roles and functions

of characters in various plots,

including their relationships and

conflicts; and

(C) explain different forms of third-

person points of view in stories.

(11) Reading/Comprehension of

Informational Text/Expository Text.

Students analyze, make inferences

and draw conclusions about

expository text and provide

evidence from text to support their

understanding. Students are

expected to:

(A) summarize the main ideas and

supporting details in a text in ways

that maintain meaning and logical

order;

(B) determine the facts in text and

verify them through established

methods;

(C) analyze how the organizational

pattern of a text (e.g., cause-and-

effect, compare-and-contrast,

sequential order, logical order,

classification schemes) influences

the relationships among the ideas;

(D) use multiple text features and

graphics to gain an overview of the

contents of text and to locate

information; and

(E) synthesize and make logical

connections between ideas within a

text and across two or three texts

representing similar or different

genres.

(12) Reading/Comprehension of

Informational Text/Persuasive Text.

Students analyze, make inferences

and draw conclusions about

Teaching Point: So, I have a feeling that many of you guys really like to travel – or like the idea of traveling once you get a little older!

Maybe you’re thinking about visiting New York, LA, France, China… the world is out there for you to explore! One

key to successful travel is to have with you, at all times, a roadmap. You need a map that guides you through a new

place, a map that helps you when you need it, a map you can look back to anytime you need it.

This might sound a little weird, but taking a test is a similar situation. That is, when you go into your test-taking mode,

you want to have a roadmap, something that helps you answer questions and guides you through a passage. In test-

taking, you make your own roadmaps by thinking about what genre/path the passage is taking.

Today I’m going to teach you how to make a roadmap for literary/fiction passages. Here’s what you do:

First, preview a passage to see what genre it is. When you see that a passage is literary/fiction, you flip that switch in

your brain so that it calls up everything you know about fiction – characters, challenges, solutions, and lessons.

What are the parts of literary text in Fifth Grade that help us drive through the passages? (Guide students to the specific

standards) Create an anchor charts (see examples after the instructional instructions)

As you read: look for the landmarks from the roadmap to help bring meaning to what you read and jot down notes as

you find your way through the passage.

Demonstration (Watch me…):

Let’s try this together.

I have a copy of Title of a Passage up here and you have your own copies at your desks.

I’m going to get us started; you will watch how I read a bit, and then jot down my thinking about the character, problem,

solution, and lessons. While I’m doing this, your eyes are on me and the board. In a few minutes, we’ll do some

together.

After paragraph 1: Okay, I gotta stop and ask: What’s happening so far? What do I know about the characters?.

After paragraph 3: What do I know now?

(Continue as time permits

Readers, do you see how I’m making myself this roadmap? Do you see how I’m using what I know about fiction to jot

ideas about character, challenges, solutions, and lessons?

Active Engagement: (Now you’re going to try…)

I’m going to put you in charge of finishing this roadmap. I’ll read a bit more, stopping a few times for you to add more

to your map. When I pause, that means you jot. Read rest of passage, stopping after every 3-4 paragraphs. Turn and

share with your partner what you jotted at this last point. (Remember, partners don’t just tell what they wrote, they have

actual conversations.)

Follow the same procedures for Informational Text. See an example of an anchor charts below. Add to it as you see

need.

REDING

STAAR test

Week 3

April 2

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persuasive text and provide

evidence from text to support their

analysis. Students are expected to:

(A) identify the author's viewpoint

or position and explain the basic

relationships among ideas (e.g.,

parallelism, comparison, causality)

in the argument; and

(B) recognize exaggerated,

contradictory, or misleading

statements in text.

(14) Reading/Media Literacy.

Students use comprehension skills

to analyze how words, images,

graphics, and sounds work together

in various forms to impact meaning.

Students continue to apply earlier

standards with greater depth in

increasingly more complex texts.

Students are expected to:

(A) explain how messages

conveyed in various forms of media

are presented differently (e.g.,

documentaries, online information,

televised news);

(B) consider the difference in

techniques used in media (e.g.,

commercials, documentaries, news);

(C) identify the point of view of

media presentations; and

(D) analyze various digital media

venues for levels of formality and

informality.

(15) Writing/Writing Process.

Students use elements of the writing

process (planning, drafting, revising,

editing, and publishing) to compose

text. Students are expected to:

(A) plan a first draft by selecting a

genre appropriate for conveying the

intended meaning to an audience,

INDPENDENT PRACTICE: As we go off to practice, you will have a chance to work hard on making your own roadmaps for a fiction passage.

