KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE

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1 GRADE 5/Unit # 4 Focus Standards for Unit: KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE Duration of Unit: LANGUAGE CC.5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. READING FOUNDATIONS CC.5.R.F.4.b Read grade- level prose and poetry orally with accuracy, appropriate rate, and expression. READING INFORMATION CC.5.R.I.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s) CC.5.R.I.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. CC.5.R.I.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4 5 text complexity band independently and proficiently. READING LITERATURE CC.5.R.L.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CC.5.R.L.5 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. CC.5.R.L.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel; multimedia presentation of fiction, folktale, myth, poem). CC.5.R.L.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. CC.5.R.L.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4 5 text complexity band independently and proficiently. WRITING (Poetry and Reflective) CC.5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(editing for conventions should demonstrate command of Language standards 1 3up to and including grade 5 on page 29.) CC.5.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. CC.5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic CC.5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources CC.5.W.9.a Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more Characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact] ). CC.5.W.9.b Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s] ).

2 CC.5.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting, or a day or two) for a range of discipline- specific tasks, purposes, and audiences. Essential Questions: Materials/Lesson Resources: Trait Crates (Scholastic Teacher Resource Book) Writers Express (Student Text) The Trait Crate (Scholastic Kit) Razzle Dazzle Writing (Resource Book) Reading A to Z ( z.com) Study Island ( ReadAbout Brain Pop ( ( Houghton Mifflin Textbooks (English, Reading, and Spelling) (Houghton Mifflin) Right Write KCCT Coach Coach Workout Daily Oral Language Practice ( moor.com Daily Writing, Daily Language, Daily Paragraph Editing, etc.) Ladders to Success Annotated Released Items ( Contact: Jennifer Bernhardt (Clark County Schools Website) Book Room if available Essential Vocabulary: Dictionary Thesaurus Spell Check Word Wall Figurative Language Similes Metaphors Adages Alliteration Hyperbole Personification Onomatopoeia Idiom (kick the bucket) Proverbs Dialects Registers (casual/formal: example: walkin and walking) Literary Devices Point of View Reflection Expand Combine Reduce Enhance Style Author s Purpose Evidence Unit Organizer:

3 (Laurel County Schools website) Contact: Tina Barrett (Madison County Schools) Skills Connection (Computer Resource contact Madison County Technology) (appendix) (passages and novel lists) Making Comprehension Connections (Teacher Resource) Michaels.com (packet of Ruth Heller books I Can Write Like That Silver Creek Website: Catalogs: Bobcat Books: Lesson Resources /cataloging/servlet/presentviewpubli clistsform.do?l2m=resource%20lists Opinions References Implied Stated Nonfiction text Passage Text- to- text Text- to- self Text- to- world Connections Communicate Effectively Comprehend Variety Informational Texts Justify Inferences Quote Analyze Contribute Tone Visual Graphic Novel Explain Theme Topic Compare and Contrast Genre Connections Fluency Proficiently Independently Paraphrase

4 Group: Individual: CULMINATING PRODUCT AND/OR PERFORMANCE Presentation Audience: Class Experts School Web Community Personal Other: Resources Needed: On- site people, facilities: Equipment: Materials: Community Resources: READING STRATEGIES PK Making connections to/activating prior knowledge; developing schema I/P Inferring and predicting Q Asking questions S Determining important ideas and summarizing V Visualizing S/R Synthesizing and retelling M/C Monitoring/clarifying understanding of text *The letters in bold indicate an abbreviation each reading strategy, The strategies are coded to the comprehension and/or vocabulary teaching tools that support them. Increasing Comprehension TEACHING TOOLS Cues, Questions and Advance Organizers Anticipation/Reaction Guide (PK, Q, M/C,) Question/Answer/Relationship (PK, I/P, Q, S, M/C ) Skimming (PK, I/P, V, S/R) Non- linguistic Representations Pattern Organizers (S, V) Mind Mapping (Q, V, S/R, M/C) Pictograph (PK, V) Identifying Similarities and Differences Comparison Matrix Chart (PK, S) Comparison Guide Map (PK, S, V, S/R, M/C) Graphic Organizer for Analogies and Metaphors (I/P, S, V) Student or Teacher- Generated Classification Graphic Organizer (dependent on graphic organizer) Summarizing and Note taking Cornell Notes (Q, S, MC) Note Taking Using Both Sides of the Brain (PK, S, V, M/C) Summary Frame (Dependent on frame) Rule- Based Strategy (Q, S, M/C) Expanding Vocabulary Vocabulary Activities Word Storm (PK, I/P) Closed /Open Word Sort (PK, Q, S, V, S/R) Three- Way Tie (PK, I/P, Q, V, M/C) Connect the Words (PK, I/P, Q, V, S/R, M/C) LitFig (PK, I/P, Q, V, M/C) Four Square Vocabulary Map/Frayer Model (PK, V, M/C) Word Questioning (PK, I/P, Q, S, V, S/R, M/C) Text Impressions (PK, I/P, Q) Cinquain (PK, S, V, S/R. M/C) Rate Your Knowledge (P/K, I/P, Q/ M/C) Vocabulary Tree (PK, M/C) Vocabulary Games Password (PK, I/P, V, S/R) Memory (PK, MC) Most Important Word (PK, I/P, Q, S)

5 COMMUNICATION Writing Writing to Learn: emphasizes the students thinking in an informal form (e.g. any KCLM teaching tool that requires writing). Writing to Demonstrate Learning: intended to assess learning of content or ability to complete a task (e.g. exit slips, rough drafts, student- generated graphic organizer). Writing for Authentic Purposes; intended to develop skills in communication and to promote learning and thinking (e.g. articles, letters, editorials, written projects, blogs, web pages). Speaking Paired Discussion Group Discussion Presenting to an Audience Student Goal- setting Journal/Learning Log Graphic Organizers Rough Drafts Checklists (Introducing, Progressing, Mastering, etc.) Review Games/Activities Teacher Questioning Exit Slips/Activities Student Practice Activities/Exercise Written Project, with Rubric Oral Presentation, with Rubric On- Demand Writing Test ASSESSMENTS Formative Student Partner Talk (Think- Pair- Share; Turn & Talk) Preliminary Plans/ Outlines/ Prototypes PBL Progress Work Report : Individual PBL Progress Work Report: Group Practice Presentation Quizzes/Tests Teacher s Anecdotal Notes Role- Playing One- on- one Student/Teacher Conference Other Summative Peer Evaluation Self- Evaluation Other