Grade 5 ELAR Unit 3 Overview

Transcription

1 Grade 5 ELAR Unit 3 Overview Expository Text Students should continuously be exposed to all genres regardless of when they are explicitly taught. Title 3 rd Six Weeks 25 Days Suggested Time Frame Big Ideas/Enduring Understandings Reading The Reader can draw conclusions from information presented in order to evaluate how well the author s purpose is communicated. The Reader can make connections between expository and fiction texts features of informational text The Reader can interpret details from procedural text to complete a task, solve a problem, or perform procedures The Reader can interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables and diagrams. Writing The Writer can use the writing process to effectively communicate a message. The Writer can develop a focused story with a problem, solution and other plot elements. Writers can effectively convey information or procedures to an intended audience. Reading Guiding Questions Can the student apply critical thinking skills to analyze texts? Can I use a Venn diagram to compare and contrast ideas across two or three texts. Do the procedures presented make sense? How did the text features, maps, graphs or charts help me better understand what I have read? Writing Is the message of the story clearly written? Are all the elements of plot present in the story? Is the information or procedures effectively conveyed to the intended audience? Reading and Writing Connections Reading TEKS 5.10.A 5.11.E 5.13.AB Fig.19E Word Study/Phonics TEKS 5.22.Aiii 5.22.Biii Writing TEKS 5.15.A BCD E 5.16.Ai iii 5.18.Ai iv Conventions TEKS 5.20.Aiii,vi Listening & Speaking TEKS

2 Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* ELAR TEKS Vertical Alignment Sample Assessment Question The author wrote this article most likely to The author wrote this selection most likely to tell the reader that The author wrote this selection most likely to explain The language the author uses in paragraph 10 emphasizes The author uses questions in paragraph 4 and paragraph 11 as a way to The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS: Fig. 19, 5.1, 5.9 Reading Bundle Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Figure 19: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they Can students determine purpose and make connections reading across multiple texts? Can the student generate higher level thinking questions? Student created questions. Discuss and write about literary elements using text evidence Text dependent reading. Purpose Literal Interpretive Evaluative Inference Paraphrase Summarize Textual Evidences Instructional Strategies Graphic organizers Newspaper or internet information and biographies Interactive notebooks Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. 1. Cleburne Times Review (free class sets for teachers; delivered weekly) 2. Who Is biography/famous Americans study 3. Reading A Z 4. Children s Literature:

3 become self directed, critical learners. (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 (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) readiness summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts (F) make connections (thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence (A) What was the author s purpose in writing this article? What is the most likely reason the author wrote this article? (B) What happened when did _? What did the author mean by this sentence:? How is the information in the article important to the world? (C) Reread to find out why is important. (D) According to the selection. You can tell from the story that _. Which sentence tells you that? The reader can tell that. What information in this article supports the conclusion that? What can you conclude about? One conclusion that can be made about is. Blooms (E): Understand (E) Summarize the four most important facts in this article. Which is the most complete summary of this information? Summarize the three most important acts in this information in the order these facts were presented. (F) What is a major idea found in both selections? An idea presented in both the article and the biography is. The story and the article both present ideas about. Various Novels Journeys Text Headline Hunt separate articles from headlines and have students match them up. I Have/Who Has headline and passage match up Graphic Organizers How to Teach Expository Text Structure to Facilitate Reading Comprehension w teach expository text structure facilitate reading comprehension (5.10) Reading/ Comprehension of Informational Text/Culture and History. Students Bloom s Level Analyzing Evaluating Draw conclusions Purpose Evaluate daily practice teacher modeling Literature: Journeys Various novels/picture books

4 analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (A) draw conclusions from the information presented by an author and evaluate how well the author s purpose was achieved Students draw conclusions from information presented in order to evaluate how well the author s purpose is communicated. In order to draw a conclusion students first identify the author s stated or implied purpose, identify, and connect multiple information provided through visuals, text features, key point, and details, and determine if the information supports the author s purpose. Once a conclusion is drawn a judgement can be made about the effectiveness of the information in the author s intended purpose. z.com/ Practice Making_Inferences_and_Drawing_Conclusi ons/grade_5 les/drawing conclusions from photographs.pdf Lessons: (5.11) 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: (E) readiness Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. *Making connections is a complex strategy and cannot be learned without the ability to draw conclusions, infer, and make predictions. Can the student apply critical thinking skills to analyze texts? Make connections between expository and fiction texts Features of informational text Blooms (E): Apply, analyze One similarity between both selections is that both show. One idea presented in both of these selections is. Which detail in s letter shows he felt the same way about as the in the newspaper article? Why was the mentioned in both articles? Connections Synthesize Genre Games/Activitie s Graphic organizers Partner reading Sustained silent reading Outline Text Active reading strategies Literature: Various novels Some story ideas: Unit 1: Ultimate Field Trip/ Profile of a Space Walker Unit 2: Everglades Forever National Parks of the West Pea Island s Forgotten Heroes Cougars Unit 3: Preparing for Hurricanes Modern Minute Man Unit 4: Desert Survival 4 Seasons of Food Vaqueros Westward to Freedom Zap! Pow! From Dreams to reality

