Grade 5 - Freehold Borough Schools · 2017-09-07 · Freehold Borough Schools Grade 5 Reading...

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Reading

Grade 5

Board of Education Adoption Date: August 22, 2017

Freehold Borough Board of Education

Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President

Mr. Paul Ceppi

Mr. Paul Jensen

Mrs. Annette Jordan

Mr. Tyler Jordan

Mr. James Keelan

Mr. Bruce Patrick

Mrs. Margaret Rogers

District Administration

Rocco Tomazic, Ed. D., Superintendent

Joseph Howe, School Business Administrator

Samuel dela Cruz, Ed.D., Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Director of Technology & Assessment

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

William Smith, Principal – Freehold Learning Center

Curriculum Committee

Danielle Fekete

Nicolina Harker

Irene McFadden

Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and

confident learners who flourish and contribute willingly in a changing world.

Core Beliefs

We believe that:

All people have inherent worth.

Life-long learning is basic to the survival and advancement of society.

The primary influence on the individual's development is the family in all its forms.

Valuing diversity is essential to individual growth and the advancement of society.

All individuals have strengths and human potential has no known limits.

Democracy thrives when individuals accept responsibility for their choices.

Being trustworthy builds trust.

Creativity and imagination are essential for society to flourish.

A safe environment is essential for the well-being of the individual and for society to flourish

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values. Believing that

our students deserve the best education, our curriculum is aligned to the New Jersey Student Learning standards

and current statewide assessments. Our scope and sequence is vertically and horizontally aligned. The

progression of objectives embraces decades of rigorous research, conducted both independently and at the

university level, and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and spirit.

Knowledge is a fusion balancing authentic experience and content, which language arts literacy skills are

integrated with other content areas. Our curriculum contains common expectations that are rigorous and student

centered, and teachers, who are most proximal to the children, will use this document as an instrument to ensure

student success.

To ensure that our children are successful and receive the best education, this curriculum document, our staff

will continuously collaborate on this living document. We will develop purposeful and effective formative and

summative assessments which measure growth of our curriculum and inform our instruction. Finally, we will

continuously seek to grow professionally through professional development, which is aligned to statewide

regulations, but specifically geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

Teachers will employ lessons that are aligned to our curriculum and framed utilizing current research-

based methods and techniques that focus on student achievement

Our lessons will be structured according to statewide and district standards and our teachers will have

flexibility to ensure that lessons meet the needs of all learners

Units and lessons will be differentiated

Curriculum is focused on student success and balances developmental theory and psychometric

standards

Democratically developed benchmarks and assessments will be utilized to gauge student and curricular

growth. Assessment will be multidimensional and developed according to student need.

Freehold Borough Schools

Grade 5 Reading Curriculum Pacing Guide

Unit Number and Name Unit Description Timeline

Unit 1 – Launching

Readers Workshop

The Reading Fundamentals Launching Unit of Study provides

models for many reading behaviors, rituals, and routines. Active

listening, thinking, engagement, and participation are fundamental

expectations for reading workshop. Establishing a community

that fosters these behaviors is vital and will help your students

develop and grow. Through the targeted lessons in this unit, your

students’ focused thinking and accountable talk will begin to

evolve and develop. As students gain more experience, they begin

to participate in meaningful conversations connected to the books

they are sharing.

8-10 weeks

Unit 2 - Fiction

By reading and studying different types of fiction (fantasy,

traditional, and realistic), students will develop an understanding

of various forms, features, and purposes of fiction. Their reading

of fiction texts will be enhanced by an understanding of the

narrative structure, story elements, and themes associated with

each particular type of fiction writing. Students will also learn and

apply specific reading skills and strategies that will enable them to

visualize magical lands, infer characters’ feelings and traits,

identify the author’s message, and actively engage with the texts

they read.

8-10 weeks

Unit 3 - Nonfiction

Students will develop passions for locating information, finding

answers, and deepening their understanding about the nonfiction

topics they are reading and learning about. This unit will help

students learn and apply specific reading skills and strategies that

will enable them to discover facts, identify big ideas, and learn

new information about the topics they are reading about. It will

also address the challenges of reading nonfiction, as well as ways

to work through difficult text - essential skills for any reader.

