2/24/2012 1
1. READING 1.1 Comprehension 1.1.1 Demonstrate ability to monitor comprehension for different types of s and purposes by using a range of selfmonitoring and self-correction approaches R 8 12.1 e.g., predicting and confirming rereading adjusting rate sub-vocalizing consulting resources questioning skimming scanning using syntax/language structure, semantics/meaning, or other con cues 1.1.2 Use comprehension strategies (flexibly and as needed) before, during, and after reading literary. EXAMPLES of reading comprehension strategies might include: using prior knowledge sampling a page for readability ; predicting and making based inferences generating literal, clarifying, and inferential questions constructing sensory images (e.g., making pictures in one s mind) making connections ( to self, to, and to world) taking notes locating, using, and analyzing features (e.g. transition words, subheadings, bold/italicized print, parts of the book) using structure clues (e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential) Models the following reading strategies using prior knowledge sampling a page for readability predicting and making based inferences generating literal, clarifying, and inferential questions constructing sensory images (making pictures in one s mind) making connections ( to self, to, and to world) taking notes locating, using and analyzing features e.g. transition words, subheadings, bold/italicized using structure clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical sequential using metacognition strategies for understanding Facilitates comprehension strategies making connections questioning visualizing inferring synthesizing information self-monitoring or fix-up predicting Employs best practice reading strategies Daybook of Critical Reading (division of Houghton Core s Lexile rates 770-980 LITERATURE, Hoot, Hiassen (760) Island of the Blue Dolphins, O Dell (1000) Tuck Everlasting, Babbitt (770) LITERATURE, Al Capone Does My Shirts, Choldenko (660) Anything But Typical, Nora Raleigh Baskin (640) Chasing Redbird, Creech (860) Hailstones and Halibut Bones, O Neill Hatchet, Paulsen (1020) Journey, MacLachlan (630) Joyful Noise, Fleischman Love That Dog, Creech (1010) On My Honor, Marion Bauer, (750) Pictures of Hollis Woods, P. Reilly Giff (650) Ruby Holler, Creech (660) Rules, Lord (780) Shooting the Moon, Dowell (890) Sign of the Beaver, George Speare (770) Stargirl, Spinelli (590) The Cay, Theodore Taylor (860) The Wanderer, Creech (830) Tiger Rising, Dicamillo (520) Wringer, Spinelli (690) common for 2/24/2012 2
REMOVED FOR PUBLIC VIEW read aloud think aloud shared reading guided reading self-selected reading Literary Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries Models readers /writers workshop Facilitates literature circles readers theater INFORMATIONAL National Geographic trade books TBD And Then What Happened to Paul Revere, Jean Fritz (830) What s the Big Idea, Ben Franklin, Jean Fritz (830) Where was Patrick Henry on the 29th of May, Jean Fritz (1000) Will You Sign Here John Hancock? Jean Fritz (970) Can t You Make Them Behave King George? Jean Fritz Face Magazine Cobblestone Magazine Scholastic News Science trade books o Plant and life cycles o Solar system Informational Reports, encyclopedias, children s magazines, content trade books, student newspapers, books, biographies, Internet websites, etc. Supplementary books/material It and Get It, n, and Literacy 2/24/2012 3
1. READING LITERATURE 1.2 Key Ideas and Details U 2, #8 Students 1.2.1 Quote accurately from a when explaining what the says explicitly and when drawing inferences from the. (RL.5.1) Make inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within (e.g. o how the setting affects a character o plot development. R 5 5.3 (state assessment) Make logical predictions. R 5 5.1 (state assessment) 1.2.2 Determine a theme of a story, drama, or poem from details in the, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the. (RL.5.2) Daybook, The Golden Touch Models the following reading strategies using prior knowledge sampling a page for readability predicting and making based inferences generating literal, clarifying, and inferential questions constructing sensory images (making pictures in one s mind) making connections ( to self, to, and to world) taking notes locating, using and analyzing features e.g. transition words, subheadings, bold/italicized using structure clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical sequential using metacognition strategies for understanding Daybook of Critical Reading (division of Houghton Core s Lexile rates 770-980 LITERATURE, Hoot, Hiassen (760) Island of the Blue Dolphins, O Dell (1000) Tuck Everlasting, Babbitt (770) LITERATURE, Al Capone Does My Shirts, Choldenko (660) Anything But Typical, Nora Raleigh Baskin (640) Chasing Redbird, Creech (860) Hailstones and Halibut common for 2/24/2012 4
