Reading Pacing Guide Grade 5 - pemberton.k12.nj.us Pacing Guide. Grade 5 . MP Units Unit TOTAL*...

Reading Pacing Guide

Grade 5

MP Units Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – School Spirit

25 days 25 days

MP1 FLEX DAYS

5 days 30 days

MP1-2 Unit 2 – Wild Encounters

25 days 55 days

MP2 FLEX DAYS

5 days 60 days

MP2 Unit 3 – Revolution

25 days 85 days

MP2 FLEX DAYS

5 days 90 days

MP3 Unit 4 – What’s Your Story?

25 days 115 days

MP3 FLEX DAYS

5 days 120 days

MP3-4 Unit 5 – Under Western Skies

25 days 145 days

MP4 FLEX DAYS

5 days 150 days

MP4 Unit 6 – Journey to Discovery

25 days 175 days

MP4 FLEX DAYS

5 days 180 days

Pemberton Township School District Fifth Grade Reading

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Unit Title: Unit 1: School Spirit!

Stage 1: Desired Results

Standards & Indicators: NJSLS Grade 5 English Language Arts

• RL.5.1 • RL.5.2 • RL.5.3 • RL.5.4 • RL.5.5 • RL.5.6 • RL.5.7 • RL.5.9 • RL.5.10 • 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 • SL.5.1 • SL.5.2 • SL.5.3 • SL.5.4 • SL.5.5 • SL.5.6 • RF.5.4 • L.5.1 • L.5.3 • L.5.4 • L.5.5 • L.5.6


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Standards & Indicators: NJSLS Grade 5 Social Studies

• 6.1.4.A.7 • 6.1.4.A.11 • 6.1.4.A.12

NJSLS Grade 5 Science

• 5-ESS1-1 • 5-ESS2-1

NJSLS Technology

• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1

NJSLS 21st Century Life and Careers

• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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Central Idea / Enduring Understanding: Students will…

• Understand setting, story elements, characterization, and plot

• Employ strategies to help understand informational text

• Think and grow ideas while reading

• Use language structure, prior knowledge and context clues to identify the intended meaning of words, phrases, and text

• Continually monitor for understanding, so my reading makes sense

• Use the text to support conversations and thinking about the text

• Identify various types of genre

Essential/Guiding Question:

• What funny events lead Louis to Mrs. Jewls’s classroom?

• How can graphics help you learn about space?

• What can our differences teach us?

• What events lead a team to learn double Dutch?

• How does a character learn an important lesson?


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Content:

• Big Idea: We never stop learning.

• Genres: Humorous Fiction, Readers’ Theater, Informational Text, Realistic Fiction, Persuasive Text, Narrative Nonfiction, Poetry

• Weekly Fluency Focus: Expression, Accuracy,

Intonation, Phrasing: Pauses, Stress

• Weekly Target Vocabulary

• Vocabulary Strategies: Using Context, Prefixes (non-, un-, dis-, mis-), Multiple-Meaning Words, Suffixes (-ion,-tion, -ly, -ful)

• Spelling: (Word Sorts) - Short Vowels, Long

Vowels (a,e,i,o), Vowel Sounds /ōō/, /yōō/, /ou/, /ô/, /oi/

• Academic Language: Story Structure,

Summarize, Conflict, Resolution, Rising Action, Graphic Features, Text Features, Question, Compare, Contrast, Infer, Sequence of Events, Monitor, Clarify, Chronological Order, Theme, Visualize, Context, Prefix, Affix, Base Word, Multiple-Meaning Words, Suffix

• Decoding: (Students Below Benchmark) – VCV

Syllable Patterns, Vowel Sounds in VCV Syllable Patterns, VCCV Pattern, Digraphs in Multisyllable Words, Stressed and Unstressed Syllables

Skills(Objectives):

• Story Structure

• Summarize

• Text and Graphic Features

• Question

• Compare and Contrast

• Infer/Predict

• Sequence of Events

• Monitor/Clarify

• Theme

• Visualize


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Stage 2: Assessment Evidence Performance Task(s):

• Reader’s Notebook Entries

• Completes Graphic Organizers: Story Map, T-Map, Venn Diagram, Flow Chart, Inference Map

• Analyze characters and events

• Recognize how pictures impact meaning

• Infer/draw conclusions

• Compare and contrast

• Recognize qualities of different genres

• Understand text features in informational text

• Search for information in graphics

• Analyze facts and events

Other Evidence:

• Running Record

• Weekly Tests

• Responses to Open-Ended Critical Thinking Questions

• Accelerated Reader Quizzes


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Stage 3: Learning Plan Learning Opportunities/Strategies: Week 1 – (Lesson 1 in Journeys)

• Vocabulary in Context: Introduce new vocabulary words appropriately to reflect meaning. T14-15

• Introduce Comprehension: Identify events that

advance a story’s plot. Organize story elements in a Story Map and use story structure to summarize Billy on the Loose. T18

• Develop Background: Shared Read – Types of

Humor - Students learn about important ideas in the weekly selection, A Package for Mrs. Jewls. T16-17

• Introduce the Main Selection: As you do a

shared read of the selection, stop at intervals to complete the Story Map graphic organizer to record the setting, main characters, key plot events, conflict, and resolution in A Package for Mrs. Jewls. T20 – 30

• Deepen Comprehension: Complete together and discuss Story Map: Analyze Story Structure to identify story elements and organize story elements in a Story Map. T36-37

• Connect to Science: Shared Read, Readers’ Theater: Questioning Gravity. Discuss the selection, focusing on the features of an interview. T32-34

• Vocabulary Strategies: Using Context – Use context clues to identify the meaning of words within A Singing Surprise. T40-41

Resources: Week 1 – (Lesson 1 in Journeys)

• Think Central – Vocabulary in Context Cards

• Think Central – Projectable 1.2

• Types of Humor

• Anchor Text: A Package for Mrs. Jewls, from Wayside School Is Falling Down by Louie Sachar

• Graphic Organizer – Story Map • Think Central – Projectable 1.3a


• Paired Selection: Questioning Gravity, by Katie Sharp

• Think Central – Projectable 1.5 Resources:


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Learning Opportunities/Strategies: Week 2 – (Lesson 2 in Journeys)


• Introduce Comprehension: Read and complete

T-Map to identify text and graphic features and their purposes, and to ask and answer questions from Moon Walking. T90

• Develop Background: Shared Read – What is Gravity? - Students learn important ideas in the weekly selection, Blasting Off to Space Academy. T88-89


shared read of the selection, stop at intervals to complete the T-Map graphic organizer to record headings of each sections, captions, and photographs in Blasting Off to Space Academy. T92-104

• Deepen Comprehension: Complete together and discuss T-Map: Analyze Text and Graphic Features to use text and graphic features to gain an overview of information. T110-111

• Connect to Science: Informational Text, Profile of a Spacewalker – Discuss how graphic features, such as diagrams, help the reader understand the text. T106-108

• Vocabulary Strategies: Prefixes (non-, un-, dis-

mis-) – Complete the Feature Map together to learn and use words with the Latin and Greek prefixes above; use word parts to determine meanings of words in Science Class. T114-115

Week 2 – (Lesson 2 in Journeys)



• What Is Gravity?