8-10 weeks

Grade 5 Curriculum Map

Unit

Name: Unit 1 – Launching Readers Workshop

Timeline: 8-10 Weeks

Standards Reading:

Foundational Skills

Reading:

Literature

Reading:

Informational Writing Language

Speaking and

Listening

● RF.5.3

● RF.5.4

● RL.5.1

● RL.5.2

● RL.5.3

● RL.5.4

● RL.5.5

● RL.5.5

● RL.5.6

● RL.5.9

● RL.5.10

● RI.5.1

● RI.5.2

● RI.5.3

● RI.5.10

● W.5.10 ● L.5.4

● L.5.5

● L.5.6

● SL.5.1

● SL.5.4

● SL.5.6

District Desired Results

Unit Overview The Reading Fundamentals Launching Unit of Study provides models for many reading behaviors, rituals, and

routines. Active listening, thinking, engagement, and participation are fundamental expectations for reading

workshop. Establishing a community that fosters these behaviors is vital and will help your students develop and

grow. Through the targeted lessons in this unit, your students’ focused thinking and accountable talk will begin to

evolve and develop. As students gain more experience, they begin to participate in meaningful conversations

connected to the books they are sharing.

Enduring Understanding ● Good readers work within a community to learn

how to interpret, discuss, recommend, and read

texts.

● Readers use a variety of strategies to help them

monitor their comprehension.

Essential Questions ● How do we create a reading community that

develops the routines and goals of reading and

responding to text?

● How can we use strategies to help monitor our

comprehension?

Content (Teaching Points)

● Text and Genre Features / Structure

● Using Schema

● Questioning

● Visualizing

● Making Inferences

● Determining Importance

● Synthesizing

● Monitoring and Repairing Comprehension

● Finding Word Meaning (Vocabulary)

● Speaking to Communicate (Speaking and

Listening)

● Listening and Responding (Speaking and

Listening)

● Engaging in Discussion / Collaborating (Speaking

and Listening)

Skills (What Students Will Learn to Do)

● Identify reading interests (authors, genres, series).

● Identify reading habits and patterns (focus,

stamina, pace).

● Self-select appropriate books.

● Determine individual reading goals.

● Use thinking, writing, and talking to support

comprehension before, during, and after the read

(stop-and-jot, turn-and-talk, stop-and-think, stop-

and-write).

● Effectively use tools to support reading (sticky

notes, Reading Notebook, reading log).

● Participate in partnership, small group, and whole

class conversations about texts.

● Develop agreed-upon rules for conversation.

● Identify texts that warrant recommendations and

cite evidence to support recommendations,

● Determine a theme or main idea and explain how

it is conveyed through details in a text.

● Check for understanding and use fix-up strategies

to clear up confusion

Vocabulary/Key Terms

● Refer to pages 9-11 in Reading Fundamentals:

Launching for grade level appropriate vocabulary.

Modifications: Support and Enrichment ● IEPs and 504 Students: (These are just suggested

ideas to modify instruction. All modifications and

accommodations should be specific to each

individual child’s IEP.) reduce / revise

assignments and assessments as per IEP; provide

individual and small group help; notes and study

guides; provide background knowledge

● Gifted and Talented Students: provide additional

enrichment activity involving demonstrating

knowledge; deeper research to to answer a higher

level question; or complimentary assignment ● ELL Students: use consistent, simplified language;

provide bilingual partner when appropriate;

provide cooperative learning opportunities; use

modeling; use visual aids and manipulatives ● Struggling Students: provide less distracting

seating if possible; frequent check-ins by teacher;

study guides; notes

Teacher Learning Plan

Weekly Learning Plan/Diary Map

Week 1: What is a Reading Workshop? / Considering Our Reading Identities: Students will learn about the structure,

expectations, and routines of a reading workshop. Students will reflect on their interests and histories as readers.

Week 2: Crafting a Reading Life / Understanding Means Thinking: Students will use their own identities to self-select

texts across genres and grow their thinking in different ways. Students will learn that when meaning breaks down, they

have to do reading work to clear up confusion, including rereading and slowing down.

Week 3: Activating Schema / The Power of Conversation: Students will activate schema, or prior knowledge, before

reading to help them make connections and build understanding. Students will learn how to follow a clear protocol

during conversations.

Week 4: Getting Ready to Begin / Growing Ideas Through Conversation: Students will learn how to use a repertoire

of strategies to begin conversations. Students will use different conversational moves, like asking questions and using

textual evidence, to develop, support, and defend an idea.

Week 5: Studying Ourselves as Readers / Making a Plan for Ourselves as Readers: Students will track the time and

amount they read to gather data for their own reflection. Students will keep a running list of books to read in order to

develop their reading identities and build independence as readers.

Week 6: Book Talks / Partner Talk: Students will understand the importance of book recommendations, begin a

procedure for keeping track of interesting titles, and identify a book that would warrant a “book talk.” Students will jot

down ideas and share with a partner using conversation protocol.