Once you’ve read the passage and made your “map” notes, you’ll also have a chance to practice answering questions.

Assign another story passage and use the roadmap method. Then provide one or more of the below Response Questions

to record answers in their notebooks.

Writing Responses to Text (5.18C)

Response Questions for further discussion and independent enrichment:

Sample Literary Response Questions:

1. What is the message/theme/lesson the author is conveying? Use events form the text to support your answer.

2. Summarize the lesson of this piece and explain how you know using text evidence.

Writing Major

Grade

Reading

response writing

grade; use

district rubric to

grade. A copy

can be found in

the TISD Smart

Content folder

in the Fifth

grade 4th

9wks.

Roadmap to

Literary/Fiction/Nonfiction/Poetry/Drama

incidents that advance the story and leads us to

foreshadow (5.6A)

roles and functions of characters in various plots

(5.6B)

character relationships and conflicts (5.6B)

POV-1st or 3rd person (5.6C)

themes or moral lessons and compare/contrast it

across several works of fiction (5.3A)

the phenomena (wonders) explained in origin

myths (5.3B)

explain effect of historical event or movement on

the theme (5.3C)

Make inferences about text and use textual

evidence to support understanding (Fig. 19D)

Poets use sound effects to reinforce meaning

(alliteration, internal rhyme, onomatopoeia,

rhyme scheme)

Drama uses structure and elements to help the

reader understand, make inferences, and draw

conclusions

Roadmap to

Informational/Procedural Text

Draw conclusions and evaluate author’s purpose

(5.10A)

Main ideas and supporting details (5.11A/Fig. 19E)

Maintain meaning and logical order (5.11A/Fig.

19E))

Analyze how the organizational patterns of text

influence the relationships among the ideas

(5.11C)

o Cause-and-effect

o Compare-and-contrast

o Sequential order

o Logical order

o Classification schemes

Use multiple text features and graphics to gain an

overview of text/locate information (5.11D)

Synthesize and make logical connections between

ideas within a text and across two or three texts

(5.11E)

Identify author’s viewpoint or position and explain

relationships among ideas (5.12A)

Make inferences about text and use textual

evidence to support understanding (Fig. 19D)

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determining appropriate topics

through a range of strategies (e.g.,

discussion, background reading,

personal interests, interviews), and

developing a thesis or controlling

idea;

(B) develop drafts by choosing an

appropriate organizational strategy

(e.g., sequence of events, cause-

effect, compare-contrast) and

building on ideas to create a

focused, organized, and coherent

piece of writing;

(C) revise drafts to clarify meaning,

enhance style, include simple and

compound sentences, and improve

transitions by adding, deleting,

combining, and rearranging

sentences or larger units of text after

rethinking how well questions of

purpose, audience, and genre have

been addressed;

(D) edit drafts for grammar,

mechanics, and spelling; and

(E) revise final draft in response to

feedback from peers and teacher and

publish written work for appropriate

audiences.

(18) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(A) create multi-paragraph essays

to convey information about the

topic that:

(i) present effective introductions

and concluding paragraphs;

(ii) guide and inform the reader's

understanding of key ideas and

3. How are the themes of both selections similar? Use text from both selections to support your answer.

4. Who do you think has the greatest impact on the main character? What text evidence supports your thinking?

5. At the beginning of the story how does the main character feel and how do they change? Use text evidence to

support your answer.

6. Explain how the narrator’s actions reveal his or her feelings? Support your idea with textual evidence.

7. What do the character’s choices tell about him/her? Use text evidence to support your answer.

8. Is the author of this story writing about a personal experience? How do you know? Use text to support your

answer.

9. Are you reading fiction or literary nonfiction? How do you know? Use text evidence to support your

understanding.

10. Explain how the author’s use of sensory language enhanced the meaning of the text? Use parts of the text to

support your answer.

Sample Informational Response Questions:

11. What is the author’s purpose in this article? Explain how you know by using textual evidence.

12. Did the author accomplish the purpose he stated at the beginning of this informative article? How do you know?

Use support of the text.

13. What conclusion can the reader draw from the information presented by this author? Use evidence from the text to

support your conclusion.