• Anchor Text: Blasting Off to Space Academy, From Ultimate Field Trip 5 by Susan E. Goodman

• Graphic Organizer – T-Map • Think Central – Projectable 2.3a


• Paired Selection: Profile of a Spacewalker by Carole Gerber




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Venn Diagram to compare and contrast characters, and infer what characters think and to predict what characters will do in The New Babysitter. T164

• Develop Background: Shared Read – School Elections - Students learn about important ideas in the weekly selection, Off and Running. T162-163


shared read of the selection, stop at intervals to complete the Venn Diagram graphic organizer to record ways the two main characters are alike and different in Off and Running. T166-178

• Deepen Comprehension: Complete together and discuss Venn Diagram: Compare and Contrast to compare and contrast characters, and connect story details with personal experiences. T184-185

• Connect to Social Studies: Persuasive Text, Vote for Me! – As students read the selection, discuss how campaign advertising, with exaggerated, contradictory, and/or misleading statements can persuade the audience. T180-182

• Vocabulary Strategies: Context: Multiple-

Meaning Words – Learn and use words that have more than one meaning, and use word-learning strategies independently while reading Stewart for Mayor. T188-189




• School Elections

• Anchor Text: Off and Running by Gary Soto • Graphic Organizer – Venn Diagram • Think Central – Projectables 3.3a


• Paired Selection: Vote for Me! by Pamela Zarn




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• Vocabulary in Context: Introduce new

vocabulary words appropriately to reflect meaning. T234-235

• Introduce Comprehension: Read The Bouncing

Bulldogs and complete Flow Chart to identify a sequence of events in text. Use the monitor/clarify strategy to check understanding of a sequence of events. T238

• Develop Background: Shared Read – What is Double Dutch? - Students learn about important ideas in the weekly selection, Double Dutch. T236-237


shared read of the selection, stop at intervals to complete the Flow Chart graphic organizer to monitor time words and phrases, place events in time order to sequence events in Double Dutch. T240-250

• Deepen Comprehension: Complete together and discuss Flow Chart: Infer Sequence of Events to identify sequence of events, and infer unstated events and their sequence. T256-257

• Connect to Poetry: Shared Read - Poetry, Score! – While reading, discuss how the poet’s use of rhyme makes the reader feel about the poem’s subject and meaning. T252-254

• Vocabulary Strategies: Suffixes (-ion, -tion)

Learn and use words with the suffixes above; use word-learning strategies while reading The Spelling Bee. T260-261




• What is Double Dutch?

• Anchor Text: Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood by Veronica Chambers

• Graphic Organizer – Flow Chart • Think Central – Projectable 4.3a


• Paired Selection: Score! by Various Authors

• Think Central – Projectable 4.5 Resources: Week 5 – (Lesson 5 in Journeys)


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• Introduce Comprehension: Read Safety First

and complete the Inference Map to understand theme and visualize story details. Use the visualize strategy to identify theme. T310

• Develop Background: Shared Read – Newcomers - Students learn important ideas in the weekly selection, Elisa’s Diary. T308-309


shared read of the selection, stop at intervals to complete an Inference Map graphic organizer to record details about characters’ qualities, motives, and actions, as well as important lessons learned in Elisa’s Diary. T312-322

• Deepen Comprehension: Complete together and discuss Inference Map: Theme to use text details and background knowledge to infer a story’s theme. T328-329

• Connect to Social Studies: Informational Text, From Tragedy to Triumph – Discuss how graphic sources that give additional information help to deepen comprehension. T324-326

• Vocabulary Strategies: Suffixes (-ly, -ful) – Learn

and use words with the suffixes above. Use word-learning strategies independently while reading Respecting the Game. T332-333



• Newcomers

• Anchor Text: Elisa’s Diary by Doris Luisa Oronoz • Graphic Organizer – Inference Map • Think Central – Projectable 5.3a


• Paired Selection: From Tragedy to Triumph by Jennifer Johnson


Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL

• Guided Reading: Support students with weekly

• Guided Reading: Support students with weekly fluency




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fluency focus using Leveled Reader/ Teaching Guide

• Tiered Ready-

Made Work Stations

• Grab-and-Go Leveled Practice

• Unit Project •

focus using Leveled Reader/ Teaching Guide

• Vocabulary Reader

• Tiered Ready-Made Work Stations

• Grab-and-Go

Leveled Practice

• Connect and Extend

• Making Connections

• Your Turn



• Tiered Ready-

Made Work Stations


• Listening Station

Think Central: Anchor Text & Leveled Readers

• Write-in Reader

• Monitor

Comprehension If…Then…

• Decoding

• Level 2 Fundations During WIN Period (if meets eligibility criteria)



• Tiered Ready-Made

Work Stations




• Write-in Reader

• Monitor


• Decoding

• English Language Learners Scaffold



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Unit Title: Unit 2: Wild Encounters





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• 6.1.4.B.1 • 6.1.4.B.5 • 6.1.4.B.8


• 5-LS2-1 • 5-ESS3-1

NJSLS Technology

• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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• Navigate through a text before, during, and after reading by implementing reading strategies

• Synthesize concepts to lead to larger ideas and themes

• Identify literary devices and their purpose as they are used in literature




• What effect can one person have on a stranded sea turtle?

• Can nature bring out the best in a character?

• What persuades us to protect the environment?

• What conclusions can we draw about the sea?

• What are the most important ideas about cougars?


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Content:

• Big Idea: Nature deserves our respect.

• Genres: Informational Text, Myth, Historical Fiction, Persuasive Text, Narrative Nonfiction, Poetry

• Weekly Fluency Focus: Expression, Intonation,

Adjust Rate to Purpose, Phrasing: Punctuation, Stress


• Vocabulary Strategies: Antonyms, Idioms,

Prefixes (en-, re-, pre-, pro-), Greek and Latin Roots, Analogies

• Spelling: (Word Sorts) - Vowel + /r/ Sounds,

Homophones, Compound Words, Final Schwa + /r/ Sounds

• Academic Language: Cause, Effect, Infer, Traits,

Motive, Motivation, Visualize, Analyze, Author’s Viewpoint, Persuade, Behavior, Assumption, Evaluate, Conclusion, Generalization, Predict, Main Idea, Monitor, Supporting Detail, Antonyms, Idiom, Adage, Common Saying, Affix, Prefix, Base Word, Word Root, Root, Analogy, Synonym

• Decoding: (Students Below Benchmark) –

Common Beginning Syllables, Vowel + /r/ Sounds, Homophones, Compound Words, Recognizing Schwa + /r/

Skills(Objectives):

• Cause and Effect

• Question

• Understanding Characters

• Visualize

• Persuasion

• Analyze/Evaluate

• Conclusions and Generalizations

• Infer/Predict

• Main Ideas and Details

• Monitor/Clarify


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• Completes Graphic Organizers: Inference Map, Column Chart, Idea-Support Map, T-Map, Four-Square Map, Web Map