U 1, #3 U 2, #7 U3, #4 Identify or describe o character(s) setting, problem/solution, major events, or plot, as appropriate to o identifying any significant changes in character(s) over time. R 5 4.1 (state assessment), o e.g. Daybook, The American Story e.g. Daybook, The Golden Touch e.g. Daybook, Miracle s Boys Paraphrase or summarize key ideas/plot, with major events sequenced, as appropriate to. R 5 4.2 (state assessment) Identify author s message or theme (implied or stated, as in a fable). R 5 5.5 (state assessment) 1.2.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the (e.g., how characters interact). (RL.5.3) Describe characters physical characteristics, personality traits, or interactions; or provide examples of thoughts, words, or actions that reveal characters personality traits or their changes over time. R 5 5.2 (state assessment) o e.g. Daybook, Heartbeat e.g. Daybook, Bud not Buddy Identify or describe o character(s) setting, problem/solution, major events, or plot, as appropriate to o identify any significant changes in character(s) over time. R 5 4.1 (state assessment) Facilitates comprehension strategies making connections questioning visualizing inferring synthesizing information self-monitoring or fix-up predicting Employs best practice reading strategies read aloud think aloud shared reading guided reading self-selected reading Models readers /writers workshop Facilitates literature circles readers theater Bones, O Neill Hatchet, Paulsen (1020) Journey, MacLachlan (630) Joyful Noise, Fleischman Love That Dog, Creech (1010) On My Honor, Marion Bauer, (750) Pictures of Hollis Woods, P. Reilly Giff (650) Ruby Holler, Creech (660) Rules, Lord (780) Shooting the Moon, Dowell (890) Sign of the Beaver, George Speare (770) Stargirl, Spinelli (590) The Cay, Theodore Taylor (860) The Wanderer, Creech (830) Tiger Rising, Dicamillo (520) Wringer, Spinelli (690) Literary Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries Supplementary books/material It and Get It, n, and Literacy 2/24/2012 5
1. READING LITERATURE 1.3 Craft and Structure Students 1.3.1 Determine the meaning of words and phrases as they are used in a, including figurative language such as metaphors and similes. (RL.5.4) Identify literary devices as appropriate to genre: o rhyme o alliteration o simile o dialogue o imagery o simple metaphors. R 5 4.5 Demonstrate knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to analyze literary works. R 5 6.1 (state assessment) 1.3.2 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. (RL.5.5) Models the following reading strategies using prior knowledge sampling a page for readability predicting and making based inferences generating literal, clarifying, and inferential questions constructing sensory images (making pictures in one s mind) making connections ( to self, to, and to world) taking notes locating, using and analyzing features e.g. transition words, subheadings, bold/italicized using structure clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical sequential using metacognition strategies for understanding Facilitates comprehension strategies making connections questioning visualizing inferring Daybook of Critical Reading (division of Houghton Core s Lexile rates 770-980 LITERATURE, Hoot, Hiassen (760) Island of the Blue Dolphins, O Dell (1000) Tuck Everlasting, Babbitt (770) LITERATURE, Al Capone Does My Shirts, Choldenko (660) Anything But Typical, Nora Raleigh Baskin (640) Chasing Redbird, Creech (860) Hailstones and Halibut Bones, O Neill Hatchet, Paulsen (1020) Journey, MacLachlan (630) Joyful Noise, Fleischman Love That Dog, Creech (1010) common for 2/24/2012 6
1.3.3 Describe how a narrator s or speaker s point of view influences how events are described. (RL.5.6) Identify the narrator. R 5 5.4 (state assessment) synthesizing information self-monitoring or fix-up predicting Employs best practice reading strategies read aloud think aloud shared reading guided reading self-selected reading On My Honor, Marion Bauer, (750) Pictures of Hollis Woods, P. Reilly Giff (650) Ruby Holler, Creech (660) Rules, Lord (780) Shooting the Moon, Dowell (890) Sign of the Beaver, George Speare (770) Stargirl, Spinelli (590) The Cay, Theodore Taylor (860) The Wanderer, Creech (830) Tiger Rising, Dicamillo (520) Wringer, Spinelli (690) Literary Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries Models readers /writers workshop Facilitates literature circles readers theater Supplementary books/material It and Get It, n, and Literacy 2/24/2012 7