5 (5.13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) interpret details from procedural text to complete a task, solve a problem, or perform procedures (B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables and diagrams. What do and have in common? Use Venn diagrams to compare and contrast ideas across two or three texts. Bloom s Level 13A Applying 13B Understanding Can the student follow written step by step directions to complete a project or solve a problem? Can the student use visual aids to help in the process? In conducting this science experiment, what do you do after? In conducting this science experiment, what do you do before? What equipment do we need for this science experiment? When making, what is the last step to follow? Complete this task by following these steps. If happens while making this, what should you do? List the steps in a procedure you would follow to make. What is a conclusion that can be made from the information in this graph? What can you conclude about from this chart? How does the illustration included in this selection help the reader understand? What information in the map in invaluable to the? What conclusion can you draw from the map? Procedural text Factual Quantitative Sequence graphic organizers z.com/ Literature Various novels Journeys Picture books Cross connection with Science for How to Websites z.com/ Lessons: Background: 13A Procedural text is encounter often in academic and daily lives as students read instructions, procedures, manuals, recipes, etc. The ability to read, understand and apply information is critical to student s success in college and career. Students need frequent and relevant exposure to a variety of procedural text to complete tasks, solve problems, and perform procedures. 13B Complexity increases as students continue to use graphics to support interpretation of procedural texts. This standard requires students to

6 interpret factual information ( a statement) and quantitative information (numbers, statistics) presented in tables, graphic organizers, captions, illustrations, keys, graphs, diagrams, maps, and timelines in preparation of completing tasks, performing procedures, and solving problems Word Study/Phonics Bundle Ongoing TEKS: 5.1, 5.2 Knowledge and Skills with Student Expectations (5.22) Oral and Written Conventions/Spelling. Students spell correctly. (A) Spell words with more advance orthographic patterns and rules (iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation) District Specificity/ Examples Can students spell words with more advance orthographic patterns and rules correctly in context? Affix Root Suffix Vocabulary Instructional Strategies practice daily within students own writing Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Literature Various novels picture books used for mentor texts Activities Journeys grammar lessons Commonly misspelled word list l Word stems Websites Example word list D%20BANK%5CLesson%2021.pdf More practice : vs sounded co nsonants flash cards/

7 (5.22) Oral and Written Conventions/Spelling. Students spell correctly. Can the student employ basic spelling patterns and rules to spell a word? suffix daily practice within students own writing Lessons Children s Literature: Picture books and novels used as mentor text. (B) spell words with: (iii) Greek suffixes (e.g., ology, phobia, ism, ist); Suffixes ed, ing, ful, ly, ness, less, ment, Final y to i Assess contextually Writing assignments Revising and editing Commonly misspelled words list Word stems Practice: word s roots and affixes Lessons: Journeys grammar lessons Writing Bundle Ongoing TEKS: 5.15, 5.21, 5.27, 5.28, 5.29 Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary (5.15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: Overview of Process Can the student use the writing process to effectively communicate a message? Writing checkpoints Teacher/student writing conference Conventions Ideas Organization Sentence Fluency Voice Word Choice Instructional Strategies model daily practice Writing assignments both formal and informal (i.e. journals) Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Children s Literature: Picture books, short stories, novels as mentor text The Writing Academy Blocks 5 and 6

8 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, 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; readiness (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; readiness (D) edit drafts for grammar, mechanics and spelling; readiness (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. Mini lessons for each stage of writing I do, We do, You do extras / Lessons: Journeys writing process activities

9 (5.16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that include: (i) a clearly defined focus, plot, and point of view (ii) a specific, believable setting created through the use of sensory details (iii) dialogue that develops the story (5.18) Writing/Expository Texts. Students write expository 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 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; Can the student develop a focused story with a problem, solution and other plot elements? Does the story have a realistic, well described setting? Dialogue study/writing Study in setting Can students write to effectively convey information or procedures to an intended audience? I do, We do, You do model Writing checkpoints Mini lessons for each stage of writing Writing in correct format using text evidence Dialogue Imagery Imaginary Plot Point of view Purpose Sensory language Setting Structure Supporting details Topic Transitions Textual evidence Plot chart/map Talk topics What if Interactive notebook daily practice teacher modeling Literature: Various texts to use as mentor readings The Writing Academy Blocks 5 and 6 Lessons Journeys Literature: Various texts to use as mentor readings. The Writing Academy Blocks 5 and 6 Student writing models: models/ Lessons: Journeys writing lessons

10 readiness (5.20) 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: readiness (iii) adjectives (e.g. descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g., good, better, best) (vi) indefinite pronouns (e.g., all, both, nothing, anything) Can the student use and understand the function of basic conventions in the context of reading, writing, and speaking? Can students use indefinite pronouns correctly? Teach within the context of writing, revising, and editing Indefinite pronoun Adjectives Comparative Superlative Pronoun daily practice teacher modeling assess within student writing Literature: Various texts as mentor readings z.com/ Adjectives/List dlist/adjectives.shtml l_builders/adjective_adverb_language_ar ts_fifth_5th_grade.htm Indefinite pronouns te pronouns/ e_pronouns/