14. What is a fact in this article, and how do you know? Use text to support your answer.

15. How did the author show the fact _______________________________?

16. What is an implied purpose of this text selection? Explain your answer with support from the text.

17. How does the author organization enhance the author’s purpose of this article? Explain your answer with support

from the text.

18. Why did the author write this article? Explain your answer with textual evidence.

19. How can the reader tell the author’s purpose of this article? Use text evidence to support your thinking.

20. How do the text features in this article help the reader understand the article? Use support from the both the

features and the article to support your answer.

21. What does the author use to influence the reader to _________________? Explain your answer and use text

evidence to support your answer.

22. How does the author of this selection reveal his viewpoint in the argument? (cause and effect statements or parallel)

Support your answer with text evidence.

23. What is the author’s position on ______________? How do you know? Support your answer with text evidence.

Sample making connections across text Response Questions:

1. How is the dramatic adaptation similar/different from the original story? Use text events, setting, character

development and structure of each text to help support your answer. 2. What idea can you find in both selections? Use text from both selections to support your answer.

3. What is one idea you will only find in the first selection? Pull sources from both texts to back your idea.

Reading/Vocabulary Development (5.2B,E) Help students recognize that when we figure out what a word that we don’t know means, we use inferring techniques.

Teaching Point:

Students can tell you they use context clues to find meaning of words, but do they really know what that means. Review

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evidence;

(iii) include specific facts, details,

and examples in an appropriately

organized structure; and

(iv) use a variety of sentence

structures and transitions to link

paragraphs;

(B) write formal and informal

letters that convey ideas, include

important information, demonstrate

a sense of closure, and use

appropriate conventions (e.g., date,

salutation, closing); and

(C) write responses to literary or

expository texts and provide

evidence from the text to

demonstrate understanding.

(19) Writing/Persuasive Texts.

Students write persuasive texts to

influence the attitudes or actions of

a specific audience on specific

issues. Students are expected to

write persuasive essays for

appropriate audiences that establish

a position and include sound

reasoning, detailed and relevant

evidence, and consideration of

alternatives.

(20) Oral and Written

Conventions/Conventions. Students

understand the function of and use

the conventions of academic

language when speaking and

writing. Students continue to apply

earlier standards with greater

complexity. Students are expected

to:

(A) use and understand the function

of the following parts of speech in

the context of reading, writing, and

speaking:

(iv) adverbs (e.g., frequency:

that context clues from words and ideas surrounding the word we don’t know to figure out the meaning of the word.

Explicitly tell them that is inferring.

Say: When we read, we have to become word sleuths and use text clues and our background knowledge to solve the

mystery of what words mean.

Write the sentence where kids can see it and work together to discover the meaning of sleuth with an equation: TC + BK

= I (Text Clues plus Background Knowledge equals Inference)

Use the equation to infer the meaning of sleuth. (Scaffold students in getting to the idea that a sleuth investigates like a

detective.)

TC: clues, solve, mysteries

BK: I know detectives use clues to solve mysteries.

I: I can infer that the word sleuth means a kind of detective.

…So a sleuth must be someone who solves mysteries. And a “word sleuth” is someone who solves word mysteries, like

a word detective. That’s what we’re doing today.

Teaching/Model:

Introduce the text and tell students “we are going to explore how we infer and use our background knowledge to help us

figure out the meaning of unfamiliar words as we read. Choose a word ahead of time them model making an inference

about a word while reading a selection aloud. Write and code with an I for infer. Tell students to turn and talk about

what they saw you doing and then share. Guide them to the understanding that you paused when you read and didn’t

know a word. You used your background knowledge and experience, which was…. And the text clues, which

were…And you recorded your inference with an I on a Post-it. Then offer several more examples, and then turn the

reading over to the students.

Guided Practice-Guiding Reading Groups:

Have students read on and record their inference on Post-its. Move among the students, listening in on their reading and

supporting them as necessary.

BUILDING ON the FIRST VOCABUALRY LESSON

Teaching Point:

Have kids recall new words in a passage and review the TC + BK = I. Share a four column activity to help them think

about the words they listed. (If they say they don’t have any words, provide some you think they may really not know,

but think they do). Complete a couple of examples together with words you chose beforehand. Show students how to

read around the word to infer meaning from the text clues. Explain that often creating your own sentence using the

word helps the reader understand the meaning of the word.

word Inferred meaning Clues Sentence

thermal

warm

“weather very cold”

“special clothing”

It was so cold,

they had to wear thermal

underwear to stay warm.