1. READING LITERATURE 1.4 Integration of Knowledge and Ideas Students 1.4.1 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). (RL.5.7) 1.4.2 Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics.. (RL.5.9) Read from a wide range of genres/kinds of and a variety of authors (e.g., literary, informational, and practical s). R 5 14.2 Read multiple s for depth of understanding an author, subject, theme, or genre. R 5 14.3 Models the following reading strategies using prior knowledge sampling a page for readability predicting and making based inferences generating literal, clarifying, and inferential questions constructing sensory images (making pictures in one s mind) making connections ( to self, to, and to world) taking notes locating, using and analyzing features e.g. transition words, subheadings, bold/italicized using structure clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical sequential using metacognition strategies for understanding Facilitates comprehension strategies making connections questioning visualizing inferring synthesizing information self-monitoring or fix-up predicting Daybook of Critical Reading (division of Houghton Core s Lexile rates 770-980 LITERATURE, Hoot, Hiassen (760) Island of the Blue Dolphins, O Dell (1000) Tuck Everlasting, Babbitt (770) LITERATURE, Al Capone Does My Shirts, Choldenko (660) Anything But Typical, Nora Raleigh Baskin (640) Chasing Redbird, Creech (860) Hailstones and Halibut Bones, O Neill Hatchet, Paulsen (1020) Journey, MacLachlan (630) Joyful Noise, Fleischman Love That Dog, Creech (1010) On My Honor, Marion Bauer, (750) Pictures of Hollis Woods, P. Reilly Giff (650) Ruby Holler, Creech (660) Rules, Lord (780) common for 2/24/2012 8
Employs best practice reading strategies read aloud think aloud shared reading guided reading self-selected reading Shooting the Moon, Dowell (890) Sign of the Beaver, George Speare (770) Stargirl, Spinelli (590) The Cay, Theodore Taylor (860) The Wanderer, Creech (830) Tiger Rising, Dicamillo (520) Wringer, Spinelli (690) Literary Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries Models readers /writers workshop Facilitates literature circles readers theater Supplementary books/material It and Get It, n, and Literacy 2/24/2012 9
1. READING LITERATURE 1.5 Range of Reading and Level of Text Complexity Students 1.5.1 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4 5 (Lexile rates 770 980 complexity band independently and proficiently.) (RL.5.1) Read with frequency, including in-school, out-of-school, and summer reading. R 5 14.1 Read from a wide range of genres/kinds of and a variety of authors (e.g., literary, informational, and practical s). R 5 14.2 Read multiple s for depth of understanding an author, subject, theme, or genre. R 5 14.3 Self-select reading materials aligned with reading ability and personal interests. R 5 17.1 Models the following reading strategies using prior knowledge sampling a page for readability predicting and making based inferences generating literal, clarifying, and inferential questions constructing sensory images (making pictures in one s mind) making connections ( to self, to, and to world) taking notes locating, using and analyzing features e.g. transition words, subheadings, bold/italicized using structure clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical sequential using metacognition strategies for understanding Facilitates comprehension strategies making connections questioning visualizing inferring synthesizing information self-monitoring or fix-up predicting Daybook of Critical Reading (division of Houghton Core s Lexile rates 770-980 LITERATURE, Hoot, Hiassen (760) Island of the Blue Dolphins, O Dell (1000) Tuck Everlasting, Babbitt (770) LITERATURE, Al Capone Does My Shirts, Choldenko (660) Anything But Typical, Nora Raleigh Baskin (640) Chasing Redbird, Creech (860) Hailstones and Halibut Bones, O Neill Hatchet, Paulsen (1020) Journey, MacLachlan (630) Joyful Noise, Fleischman Love That Dog, Creech (1010) On My Honor, Marion Bauer, (750) Pictures of Hollis Woods, P. Reilly Giff (650) Ruby Holler, Creech (660) Rules, Lord (780) Shooting the Moon, Dowell (890) Sign of the Beaver, George Speare (770) Stargirl, Spinelli (590) The Cay, Theodore Taylor common for 2/24/2012 10
Employs best practice reading strategies read aloud think aloud shared reading guided reading self-selected reading (860) The Wanderer, Creech (830) Tiger Rising, Dicamillo (520) Wringer, Spinelli (690) Literary Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries Models readers /writers workshop Facilitates literature circles readers theater Supplementary books/material It and Get It, n, and Literacy 2/24/2012 11