• Recognize how graphic features impact meaning


• Analyze and evaluate the author’s viewpoint



• Analyze cause-and-effect organizational patterns

• Analyze facts and events

Other Evidence:

• Running Record

• Weekly Tests




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an Inference Map to distinguish between a cause and an effect, and identify cause-effect relationships in a text. Use the question strategy to check understanding of cause-and-effect relationships within Keep Sea Turtles Safe. T18

• Develop Background: Shared Read – Sea Turtles

- Students learn about important ideas in the weekly selection, Interrupted Journey: Saving Endangered Sea Turtles. T16-17


shared read of the selection, stop at intervals to complete the Inference Map graphic organizer to analyze cause-and-effect organizational patterns for idea relationships in Interrupted Journey: Saving Endangered Sea Turtles. T20 – 32

• Deepen Comprehension: Complete together and discuss Inference Map: Infer Cause and Effect to use text details to infer cause-and-effect relationships. T38-39

• Connect to Social Studies: Myth, Skywoman and Turtle. Discuss the selection, focusing on the natural event, or phenomenon, the myth describes. T34-36

• Vocabulary Strategies: Antonyms – Use antonyms and a thesaurus to understand word meaning within A Sea Turtle’s Ordeal. T42-43

Learning Opportunities/Strategies:




• Sea Turtles

• Anchor Text: Interrupted Journey: Saving Endangered Sea Turtles by Kathryn Lasky

• Graphic Organizer – Inference Map • Think Central – Projectable 6.3a


• Paired Selection: Skywoman and Turtle Retold by Alan Felix



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Column Chart to identify characters’ actions, words, and thoughts in the text, in order to understand characters from An Enjoyable Walk. T92

• Develop Background: Shared Read – Frontier Life - Students learn important ideas in the weekly selection, Old Yeller. T90-91


shared read of the selection, stop at intervals to complete the Column Chart graphic organizer to record the thoughts, actions, and words of characters, as well as characters’ conflicts and relationships in Old Yeller. T94-104

• Deepen Comprehension: Complete together and discuss Column Chart: Understanding Characters to analyze the consistency, credibility, and logic of character behavior, and how the character traits impact the plot development of the story. T110-111

• Connect to Media: Persuasive Text, What Makes It Good? – Discuss how authors sometimes use exaggerated, misleading, or contradictory statements to persuade the reader. Look for these types of statements in the text. T106-108

• Vocabulary Strategies: Idioms – Complete the

T-Map together to learn and use idioms, adages, and common sayings within Responsibility. T114-115





• Frontier Life

• Anchor Text: Old Yeller by Fred Gipson • Graphic Organizer – Column Chart • Think Central – Projectable 7.3a


• Paired Selection: What Makes It Good? by Cynthia Benjamin



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Idea-Support Map to recognize that text is written to persuade, and analyze and evaluate the author’s viewpoint and reasons that support it in Not a Comprehensive Plan. T164

• Develop Background: Shared Read – The National Park Service - Students learn about important ideas in the weekly selection, Everglades Forever: Restoring America’s Great Wetland. T162-163


shared read of the selection, stop at intervals to complete the Idea-Support Map graphic organizer to examine the author’s persuasive writing in Everglades Forever: Restoring America’s Great Wetland. T166-178

• Deepen Comprehension: Complete together and discuss Idea-Support Map: Evaluate Persuasive Text, to evaluate the way the author attempts to persuade. T184-185

• Connect to Science: Informational Text, National Parks of the West – As students read the selection, focus on graphic sources, and how they contribute to understanding of the text. T180-182

• Vocabulary Strategies: Prefixes (en-, re-, pre-,

pro-): Learn and use words with the above prefixes while reading A Visit from the Park Ranger. T188-189





• The National Park Service

• Anchor Text: Everglades Forever: Restoring America’s Great Wetland by Trish Marx

• Graphic Organizer – Idea-Support Map • Think Central – Projectable 8.3a


• Paired Selection: National Parks of the West, Website



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• Introduce Comprehension: Read Correcting an

Oversight and complete Four-Square Map to draw conclusions from text details, support the conclusions with text evidence, and make predictions and inferences. T238

• Develop Background: Shared Read – The Outer Banks - Students learn about important ideas in the weekly selection, Storm Warriors. T236-237


shared read of the selection, stop at intervals to complete the Four-Square Map graphic organizer to use text evidence to make inferences, and connect personal experience with conclusions to make generalizations in Storm Warriors. T240-250

• Deepen Comprehension: Complete together and discuss Four Square Map: Construct and Analyze Generalizations to use text details to draw and support conclusions and generalizations. T256-257

• Connect to Social Studies: Informational Text, Pea Island’s Forgotten Heroes – While reading, focus on how primary sources contribute to comprehension of the text. T252-254

• Vocabulary Strategies: Greek and Latin Roots

(photo, tele, scrib, rupt) Use Greek and Latin roots to identify meaning while reading Nature’s Fury. T260-261






• The Outer Banks

• Anchor Text: Storm Warriors by Elisa Carbone • Graphic Organizer – Four-Square Map • Think Central – Projectable 9.3a


• Paired Selection: Pea Island’s Forgotten Heroes by Cecelia Munzenmaier



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• Introduce Comprehension: Read Cats Big and

Small and complete the Web Map to identify the main ideas and supporting details in informational text. Monitor reading and clarify thinking. T310

• Develop Background: Shared Read – Saving Wild Cats - Students learn important ideas in the weekly selection, Cougars. T308-309


shared read of the selection, stop at intervals to complete a Web Map graphic organizer to summarize multiple main ideas and supporting details in Cougars. T312-322

• Deepen Comprehension: Complete together and discuss Web Map: Infer Main Ideas and Identify Details to infer main ideas using supporting details in informational text. T328-329

• Connect to Poetry: Shared Read – Poems, Purrfection – While reading, focus on alliteration, and how the repeating sounds help the reader understand the poem’s meaning. T324-326

• Vocabulary Strategies: Analogies – Produce

analogies with known antonyms and synonyms. Use analogies to develop vocabulary while reading Focus on the Similarities. T332-333




• Saving Wild Cats

• Anchor Text: Cougars by Patricia Corrigan • Graphic Organizer – Web Map • Think Central – Projectable 10.3a


• Paired Selection: Purrfection by Various Authors



• Guided Reading: Support students





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with feedback on weekly fluency focus with Leveled Reader & Teaching Guide

• Tiered Ready-

Made Work Stations


• Unit Project

with feedback on weekly fluency focus with Leveled Reader & Teaching Guide



• Grab-and-Go

Leveled Practice



• Your Turn

with weekly fluency focus using Leveled Reader/ Teaching Guide


• Tiered Ready-

Made Work Stations




• Write-in Reader

• Monitor


• Decoding


with weekly fluency focus using Leveled Reader/ Teaching Guide



Work Stations




• Write-in Reader

• Monitor


• Decoding




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Unit Title: Unit 3: Revolution!