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usually, sometimes; intensity:

almost, a lot);

(viii) transitional words (e.g., also,

therefore);

(22) Oral and Written

Conventions/Spelling. Students spell

correctly. Students are expected to:

(B) spell words with:

(iii) Greek suffixes (e.g., -ology, -

phobia, -ism, -ist); and

(iv) Latin derived suffixes (e.g., -

able, -ible; -ance, -ence);

(C) differentiate between

commonly confused terms (e.g., its,

it's; affect, effect);

(D) use spelling patterns and rules

and print and electronic resources to

determine and check correct

spellings; and

(E) know how to use the spell-

check function in word processing

while understanding its limitations.

(23) Research/Research Plan.

Students ask open-ended research

questions and develop a plan for

answering them. Students are

expected to:

(B) generate a research plan for

gathering relevant information about

the major research question.

(24) Research/Gathering Sources.

Students determine, locate, and

explore the full range of relevant

sources addressing a research

question and systematically record

the information they gather.

Students are expected to:

(A) follow the research plan to

collect data from a range of print

and electronic resources (e.g.,

reference texts, periodicals, web

pages, online sources) and data from

Guided Practice-Guiding Reading Groups:

Have students work in pairs with words they’ve chosen or words you have chosen. Have students share their charts.

Check for understanding: make sure students’ sentences actually demonstrate they understand the meaning.

GUIDED READING GROUPS & INDEPENDENT READING/CONFERENCES:

Center your groups around the areas of need from the above standards; When conferring with students you will discover

needs as well. Guided Reading Groups and Conferencing are two vital pieces to knowing your students’ strengths and

weaknesses.

WEEK 4-6

READING Reading/Media Literacy

How messages are conveyed in media (5.14A); Consider difference in techniques (5.14B); Identify the point of view

(5.14C); Analyze various digital media venues (5.14D)

PLAN AHEAD: You will need multiple laptops or chrome-books to share in groups and use in independent activities.

Various Kid Friendly websites to use for this three week period:

National Geographic Kids: http://kids.nationalgeographic.com/kids/

The Connected Classroom: https://theconnectedclassroom.wikispaces.com/News

Time for Kids: http://www.timeforkids.com/

Discovery Kids: http://kids.discovery.com/

Channel One News: http://www.channelone.com/

The Washington Post-KidsPost: http://www.washingtonpost.com/lifestyle/kidspost/

ScholasticNews: http://magazines.scholastic.com/

Science News for Kids: https://student.societyforscience.org/sciencenews-students

Smithsonian Kids: http://www.si.edu/Kids

Teaching point: (5.14A 7 B)

Preview several articles, news, photos and more in printed version and using the sites above, or other student

appropriate sites. On an anchor chart, compile a list of features/techniques the printed versions and sites use to present

the information.

Guided Practice Break into groups and let them visit printed and online representations of news and other school appropriate topics. In

the groups have them find at least two pieces that have similar topics and jot down comparisons of the two. Walk

around and monitor student use of technology and their discussions. Share and discuss how messages can be conveyed

through printed, technology, and television media.

Student Response (this can be a daily or quiz grade)

As an independent activity have students write responses to the following question:

Explain how messages conveyed in various forms of media are presented differently. Use specific examples (techniques)

discovered through our lesson and group work.

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experts;

(B) differentiate between primary

and secondary sources;

(C) record data, utilizing available

technology (e.g., word processors)

in order to see the relationships

between ideas, and convert

graphic/visual data (e.g., charts,

diagrams, timelines) into written

notes;

(D) identify the source of notes

(e.g., author, title, page number) and

record bibliographic information

concerning those sources according

to a standard format; and

(E) differentiate between

paraphrasing and plagiarism and

identify the importance of citing

valid and reliable sources.

(25) Research/Synthesizing

Information. Students clarify

research questions and evaluate and

synthesize collected information.

Students are expected to:

(A) refine the major research

question, if necessary, guided by the

answers to a secondary set of

questions; and

(B) evaluate the relevance, validity,

and reliability of sources for the

research.

(26) Research/Organizing and

Presenting Ideas. Students organize

and present their ideas and

information according to the

purpose of the research and their

audience. Students are expected to

synthesize the research into a

written or an oral presentation that:

(A) compiles important information

from multiple sources;

(B) develops a topic sentence,

summarizes findings, and uses

evidence to support conclusions;

Teaching point: (5.14C & D)

Review Point of View and discuss how it relates to media presentation. Compare and contrast POV represented in

media presentation and text-based documents. Make sure students can transfer their thinking from text-based

representation and media presentation.