1. READING INFORMA- TIONAL TEXT 1.6 Key Ideas and Details Students 1.6.1 Quote accurately from a when explaining what the says explicitly and when drawing inferences from the. (RI.5.1) Draw inferences about, including author s purpose (e.g., to inform, explain, entertain, persuade) or message; or form and support opinions/judgments and assertions about central ideas that are relevant. R 5 8.3 (state assessment) Make inferences about causes or effects. R 5 8.5 (state assessment) 1.6.2 Determine two or more main ideas of a and explain how they are supported by key details; summarize the. (RI.5.2) Use information from the to answer questions related to main/central ideas or key details. R 5 7.2 (state assessment) Organize information to show understanding e.g., representing main/central ideas or details within through o charting o mapping o paraphrasing o summarizing o comparing/contrasting. R 5 7.3 (state assessment) 1.6.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical based on specific information in the. (RI.5.3) Connect information within a or across s. R 5 8.1 (state assessment) Models the following reading strategies using prior knowledge sampling a page for readability predicting and making based inferences generating literal, clarifying, and inferential questions constructing sensory images (making pictures in one s mind) making connections ( to self, to, and to world) taking notes locating, using and analyzing features e.g. transition words, subheadings, bold/italicized using structure clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical sequential using metacognition strategies for understanding Facilitates comprehension strategies making connections questioning visualizing inferring synthesizing information self-monitoring or fix-up predicting Employs best practice reading strategies Daybook of Critical Reading (division of Houghton Core s Lexile rates 770-980 INFORMATIONAL National Geographic trade books TBD And Then What Happened to Paul Revere, Jean Fritz (830) What s the Big Idea, Ben Franklin, Jean Fritz (830) Where was Patrick Henry on the 29th of May, Jean Fritz (1000) Will You Sign Here John Hancock? Jean Fritz (970) Can t You Make Them Behave King George? Jean Fritz Face Magazine Cobblestone Magazine Scholastic News Science trade books o Plant and life cycles o Solar system Informational Reports, encyclopedias, children s magazines, content trade books, student newspapers, books, biographies, Internet websites, etc. Supplementary books/material It and Get It, n, and Literacy common for 2/24/2012 12
Make inferences about causes or effects. R 5 8.5 (state assessment) read aloud think aloud shared reading guided reading self-selected reading Models readers /writers workshop Facilitates literature circles readers theater 1. READING INFORMA- TIONAL TEXT 1.7 Craft and Structure Students 1.7.1 Determine the meaning of general academic and domain-specific words and phrases in a relevant to a grade 5 topic or subject area. (RI.5.4) Select appropriate words or explain the use of words in con, including content specific vocabulary, words with multiple meanings, or precise vocabulary. R 5 3.2 (state assessment) Obtain information from features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized, headings, subheadings, graphic organizers, charts, graphs, or illustrations). R-5-7.1 Models the following reading strategies using prior knowledge sampling a page for readability predicting and making based inferences generating literal, clarifying, and inferential questions constructing sensory images (making pictures in one s mind) making connections ( to self, to, and to world) taking notes locating, using and analyzing features e.g. transition words, subheadings, bold/italicized using structure clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, Daybook of Critical Reading (division of Houghton Core s Lexile rates 770-980 INFORMATIONAL National Geographic trade books TBD And Then What Happened to Paul Revere, Jean Fritz (830) What s the Big Idea, Ben Franklin, Jean Fritz (830) Where was Patrick Henry on the 29th of May, Jean Fritz (1000) Will You Sign Here John common for 2/24/2012 13