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• 6.1.8.A.3.a • 6.1.8.A.3c • 6.1.8.B.3.a


• 5-ESS3-1

NJSLS Technology • 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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• Navigate through a text before, during, and after reading by implementing reading strategies





• What effect can one person have on history?

• How did people’s opinions lead to a revolution?

• How do individual acts of bravery shape history?

• What events led James Forten to fight for freedom?

• How did two young people’s heroic actions differ?


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Content:

• Big Idea: History is made of individuals.

• Genres: Historical Fiction, Informational Text, Narrative Nonfiction, Myth, Play, Biography, Poetry

• Weekly Fluency Focus: Accuracy and Self-

Correction, Rate, Phrasing: Pauses, Expression, Intonation


• Vocabulary Strategies: Using Reference

Sources, Using Context, Thesaurus, Greek and Latin Roots, Prefixes (in-, im-, il-, ir-)

• Spelling: (Word Sorts) - VCCV, VCV, VCCCV, VV

Patterns, Final Schwa + /l/ Sounds

• Academic Language: Cause, Effect, Visualize, Infer, Fact, Opinion, Question, Reasons, Dictionary, Glossary, Thesaurus, Context, Conclusion, Generalization, Sequence of Events, Summarize, Chronological Order, Compare, Contrast, Monitor, Clarify, Synonym, Multiple-Meaning Word, Antonyms, Word Root, Context, Prefix

• Decoding: (Students Below Benchmark) –

Vowel Sounds in Stressed Syllables, Open and Closed Syllables: VCV Pattern, Recognizing Initial and Medial Digraphs, VV Syllable Pattern, Vowel + /l/ Sounds in Unstressed Final Syllable

Skills(Objectives):


• Visualize

• Fact and Opinion

• Question




• Summarize

• Compare and Contrast

• Monitor/Clarify


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• Completes Graphic Organizers: Inference Map, T-Map, Four-Square Map, Flow Chart, Venn Diagram






• Monitor sequence signal words to keep track of the chronological order of events

• Identify and visualize cause-and-effect relationships

• Use details, conclusions, and personal experience to make generalizations

Other Evidence:

• Running Record

• Weekly Tests




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an Inference Map to identify and visualize cause-and-effect relationships within Young John Quincy Adams. T18

• Develop Background: Shared Read – The Two

Presidents Adams - Students learn about important ideas in the weekly selection, Dangerous Crossing: The Revolutionary Voyage of John Quincy Adams. T16-17


shared read of the selection, stop at intervals to complete the Inference Map graphic organizer to record how events give rise to future events, and infer unstated causes and effects in Dangerous Crossing: The Revolutionary Voyage of John Quincy Adams. T20-32

• Deepen Comprehension: Complete together and discuss Inference Map: Infer Cause and Effect to use text details to infer cause-and-effect relationships. T38-39

• Connect to Science: Informational Text, Preparing for Hurricanes, focusing on the steps, instructions, and/or directions in the text. T34-36

• Vocabulary Strategies: Using Reference Sources – Use reference sources to define words within The Heroic Captain. T42-43




• The Two Presidents Adams

• Anchor Text: Dangerous Crossing: The Revolutionary Voyage of John Quincy Adams by Stephen Krensky



• Paired Selection: Preparing for Hurricanes, Brochure



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T-Map to identify facts and opinions. Ask questions to determine whether statements from The Stamp Act are facts or opinions. T92

• Develop Background: Shared Read – Taxation Without Representation - Students learn important ideas in the weekly selection, Can’t You Make Them Behave, King George? T90-91


shared read of the selection, stop at intervals to complete the T-Map graphic organizer to list facts that can be proven, opinions, or feelings and beliefs that characters or the author may have in Can’t You Make Them Behave, King George? T94-104

• Deepen Comprehension: Complete together and discuss T-Map: Distinguish Fact from Opinions to distinguish facts from opinions. T110-111

• Connect to Traditional Tales: Myth, Zeus and the Titans – While reading, focus on the characters who are heroes and Gods. T106-108

• Vocabulary Strategies: Using Context –

Complete the T-Map together to use context around a word to figure out its meaning, and to determine the meanings of multiple-meaning words within In the Midst of Rebellion. T114-115




• Taxation Without Representation

• Anchor Text: Can’t You Make Them Behave, King George? by Jean Fritz



• Paired Selection: Zeus and the Titans Retold by Matt Carroll



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Four-Square Map to draw conclusions and make generalizations. Analyze text evidence supporting conclusions and generalizations in The Lantern Boy. T164

• Develop Background: Shared Read – The Lives of Patriot Soldiers - Students learn about important ideas in the weekly selection, They Called Her Molly Pitcher. T162-163


shared read of the selection, stop at intervals to complete the Four-Square Map graphic organizer to draw conclusions based on text evidence, and use details, conclusions, and personal experience to make generalizations in They Called Her Molly Pitcher. T166-176

• Deepen Comprehension: Complete together and discuss Four-Square Map: Conclusions and Generalizations, to draw conclusions and make generalizations, and to support them with text evidence. T182-183

• Connect to Social Studies: Shared Read: Play, A Spy for Freedom – As students read the selection, focus on stage directions, and how they contribute to understanding of the text. T178-180

• Vocabulary Strategies: Thesaurus: Use a

thesaurus to find synonyms, and use word-learning strategies independently while reading The Women of the Revolution. T186-187




• The Lives of Patriot Soldiers

• Anchor Text: They Called Her Molly Pitcher by Trish Marx

• Graphic Organizer – Four-Square Map • Think Central – Projectable 13.3a


• Paired Selection: A Spy for Freedom by Ann Weil



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• Introduce Comprehension: Read Privateers and

complete Flow Chart to identify sequence of events, infer unstated events, and their sequence. T236

• Develop Background: Shared Read – Colonial African Americans - Students learn about important ideas in the weekly selection, James Forten. T234-235


shared read of the selection, stop at intervals to complete the Flow Chart graphic organizer to monitor sequence signal words to keep track of the chronological order of events; summarize the important events in James Forten. T238-248

• Deepen Comprehension: Complete together and discuss Flow Chart: Analyze Sequential Structure to analyze the use of sequence as a text structure, and use sequential text structure to locate and organize information. T254-255

• Connect to Social Studies: Informational Text, Modern Minute Man – While reading, focus on how primary sources help the author achieve his purpose. T250-252

• Vocabulary Strategies: Greek and Latin Roots

(graph, meter, port, ject) Learn and use Greek and Latin word roots. Use word-learning strategies independently while reading A Report by Telegraph. T258-259




• Colonial African Americans

• Anchor Text: James Forten, from Now Is Your Time! by Walter Dean Myers

• Graphic Organizer – Flow Chart • Think Central – Projectable 14.3a


• Paired Selection: Modern Minute Man by Marcus Duren



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• Introduce Comprehension: Read Militiamen

and Regulars and complete the Venn Diagram to compare and contrast to understand relationships among ideas. Monitor/clarify to check understanding of comparisons and contrasts. T308