Week 7: Elements of a Story: Students will identify the elements of a story as a strategy for supporting comprehension,

Week 8: Examining Characters: Students will compare and contrast characters to develop a deeper understanding of

the text.

Week 9: Reviewing Reading Data / Uncovering the Meaning of a Poem: Students will reflect on their reading logs to

better understand their own stamina and pacing and the circumstances that best support their reading. Students will do

a close reading of a poem to determine what the poet is really saying.

Week 10: Finding the Main Idea in Nonfiction / Setting Goals and Making Plans: Students will determine the main

idea of a text by using their knowledge of features and structures. Students will reflect on themselves as readers and set

goals for their future reading work.

Assessment Plan

Assessments to Measure Student’s Understanding ● Formal Assessments: Benchmark Assessments, F&Ps, Unit Tests, Quizzes, Exit Tickets, or Project Reports ● Informal Assessments: Observations, Anecdotal Notes, Participations, Reader’s Notebooks

Instructional Resources

Teacher Resources ● Core Program: Schoolwide Fundamentals: Reading: Launching Readers Workshop ● Supplemental Program: iReady, NewsELA, Guided Reading Books (Scholastics), ● Additional and Alternative Materials and Resources: Teacher Tube (https://www.teachertube.com/); ReadWorks,

ReadTheory; ReadingA-Z; BrainPop

Interdisciplinary Connections 21st Century Life and Careers Technology Standards

● Math (sequencing, directionality,

positional words).

● Social Studies

● Music

● Physical Movement

● Technology

● CRP1. Act as a responsible and

contributing citizen and employee.

● CRP2. Apply appropriate academic

and technical skills.

● CRP3. Attend to personal health and

financial well-being.

● CRP4. Communicate clearly and

effectively and with reason.

● CRP5. Consider the environmental,

social and economic impacts of

decisions.

● CRP6. Demonstrate creativity and

innovation.

● CRP7. Employ valid and reliable

research strategies.

● CRP8. Utilize critical thinking to

make sense of problems and

persevere in solving them.

● CRP9. Model integrity, ethical

leadership and effective

management.

● CRP10. Plan education and career

paths aligned to personal goals.

● CRP11. Use technology to enhance

productivity.

● CRP12. Work productively in teams

while using cultural global

competence.

● 8.1 Educational Technology: All

students will use digital tools to

access, manage, evaluate, and

synthesize information in order to

solve problems individually and

collaborate and to create and

communicate knowledge

● 8.2 All students will develop an

understanding of the nature and

impact of technology,

engineering, technological

design, computational thinking

and the designed world as they

relate to the individual, global

society, and the environment.

https://www.teachertube.com/


Unit

Name: Unit 2 - Fiction


Standards Reading:

Foundational Skills

Reading:

Literature

Reading:


Speaking and

Listening

● RF.5.3

● RF.5.4

● RL.5.1

● RL.5.2

● RL.5.3

● RL.5.4

● RL.5.5

● RL.5.6

● RL.5.9

● RL.5.10

● W.5.10 ● L.5.4

● L.5.6

● SL.5.1

● SL.5.4

● SL.5.6


Unit Overview By reading and studying different types of fiction (fantasy, traditional, and realistic), students will develop an

understanding of various forms, features, and purposes of fiction. Their reading of fiction texts will be enhanced by

an understanding of the narrative structure, story elements, and themes associated with each particular type of fiction

writing. Students will also learn and apply specific reading skills and strategies that will enable them to visualize

magical lands, infer characters’ feelings and traits, identify the author’s message, and actively engage with the texts

they read.

Enduring Understanding ● Good readers compare, infer, synthesize, and

make connections to make text personally

relevant and useful.

● Effective readers seek out text for their own

interest and enjoyment, and to gather information.

Essential Questions ● How do readers construct meaning from text?

● What reading comprehension strategies will be

most effective in different text situations?



● Using Schema

● Questioning

● Visualizing



● Synthesizing


● Finding Word Meaning (Vocabulary)


Listening)


Listening)


and Listening)

Skills (What Students Will Learn to Do)

● Recognize the features of common types of fiction

texts; fantasy, realistic, and traditional literature

(e.g. folktales, fables, fairy tales, myths)

● Draw inferences and cite evidence from the text to

support analysis.

● Identify the chronological text structure of fiction

stories and techniques for showing the passage of

time.

● Identify how a story’s plot is comprised of a series

of scenes that cause character change and lead to

resolution of the conflict.

● Explain the plot structure in a fiction text and how

the parts fit together to form the whole story.

● Determine the meaning of nonliteral words and

phrases as they are used in a text.

● Monitor for understanding and use fix-up

strategies to clear up confusion.