Guide Practice

In small groups make connections to POV and formal and informal voice in the representation. Create characteristics of

formal and informal voice in media. Discuss the reason this is important, to recognize the purpose of the presentation.

WRITING: Research/Research Plan Generate a research plan (5.23B); Gather sources and record information addressing a research question from generated questions in

the preceding marking periods (5.24 ABCDE); Synthesize information (5.25AB); Organize and present (5.26ABCD)

Each student should have a research folder to keep all their notes, information, drafts, resources and whatever else is

vital to the research.

Reading/Writing Connection:

Deciding on a topic and questions to research:

If your students have been collecting topics and questions throughout the year, they can turn to those in their RWN, or as

student observe the websites, articles and other resources have them list topics of interest and create a chart of possible

Topics for Research and under each topic begin the “I wonders”. As you conference with students check for “thick

questions” and “thin questions”. Help students develop 3-5 thick questions for their topic.

THINK AHEAD:

The final weeks of school, students will use their compile information from research and multi-paragraph essay to write

a persuasive letter. This will entail that they be able to use information they’ve collected to write in a different genre

and purpose.

Guided Practice Generate a plan & Gather sources and record information addressing the research questions (5.23a)

Discuss/students share their topics and questions with each other and help decide the thick questions for research.

Students will map out their plan for research by placing one question of each of the 3 – 5 questions at the top of

single pieces of paper.

Example

Topic: Pollution

What causes pollution to be such a huge problem?

What are the types of pollution?

What are some ways we can cut down on pollution?

What can I do?

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(C) presents the findings in a

consistent format; and

(D) uses quotations to support ideas

and an appropriate form of

documentation to acknowledge

sources (e.g., bibliography, works

cited).

(27) Listening and

Speaking/Listening. Students use

comprehension skills to listen

attentively to others in formal and

informal settings. Students continue

to apply earlier standards with

greater complexity. Students are

expected to:

(A) listen to and interpret a

speaker's messages (both verbal and

nonverbal) and ask questions to

clarify the speaker's purpose or

perspective;

(B) follow, restate, and give oral

instructions that include multiple

action steps; and

(C) determine both main and

supporting ideas in the speaker's

message.

(28) Listening and

Speaking/Speaking. Students speak

clearly and to the point, using the

conventions of language. Students

continue to apply earlier standards

with greater complexity. Students

are expected to give organized

presentations employing eye

contact, speaking rate, volume,

enunciation, natural gestures, and

conventions of language to

communicate ideas effectively.

(29) Listening and

Speaking/Teamwork. Students work

productively with others in teams.

Discuss collecting resources that can help answer the questions: books from the library; google searches; other

sources. (5.23B)

WEEK 7-9

READING/WRITING: Research/Research Plan Generate a research plan (5.23B); Gather sources and record information addressing a research question from generated questions in

the preceding marking periods (5.24 ABCDE); Synthesize information (5.25AB); Organize and present (5.26ABCD)

Each student should have a research folder to keep all their notes, information, drafts, resources and whatever else is

vital to the research.

Before heading to the library or gathering all the resources needed have those mini-lesson reviews over:

Features of non-fiction that are useful when looking for specific information:

Table of context

Index

Subtitles

Captions

Bold-faced print

Other technology features as discussed and learned in weeks 4-6 READING

Strategies for finding specific information:

Skim & scan strategy

Using key words

Search engines

Google searches

Guided & Independent Practice

Have student take their questions they wrote on the pieces of paper in weeks 4-6 and pull the resource pieces.

Have student identify the sources using the MLA format to create a compile list for a resource page (5.24D).

Write phrases (not copied sentences) of information pertinent to each question on sticky notes and place the sticky

notes under the question the phrases go with. Be sure students write somewhere on the sticky notes the title of the

source, author, and website or page number so they can refer to it later. Tell students this technique is used so that

they won’t be tempted to plagiarize. Discuss the difference between paraphrasing and plagiarism and why it’s

important to cite valid and reliable sources (5.24E)

Example of a page

with phrases on sticky-

notes.

Major Grade:

Multi-

paragraphs –

turning notes

into paragraphs

in a logical and

meaningful

order

What are the types of pollution?

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Students continue to apply earlier

standards with greater complexity.