• Develop Background: Shared Read – Colonial Militias - Students learn important ideas in the weekly selection, We Were There, Too! T306-307


shared read of the selection, stop at intervals to complete a Venn Diagram graphic organizer to analyze compare and contrast organizational patterns for relationships between ideas. Compare and contrast characters’ situations, actions, motivations, and traits in We Were There, Too! T310-322

• Deepen Comprehension: Complete together and discuss Venn Diagram: Compare, Contrast, and Connect to compare and contrast text content with history and historical events. T328-329

• Connect to Poetry: Shared Read – Poems, Patriotic Poetry – While reading, focus on rhyming patterns, and how they contribute to the feeling of a poem. T324-326

• Vocabulary Strategies: Prefixes (in-, im-, il-, ir-)

– Use prefixes to determine word meaning while reading Rock Star. T332-333




• Colonial Militias

• Anchor Text: We Were There, Too! by Phillip Hoose

• Graphic Organizer – Venn Diagram • Think Central – Projectable 15.3a


• Paired Selection: Patriotic Poetry by Various Authors



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• Guided Reading: Support students with feedback on weekly fluency focus with Leveled Reader & Teaching Guide

• Tiered Ready-

Made Work Stations


• Unit Project




• Grab-and-Go

Leveled Practice



• Your Turn

• Guided Reading: Support students with weekly fluency focus using Leveled Reader/ Teaching Guide


• Tiered Ready-

Made Work Stations




• Write-in Reader

• Monitor


• Decoding

• Level 2 Fundations During WIN Period (if meets eligibility criteria)…




Work Stations




• Write-in Reader

• Monitor


• Decoding




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Unit Title: Unit 4: What’s Your Story?





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• 6.1.4.A.1 • 6.1.4.A.15 • 6.1.P.B.2


• 5-ESS2-1 • 3-5-ETS1-3

NJSLS Technology

• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


3 | P a g e



• Use language structure, prior knowledge, and context clues to identify the intended meaning of words, phrases, and text


• Identify conflict in a selection




• Why does an author want to tell a story?

• What problem does the character face?

• What part do facts and opinions play in a story?

• How do you persuade people to support your ideas?

• How do the beliefs of a character affect a story?


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Content:

• Big Idea: Everyone has a story to tell.

• Genres: Realistic Fiction, Informational Text, Science Fiction, Autobiography, Poetry, Persuasive Speech, Humorous Fiction, Play

• Weekly Fluency Focus: Rate, Intonation,

Phrasing: Punctuation, Stress, Accuracy


• Vocabulary Strategies: Foreign Words Used in English/Word Origins, Using Reference Sources, Analogies, Greek and Latin Suffixes (-ism, -ist, -able, -ible), Idioms

• Spelling: (Word Sorts) - Words with –ed or –

ing, Changing final y to i, Suffixes: -ful, -ly, -ness, -less, -ment, Words from Other Languages

• Academic Language: Author’s Purpose,

Monitor, Clarify, Author’s Viewpoint, Inference, Story Structure, Plot, Resolution, Evaluate, Opinion, Fact, Author’s Goal, Persuade, Summarize, Assumption, Bias, Question, Traits, Archetype, Word Origin, Dictionary Entry, Glossary Entry, Thesaurus Entry, Analogies, Antonyms, Synonyms, Suffix, Idiom, Adage, Common Saying

• Decoding: (Students Below Benchmark) -

Word Parts and Inflectional Endings, Recognizing Common Word Parts, Recognizing Suffixes, Common Suffixes, Stress in Three-Syllable Words

Skills(Objectives):

• Author’s Purpose

• Monitor/Clarify

• Story Structure

• Infer/Predict



• Persuasion

• Summarize

• Understanding Characters

• Question


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• Completes Graphic Organizers: Inference Map, Story Map, Column Chart, T-Map, Idea-Support Map



• Use knowledge of character traits to infer and predict




• Analyze and evaluate the author’s use of persuasive techniques

• Distinguish between fact and opinion

Other Evidence:

• Running Record

• Weekly Tests




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an Inference Map to identify the author’s purpose. Monitor and clarify understanding of the text to determine the author’s purpose in writing The Lemonade Stand. T18

• Develop Background: Shared Read – Making a

Comic Book - Students learn about important ideas in the weekly selection, Lunch Money. T16-17


shared read of the selection, stop at intervals to complete the Inference Map graphic organizer to record text clues that help determine the author’s viewpoint and purpose in Lunch Money. T20-30

• Deepen Comprehension: Complete together

and discuss Inference Map: Author’s Viewpoint to determine the author’s viewpoint, and describe how it affects the theme of the text. T36-37

• Connect to Social Studies: Informational Text, Zap! Pow! A History of the Comics, focusing on the steps, instructions, and/or directions in the text. T32-34

• Vocabulary Strategies: Word Origins – Learn and use word origins to see how words change over time while reading The Purse. T40-41




• Making a Comic Book

• Anchor Text: Lunch Money by Andrew Clements • Graphic Organizer – Inference Map • Think Central – Projectable 16.3a


• Paired Selection: Zap! Pow! A History of the Comics by Linda Cave



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the Story Map to identify story elements, such as conflict, plot, and resolution in Tate’s New Ride. T90

• Develop Background: Shared Read – Imagining the Future - Students learn important ideas in the weekly selection, LAFFF. T88-89


shared read of the selection, stop at intervals to complete the Story Map graphic organizer to identify the main problem or conflict, and events that lead to the resolution in LAFFF, from Best Shorts. T92-106

• Deepen Comprehension: Complete together and discuss Story Map: Analyze Story Structure to explore events from the story to analyze plot development, and make inferences about story elements. T112-113

• Connect to Science: Informational Text, From Dreams to Reality – While reading, focus on photographs and illustrations, and they contribute to understanding of the text. T108-110


Sources: Dictionary, Glossary, Thesaurus – Complete the Column Map together to use dictionary, thesaurus, and glossary entries to learn word meanings and identify synonyms and antonyms within The Famous Dancer. T116-117




• Imagining the Future

• Anchor Text: LAFFF, from Best Shorts by Lensey Namioka

• Graphic Organizer – Story Map • Think Central – Projectable 17.3a


• Paired Selection: From Dreams to Reality, Magazine Article



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T-Map to analyze how an author uses facts and opinions. Evaluate how well an author uses facts to support opinions in Mice Weekly Squeaks to a Close. T166

• Develop Background: Shared Read – What’s in a Newspaper? - Students learn about important ideas in the weekly selection, The Dog Newspaper. T164-165


shared read of the selection, stop at intervals to complete the T-Map graphic organizer to distinguish between facts and opinions in The Dog Newspaper, from Five Pages a Day. T168-176

• Deepen Comprehension: Complete together and discuss T-Map: Analyze Fact and Opinion, to analyze facts and opinions to evaluate an author’s message. T182-183

• Connect to Poetry: Shared Read: Poems, Poetry About Poetry – As students read the poems, focus on the form of the poems, and how it contributes to understanding the text. T178-180

• Vocabulary Strategies: Analogies: Complete

analogies using synonyms and antonyms to make comparisons while reading A Lost Memory. T186-187




• What’s in a Newspaper?