● Ask questions to clarify thinking and deepen

understanding.

● Compare and contrast the experience of reading a

drama versus seeing it performed live.

● Explain how an author’s point of view is

conveyed and its effect on the tone and mode of a

text.

● Distinguish between text features and story

elements in a narrative fiction text and a drama.

● Determine the theme of a text and how it is

conveyed through textual details.

● Compare and Contrast two texts (historical fiction

and drama) in terms of their approaches to similar

topics or themes.



Fiction for grade level appropriate vocabulary.

Modifications: Support and Enrichment ● IEPs and 504 Students: (These are just suggested

ideas to modify instruction. All modifications and

accommodations should be specific to each

individual child’s IEP.) reduce / revise

assignments and assessments as per IEP; provide

individual and small group help; notes and study

guides; provide background knowledge




level question; or complimentary assignment

● ELL Students: use consistent, simplified language;

provide bilingual partner when appropriate;

provide cooperative learning opportunities; use

modeling; use visual aids and manipulatives

● Struggling Students: provide less distracting

seating if possible; frequent check-ins by teacher;

study guides; notes



Week 1: What is Fiction? / The Structure of Fiction: Students will learn that the purpose of all types of fiction is to

entertain readers. Students will pay attention to the overall structure and how scene changes signal chronological

movement.

Week 2: Elements of a Story / Analyzing Characters: Students will identify elements as they read and develop their

thinking about them. Students will identify details that reveal the characters’ traits.

Week 3: Exploring Point of View: Students will consider how who is telling the story affects what story is told.

Week 4: Historical Fiction / Examining a Modern-Day Fairy Tale: Students will notice the effect the historical setting

has on the characters and conflict. Students will identify and discuss the features and message of a fairy tale.

Week 5: Identifying Theme: Students will consider which themes are addressed in a realistic fiction story.

Week 6: Building the World of the Story / Passing Time / Words Can Make Time Pass!: Students will pay attention

to the elements of a story and ask questions to check for understanding as they begin a story. Students will identify a

variety of ways that writers signal time passing to build their understanding of a story. Students will identify temporal

words, phrases, and sentences that show the passage of time.

Week 7: Characters Come in All Shapes and Sizes / Examining Conflict: Students will identify different types of

characters and examine the changes that happen to round, dynamic characters in a story. Students will analyze fiction

stories to identify the type of conflict present in order to understand how it affects the plot and characters.

Week 8: Examining Plot Structure: Students will create a visual representation of a plot diagram to understand plot

development and to monitor and deepen their understanding.

Week 9: Navigating a Play / Dealing With Difficulty: Students will determine how the elements of drama and the

elements of a story are portrayed in a play. Students will determine the meaning of unfamiliar words.

Week 10: Uncovering Theme / Comparing Theme Across Texts: Students will determine a theme of a fiction story by

analyzing details of the text. Students will compare stories and their connection to a shared theme.

Assessment Plan



Teacher Resources ● Core Program: Schoolwide Fundamentals: Reading: Fiction ● Supplemental Program: iReady, NewsELA, Guided Reading Books (Scholastics), ● Additional and Alternative Materials and Resources: Teacher Tube (https://www.teachertube.com/), ReadingA-Z,

BrainPop, ReadWorks, ReadTheory



positional words).

● Social Studies

● Music


● Technology


contributing citizen and employee.

● CRP2. Apply appropriate academic








decisions.


innovation.




make sense of problems and persevere

in solving them.


leadership and effective management.




productivity.



competence.










impact of technology, engineering,

technological design,

computational thinking and the

designed world as they relate to

the individual, global society, and

the environment



Unit

Name: Unit 3 – Nonfiction


Standards Reading:

Foundational Skills

Reading:

Literature

Reading:


Speaking and

Listening

● RF.5.3

● RF.5.4

● RI.5.1

● RI.5.2

● RI.5.3

● RI.5.4

● RI.5.5

● RI.5.6

● RI.5.7

● RI.5.8

● RI.5.9

● RI.5.10

● W.5.10 ● L.5.4

● L.5.6

● SL.5.1


Unit Overview Students will develop passions for locating information, finding answers, and deepening their understanding about

the nonfiction topics they are reading and learning about. This unit will help students learn and apply specific

reading skills and strategies that will enable them to discover facts, identify big ideas, and learn new information

about the topics they are reading about. It will also address the challenges of reading nonfiction, as well as ways to

work through difficult text - essential skills for any reader.

Enduring Understanding ● Knowledge of a text’s characteristics, features,

and structures facilitate the reader’s ability to

make meaning from a text.