Students are expected to participate

in student-led discussions by

eliciting and considering

suggestions from other group

members and by identifying points

of agreement and disagreement.

FIG. 19 (A)establish purposes for reading

selected texts based upon own or

others’ desired outcome to enhance

comprehension;

(B)ask literal, interpretive,

evaluative, and universal questions

of text;

(C)monitor and adjust

comprehension (e.g., using

background knowledge, creating

sensory images, rereading a portion

aloud, generating questions);

(D)make inferences about text and

use textual evidence to support

understanding;

(E)summarize and paraphrase texts

in ways that maintain meaning and

logical order within a text and

across texts; and

(F)make connections (e.g., thematic

links, author analysis) between and

across multiple texts of various

genres and provide textual evidence

Students should keep all notes in their research folder

Turn the questions into headings: example—What are the types of pollution? Change to “Types of Pollution” Have students share their headings with each other: these will become their subtitles for their paper.

Students will then begin composing a paragraph on an adjacent page that can be taped next to each question/sticky-

note page. Example:

Daily grades can come from turning phrases into paragraphs; collection information that pertains to the question and

other parts of the steps completed.

WEEK 10-12

Research/Research Synthesize information (5.25AB); Organize and present (5.26ABCD) Peer conferences (5.27AB)

Guided & Independent Practice Mini-lesson: use mentor text to identify the structure of text features; discuss the layout, purposes, structures, placement of the

text features from the mentor text; and then have students create their own text features to accompany their information. Mini-lessons regarding revising & editing paragraphs; have peer and teacher conferences – students peer editing paragraphs. Mini-lesson on introductions and closing of expository text; include thesis statements as the promise (what the reader will learn

from reading the paper). Have students write the introduction and closing; peer and teacher conferences Write the whole paper, organizing it in a logical order and placing text features in places that enhance the paper. Peer and teacher conferences to revise and edit. (5.27A) Write the final draft with text features

Listening & Speaking

Put students in groups of 4 or 5 and have them read their papers to each other. While listening students are to make notes of

important facts including the main idea and supporting details and provide positive feedback to the presenter (5.27C)

Writing/Procedural Text (5.18B)

Read Letters to the editor mentor texts and discuss the techniques the author uses. Explain that they are persuasive in nature and

that the purpose it to convince the reader of something.

Have students take their research paper and take a position within the topic to create a letter to the editor. They are to use the

information they have in their paper to help support their position. Share the letters in whole class or small groups.

Discuss formal and informal purposes for writing

What are the types of

pollution?

Types of Pollution Students will use the sticky-note phrases to compose a paragraph.

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Spelling/Vocabulary Words Weeks 1 -3 STAAR Preparation

Week 4: Greek Suffix ist: artist; historian; terrorist; finalist; specialist; vocalist; chemist; violinist; enthusiast; pianist

Week 5: Short week (Good Friday)

Week 6: Latin Suffix able: understandable; predictable; comfortable; reasonable; variable; usable; immovable;

honorable; reliable; avoidable

Week 7: Latin Suffix ible: incredible; edible; credible; audible; terrible; horrible; feasible; visible; possible; responsible

Week 8: Latin Suffix ance: entrance; allowance; arrogance; assistance; fragrance; ambulance; performance; substance;

clearance; balance

Week 9: Latin Suffix ence: experience; influence; evidence; patience; conscience; audience; confidence; conference;

experience; difference

Week 10: Commonly confused Terms: its/it’s; affect/effect; accept/except; aisle/isle; altar/alter; angel/angle;

breath/breathe; capital/capitol; lose/loose; aloud/allowed

Major Grade: Compiled

weekly grade

Other Resources Cheryl Kelley-Tomball ISD ELA Content Specialist Grades 3-6 http://teacherweb.com/TX/TomballCurriculumInstruction/Kelley Website with resources for the various skills in this nine week

period

TISD SMART Content Folder has various resources to be used in the fourth nine weeks: included are various reading passages with questions. Make sure you adjust questions to be TEKS-

based. To get to this folder you must be on your teacher computer in your room to retrieve it.

Vocabulary sites: www.quizlet.com http://info.sadlier.com/Vocabulary-Blog/resources/

Site with Greek and Latin Roots with meanings and words with the roots in them http://www.learnthat.org/pages/view/roots.html

Website with text structure resources, activities, and information: http://www.literacyleader.com/?q=textstructure