• Anchor Text: The Dog Newspaper, from Five Pages a Day by Peg Kehret



• Paired Selection: Poetry About Poetry by Various Authors



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Idea-Support Map to analyze and evaluate the author’s attempts to persuade. Summarize the author’s arguments in A Case for Chewing Gum. T236

• Develop Background: Shared Read – Town Meetings - Students learn about important ideas in the weekly selection, Darnell Rock Reporting. T234-235


shared read of the selection, stop at intervals to complete the Idea-Support Map graphic organizer to identify the main character’s goal, and reasons to support his goal in Darnell Rock Reporting. T238-250

• Deepen Comprehension: Complete together and discuss Idea-Support Map: Persuasion to analyze and evaluate attempts to persuade. T256-257

• Connect to Social Studies: Persuasive Text, DeZavala: A Voice for Texas – While reading, focus on persuasive techniques, such as emotional appeal, campaign promise, and power words. T252-254

• Vocabulary Strategies: Greek and Latin Suffixes

(-ism, -ist, -able, -ible) Determine meanings of words with Greek and Latin suffixes within Making a Difference. T260-261




• Town Meetings

• Anchor Text: Darnell Rock Reporting by Walter Dean Myers

• Graphic Organizer – Idea-Support Map • Think Central – Projectable 19.3a


• Paired Selection: DeZavala: A Voice for Texas, Speech



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• Introduce Comprehension: Read Pablo’s

Relaxing Day and complete the Column Chart to identify characters’ traits and question characters’ actions. T310

• Develop Background: Shared Read – Cervantes - Students learn important ideas in the weekly selection, Don Quixote and the Windmills. T308-309


shared read of the selection, stop at intervals to complete a Column Chart graphic organizer to understand the characters’ traits, feelings, actions, motives, roles, functions, and relationships in Don Quixote and the Windmills. T312-322

• Deepen Comprehension: Complete together and discuss Column Chart: Understanding Characters to analyze characters’ roles and behavior, and how their behavior impacts the plot. T328-329

• Connect to Social Studies: Shared Read – Play, LitBeat: Live from La Mancha – While reading, focus on the characters, and what they say, and how they say it. T324-326

• Vocabulary Strategies: Idioms – Understand

and explain idioms, adages, and common sayings within Nothing Ventured, Nothing Gained. T332-333




• Cervantes

• Anchor Text: Don Quixote and the Windmills by Eric A. Kimmel

• Graphic Organizer – Column Chart • Think Central – Projectable 20.3a


• Paired Selection: LitBeat: Live from La Mancha Retold by Rob Hale



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• Tiered Ready-

Made Work Stations


• Unit Project




• Grab-and-Go

Leveled Practice



• Your Turn



• Tiered Ready-

Made Work Stations




• Write-in Reader

• Monitor


• Decoding

• Level 2 Fundations During WIN Period (if meets eligibility criteria)…




Work Stations




• Write-in Reader

• Monitor


• Decoding




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Unit Title: Unit 5: Under Western Skies





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• 6.1.8.A.4.b • 6.1.8.B.4.a • 6.1.8.B.4b


• 5-LS2-1 • 5-ESS3-1

NJSLS Technology

• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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• Make mental images to enhance understanding of character and setting, problem, and solution


• Use language structure, prior knowledge, and context clues to identify the intended meaning of words, phrases, and text




• What events take the children across a changing land?

• How does knowing the right actions change events?

• Which ideas about vaqueros show how America changed?

• Why does a pioneer traveler record events in a journal?

• How does the author feel about Lewis and Clark?


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Content:

• Big Idea: Our country is always changing.

• Genres: Historical Fiction, Informational Text, Poetry, Narrative Nonfiction, Play

• Weekly Fluency Focus: Phrasing: Pauses, Rate,

Expression, Accuracy and Self-Control, Phrasing: Punctuation


• Vocabulary Strategies: Synonyms, Using

Reference Sources, Word Families, Using Context, Analogies

• Spelling: (Word Sorts): - Final /n/ or /ǝn/,

/chǝr/, /zhǝr/, Final /ǐj/, /ǐv/, /ǐs/, Unstressed Syllables, Prefixes (in-, un-, dis-, mis-), Suffix: -ion

• Academic Language: Chronological Order,

Sequence of Events, Visualize, Analyze, Main Idea, Details, Paraphrase, Cause, Effect, Author’s Viewpoint, Author’s Purpose, Synonym, Context, Word Families, Base Word, Word Root, Analogy


Common Final Syllables, Unstressed Syllables, Simple Prefixes, Consonant Alternations

Skills(Objectives):


• Visualize

• Theme

• Infer/Predict


• Summarize



• Author’s Purpose

• Monitor/Clarify


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• Completes Graphic Organizers: Flow Chart, Four-Square Map, Web Map, Inference Map



• Use knowledge of character traits to infer and predict




• Use main ideas and details to summarize important information in a text

• Analyze how the author uses the sequence of events to advance the plot

Other Evidence:

• Running Record

• Weekly Tests




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a Flow Chart to identify the sequence of events in a text. Use the sequence of events when visualizing the story’s action while reading On the Run. T18

• Develop Background: Shared Read – A

Dangerous Trip - Students learn about important ideas in the weekly selection, Tucket’s Travels. T16-17


shared read of the selection, stop at intervals to complete the Flow Chart graphic organizer to record the sequence of events, see how ideas are organized, and place key story events in order in Tucket’s Travels. T20-34

• Deepen Comprehension: Complete together

and discuss Flow Chart: Analyze Sequential Text Structure to analyze how the author uses the sequence of events to advance the plot. Use the sequence of events to better understand the story. T40-41

• Connect to Science: Informational Text, Desert Survival: Adapting to Extremes, focusing on the graphic sources (charts, tables) found in the text. T36-38

• Vocabulary Strategies: Synonyms: Use a Thesaurus – Use a thesaurus to identify synonyms while reading A Desolate Town. T44-45




• A Dangerous Trip

• Anchor Text: Tucket’s Travels by Gary Paulsen • Graphic Organizer – Flow Chart • Think Central – Projectable 21.3a


• Paired Selection: Desert Survival: Adapting to Extremes, Science Text



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the Inference Map to understand and identify theme in a text. Use the infer/predict strategy to check understanding of theme in Caroline’s Walk Home. T94

• Develop Background: Shared Read – The Ojibwe People - Students learn important ideas in the weekly selection, The Birchbark House. T92-93


shared read of the selection, stop at intervals to complete the Inference Map graphic organizer to identify the theme by recording information about characters’ qualities, motives, and actions, as well as their response to conflict in The Birchbark House. T96-106

• Deepen Comprehension: Complete together and discuss Inference Map: Theme to use the infer/predict strategy to understand theme. T112-113

• Connect to Social Studies: Informational Text, Four Seasons of Food – While reading, focus on the procedural information, and how it contributes to the understanding of the text. T108-110