● Good readers select and apply strategies to

enhance their comprehension.

Essential Questions ● How does understanding a text’s structure help me

create meaning?

● What do readers do when they do not understand

everything in a text?



● Using Schema

● Questioning

● Visualizing



● Synthesizing


● Finding Word Meaning ( Vocabulary)


Listening)


Listening)


and Listening)

Skills – (What Students Will Learn To Do)

● Identify different types of nonfiction texts.

● Activate prior knowledge and makes connections

before, during, and after reading nonfiction texts.

● Recognize and uses text features to determine

importance and deepen understanding of

nonfiction texts.

● Identify main ideas and key supporting details in

nonfiction texts.

● Identify key signal words and elements of

nonfiction text structures (Description, Compare

and Contrast, Chronological, Problem and

Solution, Cause and Effect).

● Identify facts within literary nonfiction.

● Use a variety of strategies to figure out unfamiliar

words while reading.

● Monitor for understanding and use fix-up

strategies to clear up confusion.

● Make inferences to identify big ideas in nonfiction

texts.

● Synthesize ideas across multiple texts on the same

subject.



Nonfiction for grade level appropriate

Modifications: Support and Enrichment ● IEPs and 504 Students: (These are just suggested ideas

to modify instruction. All modifications and

accommodations should be specific to each individual

vocabulary. child’s IEP.) reduce / revise assignments and

assessments as per IEP; provide individual and small

group help; notes and study guides; provide

background knowledge




level question; or complimentary assignment ● ELL Students: use consistent, simplified language;

provide bilingual partner when appropriate; provide

cooperative learning opportunities; use modeling; use

visual aids and manipulatives ● Struggling Students: provide less distracting seating if

possible; frequent check-ins by teacher; study guides;

notes



Week 1: Introduction to Nonfiction / The Look of Reference Nonfiction: Students will learn about the different types

of nonfiction and the unique elements within various texts. Students will pay attention to common features to help them

navigate and make meaning of texts.

Week 2: Structures of Nonfiction: Students will identify and understand different text structures to comprehend

nonfiction texts.

Week 3: How Do We Read Nonfiction / Unlocking Unfamiliar Vocabulary: Students will ask questions to activate

prior knowledge, build understanding, and monitor comprehension. Students will use context clues and background

information to determine the meaning of unfamiliar words.

Week 4: Determining Author’s Purpose / Identifying the Main Idea: Students will consider how identifying an

author’s purpose helps them learn about a topic. Students will identify the main idea and supporting details in a

nonfiction text.

Week 5: How We Check For Understanding: Students will demonstrate their understanding of a text by summarizing

key ideas.

Week 6: The Process of Reading Nonfiction / Navigating Nonfiction: Students will use questioning to activate

background knowledge and build understanding during and after the read. Students will use text features to build their

understanding and deepen their comprehension.

Week 7: Determining the Main Idea: Students will identify the main idea and supporting details in a selected text.

Week 8: Problem and Solution Text Structure / Cause and Effect Text Structure / Chronological Structure: Students

will use text clues, or signal words, to identify the problem and solution structure and support comprehension. Students

will use text clues, or signal words, to identify the cause and effect structure and support comprehension. Students will

identify key events that illustrate the significance of a featured person’s life.

Week 9: Sifting Through Literary Nonfiction / Building Vocabulary: Students will extract factual information from a

story. Students will use strategies to figure out unknown words.

Week 10: Dealing With Difficulty / Growing Our Thinking: Students will focus on identifying confusion and using

fix-up strategies in order to repair comprehension. Students will visit two texts about a shared topic and sort through

similarities and differences to develop big ideas about the topic.

Assessment Plan



Teacher Resources ● Core Program: Schoolwide Fundamentals: Reading: Nonfiction ● Supplemental Program: iReady, NewsELA, Guided Reading Books (Scholastics), ● Additional and Alternative Materials and Resources: Teacher Tube (https://www.teachertube.com/); ReadWorks,

ReadTheory, ReadingA-Z; BrainPop



positional words).

● Social Studies

● Music


● Technology


contributing citizen and employee. ● CRP2. Apply appropriate academic








decisions.


innovation.




make sense of problems and

persevere in solving them.


leadership and effective

management.




productivity.



competence.










impact of technology, engineering,

technological design, computational

thinking and the designed world as

they relate to the individual, global

society, and the environment


Grade 5 - Freehold Borough Schools · 2017-09-07 · Freehold Borough Schools Grade 5 Reading...

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Transcript of Grade 5 - Freehold Borough Schools · 2017-09-07 · Freehold Borough Schools Grade 5 Reading...