Sources: Dictionary, Glossary, Thesaurus – Complete the Four-Square Map together to use reference sources to learn word meanings and identify synonyms and antonyms. T116-117




• The Ojibwe People

• Anchor Text: The Birchbark House by Louise Erdrich



• Paired Selection: Four Seasons of Food by Joyce Mallery



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the Web Map to understand and identify main ideas and details in a text. Summarize to check understanding of main ideas and details in Cowboys Today. T166

• Develop Background: Shared Read – The Spanish West - Students learn about important ideas in the weekly selection, Vaqueros: America’s First Cowboys. T164-165


shared read of the selection, stop at intervals to complete the Web Map graphic organizer to record the main idea and details of the selection, Vaqueros: America’s First Cowboys. T168-178

• Deepen Comprehension: Complete together and discuss Web: Main Idea and Details, to use the main ideas and details to summarize the important information in a text. T184-185

• Connect to Poetry: Shared Read - Poems, Rhyme on the Range – As students read the poems, focus on the imagery, or words and phrases that appeal to the senses, that the author uses, and how it contributes to understanding the text. T180-182

• Vocabulary Strategies: Word Families: Learn to

use word families while reading A New Home. T186-187




• The Spanish West

• Anchor Text: Vaqueros: America’s First Cowboys by George Ancona

• Graphic Organizer – Web Map • Think Central – Projectable 23.3a


• Paired Selection: Rhyme on the Range by Various Authors



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Inference Map to infer cause-and-effect relationships in the text. Analyze/evaluate causes and effects in Happy Birthday, Rachel. T238

• Develop Background: Shared Read – Journals as History - Students learn about important ideas in the weekly selection, Rachel’s Journey: The Story of a Pioneer Girl. T236-237


shared read of the selection, stop at intervals to complete the Inference Map graphic organizer to organize cause-and-effect idea relationships in Rachel’s Journal: The Story of a Pioneer Girl. T240-250

• Deepen Comprehension: Complete together and discuss Inference Map: Cause and Effect to identify cause and effect in a story. Use cause and effect to better understand story events and characters. T256-257

• Connect to Social Studies: Informational Text, Westward to Freedom – While reading, focus on the timeline and how it contributes to understanding the text. T252-254

• Vocabulary Strategies: Using Context – Learn to

use general context to define unfamiliar words within The Journal Entry. T260-261




• Journals as History

• Anchor Text: Rachel’s Journal: The Story of a Pioneer Girl by Marissa Moss



• Paired Selection: Westward to Freedom by Tracy Moncure



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• Introduce Comprehension: Read Democracy on

the Trail and complete the Inference Map to determine the author’s purpose, and monitor and clarify understanding of the author’s viewpoint. T310

• Develop Background: Shared Read – Exploring the West - Students learn important ideas in the weekly selection, Lewis and Clark. T308-309


shared read of the selection, stop at intervals to complete an Inference Map graphic organizer to record details that suggest the author’s viewpoint in Lewis and Clark. T312-322

• Deepen Comprehension: Complete together and discuss Inference Map: Connect Author’s Viewpoint to identify the author’s purpose and viewpoint. T328-329

• Connect to Social Studies: Shared Read – Play, A Surprise Reunion – While reading, focus on dialogue, and what it reveals about the characters. T324-326

• Vocabulary Strategies: Analogies – Use and

create analogies to compare one pair of word to another within Canoe. T332-333




• Exploring the West

• Anchor Text: Lewis and Clark by R. Conrad Stein • Graphic Organizer – Inference Map • Think Central – Projectable 25.3a


• Paired Selection: A Surprise Reunion by Byron Cahill



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• Tiered Ready-

Made Work Stations


• Unit Project




• Grab-and-Go

Leveled Practice



• Your Turn



• Tiered Ready-

Made Work Stations




• Write-in Reader

• Monitor


• Decoding





Work Stations




• Write-in Reader

• Monitor


• Decoding




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Unit Title: Unit 6: Journey to Discovery




NJSLS Grade 5 Social Studies

• 6.1.8.A.1a • 6.1.8.B.1a


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Standards & Indicators: NJSLS Grade 5 Science

• 5-LS2-1 • 5-ESS3-1

NJSLS Technology

• 8.1.5.A.2 • 8.1.5.D.3


• CRP1 • CRP5


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• Develop, select, and apply strategies to enhance comprehension

• Use language structure and context clues to identify the meaning of words and phrases as they are used in the text

• Determine importance to summarize and organize new learnings

• Formulate questions as I read

• Use all I know about informational text to explore new topics

• Learn how informational texts are structured

• Recognize aspects of genres


• How do graphics and captions help to show the paths animals take?

• What lessons can be learned from other cultures?

• What facts and opinions have people assembled about fossils?

• How do people sort through information to reach conclusions?

• Which details help to explain the important ideas about mazes and paths?


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Content:

• Big Idea: Discovery takes many paths.

• Genres: Play, Informational Text, Readers’ Theater, Realistic Fiction, Myth

• Fluency: Phrasing: Pauses, Adjust Rate to

Purpose, Expression, Stress, Accuracy


• Vocabulary Strategies: Multiple-Meaning Words, Suffixes (-ness, -less, -ment), Idioms, Greek and Latin Roots, Word Origins

• Spelling: (Word Sorts) - Word Parts (com-, con-,

pre-, pro-), Suffixes (-ant, -ent, -able, -ible, -ism, -ist), Greek Word Parts, Latin Word Roots, More Words from Other Languages

• Academic Language: Text Features, Graphic

Features, Visuals, Caption, Diagram, Chart, Graph, Map, Characters, Analyze, Behavior, Traits, Theme, Topic, Main Idea, Supporting Detail, Summarize, Multiple-Meaning Words, Suffix, Idiom, Adage, Common Saying, Greek Root, Latin Root, Word Origin


Prefixes and Word Roots, More Familiar Suffixes, Greek and Latin Word Roots, Identifying VCV, VCCV, and VCCCV Syllable Patterns

Skills(Objectives):

• Text and Graphic Features

• Visualize

• Theme



• Question


• Infer/Predict


• Summarize


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• Complete Graphic Organizer: Feature Map, Venn Diagram, Flow Chart, Inference Map, T-Map, Idea-Support Map

• Analyze and evaluate characters’ traits and behaviors to determine theme

• Visualize, or create a mental picture

• Interpret graphic features in a text

• Use strategies for understanding informational texts

• Self-correct and monitor for meaning

• Participate in discussions about stories by offering comments and supporting evidence

• Identify elements of narrative and informational text

• Use new vocabulary in speaking and writing

Other Evidence:

• Running Record

• Weekly Tests




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• Review Vocabulary: Understand and use the Review Vocabulary words. T10

• Review Comprehension: Read and complete a Feature Map to identify text and graphic features and use visualization when reading the text, A Trip on the ‘Big Muddy’. T12-13

• Develop Background: Read aloud selection

from Journeys TE11. Complete Venn Diagram to learn about important ideas in the long article, Animals on the Move. T11

• Introduce the Short Article: Informational Text – Preview the selection, asking students to identify features of a play, such as stage directions and sound effects, found in Skywoman’s Rescue. T14-15

• Introduce the Long Article: As you do a shared read of the selection, stop at intervals to complete the Feature Map graphic organizer to record the graphic features, such as title, headings, and captions, in Animals on the Move. T16-23

• Introduce the Poetry: Shared Read – While reading the poems, model correct phrasing. T24-25

• Review Vocabulary Strategies: Multiple-Meaning Word – Complete Projectable 26.5 to review and use context clues to determine the meanings of multiple-meaning words. T32-33

Resources Week 1 – (Lesson 26 in Journeys)


• A Trip on the ‘Big Muddy’ • Think Central – Projectable 26.3 • Think Central – Projectable 26.4


• Skywoman’s Rescue

• Anchor Text: Animals on the Move • Think Central - Graphic Organizer 3 (Feature

Map)

• The Whale by Douglas Florian • Wild Geese by Sandra Olson Liatsos



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• Review Comprehension: Read and complete the Inference Map to understand and evaluate theme. Analyze and evaluate characters’ traits and behaviors to determine theme in the selections, Rattlesnake Flies and Crow’s Plan. T58-59


from Journeys TE57. Complete Flow Chart to learn about important ideas in the long article, Mysteries at Cliff Palace. T57

• Introduce the Long Article: As you do a shared read of the selection, stop at intervals to complete the Inference Map graphic organizer to document conclusions about the theme in the article, Mysteries at Cliff Palace. T60-67

• Introduce the Short Article: Informational Text – Preview the selection, ask students to identify features of informational nonfiction found in Cave of the Crystals. T68-69

• Introduce the Poetry: Shared Read – While reading the poems, model adjusting rate to purpose. T70-71

• Review Vocabulary Strategies: Suffixes (-ness, -less, -ment) – Complete Suffixes (-ness, -less, -ment), to review and read words with the above suffixes. T78-79



• Rattlesnake Flies • Crow’s Plan • Think Central – Projectable 27.3 • Think Central – Projectable 27.4


• Anchor Text: Mysteries at Cliff Palace • Think Central - Graphic Organizer 8 (Inference

Map)

• Cave of the Crystals

• Places and Names: A Traveler’s Guide by J. Patrick Lewis

• Los libros Books by Francisco X. Alarcn



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• Review Comprehension: Read and complete the T-Map to distinguish facts and opinions. Ask questions that relate to facts and opinions in the selection, Dig It! T104-105


from Journeys TE103. Complete Flow Chart to classify important ideas in the long article, Fossils: A Peek Into the Past. T103

• Introduce the Long Article: As you do a shared read of the selection, stop at intervals to complete the T-Map graphic organizer to create a chart of the facts and opinions in the article to distinguish between what the author knows and thinks in Fossils: A Peek Into the Past. T106-111

• Introduce the Short Article: Expository Nonfiction – Preview the selection; asking students to identify features of expository fiction. T112-113

• Introduce the Poetry: Shared Read – While reading the poem, model expression by stressing select words to add interest and meaning to the poems. T114-115

• Review Vocabulary Strategies: Idioms – Complete Idioms, Adages, and Sayings, to read and review words with idioms. T122-123




• Dig It! • Think Central – Projectable 28.3 • Think Central – Projectable 28.4


• Anchor Text: Fossils: A Peek Into the Past • Think Central - Graphic Organizer 12 (T-Map)

• Trapped in Tar!

• Journey of the Wooly Mammoth by Maria Fleming

• Fossils by Lilian Moore



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• Review Comprehension: Read and complete the T-Map to draw conclusions and make generalizations, as well as inferences and predictions in the selection, The Deer in the Pasture. T148-149


from Journeys TE147. Complete T-Map to learn important ideas in the long article, The Case of the Missing Deer. T145

• Introduce the Short Article: Narrative Nonfiction – While previewing the selection, ask students to identify the features of narrative nonfiction. T150-151

• Introduce the Long Article: As you do a shared read of the play, stop at intervals to complete the T-Map graphic organizer to track conclusions and generalizations made about the text, The Case of the Missing Deer. Use information from T-Map to make inferences about story details, and make predictions based on inferences. T152-157

• Introduce the Poetry: Shared Read – While reading the poems, model that stressed words affect the rhythm and meaning of the poems. T158-159

• Review Vocabulary Strategies: Greek and Latin Roots – Students will complete Greek and Latin Roots to review and read words with Greek and Latin roots. T166-167




• The Deer in the Pasture • Think Central – Projectable 29.3 • Think Central – Projectable 29.4


• Fossil Fish Found!

• Anchor Text: The Case of the Missing Deer • Think Central - Graphic Organizer 12 (T-Map)

• Encounter by Lilian Moore • Deep in the Forest by Barbara Jester Esbensen

• Think Central - Projectable 29.5


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Week 5 – (Unit 30 in Journeys)


• Review Comprehension: Read and complete the Idea-Support Map to identify main ideas and supporting details, and use them to summarize information from the text, Amazing Maze Worker. T192-193


from Journeys TE191. Complete T-Map to learn important ideas in the long article, Get Lost! The Puzzle of Mazes. T190-191

• Introduce the Short Article: Myth – While previewing the selection, students identify features of myths. T194-195

• Introduce the Long Article: As you do a shared

read of the article, stop at intervals to complete the Idea-Support Map graphic organizer to record the main ideas and supporting details in the article, then use the map to summarize the selection, Get Lost! The Puzzle of Mazes. T196-203

• Introduce the Poetry: Shared Read – While reading the poem, model reading with fluency and accuracy. Students choral read with you, pausing and self-correcting errors. T204-205

• Review Vocabulary Strategies: Word Origins – Review and read words with word origins derived from other linguistic roots and affixes. T212-213

Resources: Week 5 – (Unit 30 in Journeys)


• Amazing Maze Worker • Think Central – Projectable 30.3 • Think Central – Projectable 30.4


• Journey to Cuzco: The Origin of the Inca

• Anchor Text: Get Lost! The Puzzle of Mazes • Think Central - Graphic Organizer 7 (Idea-

Support Map)

• The Best Paths by Kristine O’Connell George • Compass by Valerie Worth


Differentiation


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High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL • Guided Reading:

Support students with feedback on weekly fluency focus with Leveled Reader & Teaching Guide

• Tiered Ready-

Made Work Stations


• Unit Project




• Grab-and-Go

Leveled Practice



• Your Turn



• Tiered Ready-

Made Work Stations




• Write-in Reader

• Monitor


• Decoding





Work Stations




• Write-in Reader

• Monitor


• Decoding



Reading Pacing Guide Grade 5 - pemberton.k12.nj.us Pacing Guide. Grade 5 . MP Units Unit TOTAL*...

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Transcript of Reading Pacing Guide Grade 5 - pemberton.k12.nj.us Pacing Guide. Grade 5 . MP Units Unit TOTAL*...