(state assessment) 1.7.2 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more s. (RI.5.5) Identify the characteristics of a variety of types of e.g. o reference: dictionaries glossaries report encyclopedias children s magazines content trade books books student newspapers internet websites biographies o practical/functional s: Procedures instructions book orders announcements invitations recipes menus R 5 7.5 1.7.3 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI.5.6) Synthesize information within or across (s) e.g. o constructing appropriate titles o formulating assertions or controlling ideas. R 5 8.2 (state assessment) logical sequential using metacognition strategies for understanding Facilitates comprehension strategies making connections questioning visualizing inferring synthesizing information self-monitoring or fix-up predicting Employs best practice reading strategies read aloud think aloud shared reading guided reading self-selected reading Models readers /writers workshop Facilitates literature circles readers theater Hancock? Jean Fritz (970) Can t You Make Them Behave King George? Jean Fritz Face Magazine Cobblestone Magazine Scholastic News Science trade books o Plant and life cycles o Solar system Informational Reports, encyclopedias, children s magazines, content trade books, student newspapers, books, biographies, Internet websites, etc. Supplementary books/material It and Get It, n, and Literacy Draw inferences about, including author s purpose (e.g., to inform, explain, entertain, persuade) or 2/24/2012 14
1. READING INFORMA- TIONAL TEXT 1.8 Integration of Knowledge and Ideas Students message; or form and support opinions/judgments and assertions about central ideas that are relevant. R 5 8.3 t (state assessment) Distinguish fact from opinion. R 5 8.4 (state assessment) 1.8.1 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (RI.5.7) Evaluate information presented, in terms of relevance. R 5 15.2 Gather, organize, and interpret the information. R 5 15.3 Use evidence to support conclusions. R 5 15.4 1.8.2 Explain how an author uses reasons and evidence to support particular points in a, identifying which reasons and evidence support which point(s). (RI.5.8) Draw inferences about, including author s purpose (e.g., to inform, explain, entertain, persuade) or message; or form and support opinions/judgments and assertions about central ideas that are relevant. R 5 8.3 (state assessment) 1.8.3 Integrate information from several s on the same topic in order to write or speak about the subject knowledgeably. (RI.5.9) Connect information within a or across s. R 5 8.1 (state assessment) Synthesize information within or across (s) e.g. o constructing appropriate titles Models the following reading strategies using prior knowledge sampling a page for readability predicting and making based inferences generating literal, clarifying, and inferential questions constructing sensory images (making pictures in one s mind) making connections ( to self, to, and to world) taking notes locating, using and analyzing features e.g. transition words, subheadings, bold/italicized using structure clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical sequential using metacognition strategies for understanding Facilitates comprehension strategies making connections questioning visualizing inferring synthesizing information self-monitoring or fix-up predicting Daybook of Critical Reading (division of Houghton Core s Lexile rates 770-980 INFORMATIONAL National Geographic trade books TBD And Then What Happened to Paul Revere, Jean Fritz (830) What s the Big Idea, Ben Franklin, Jean Fritz (830) Where was Patrick Henry on the 29th of May, Jean Fritz (1000) Will You Sign Here John Hancock? Jean Fritz (970) Can t You Make Them Behave King George? Jean Fritz Face Magazine Cobblestone Magazine Scholastic News Science trade books o Plant and life cycles o Solar system Informational Reports, encyclopedias, children s magazines, content trade books, student newspapers, books, biographies, Internet websites, etc. Supplementary books/material common for 2/24/2012 15
o formulating assertions or controlling ideas. R 5 8.2 (state assessment) Employs best practice reading strategies read aloud think aloud shared reading guided reading self-selected reading Models readers /writers workshop Facilitates literature circles readers theater It and Get It, n, and Literacy 1. READING INFORMA- TIONAL TEXT 1.9 Range of Reading Level of Text Complexity Students 1.9.1 By the end of the year, read and comprehend informational s, including history/social studies, science, and technical s, at the high end of the grades 4 5 (Lexile rates 770-980) complexity band independently and proficiently. (RI.5.10) Read with frequency, including in-school, out-of-school, and summer reading. R 5 14.1 Models the following reading strategies using prior knowledge sampling a page for readability predicting and making based inferences generating literal, clarifying, and inferential questions constructing sensory images (making pictures in one s mind) making connections ( to self, to, and to world) Daybook of Critical Reading (division of Houghton Core s Lexile rates 770-980 INFORMATIONAL National Geographic trade books TBD And Then What Happened common for 2/24/2012 16
Read from a wide range of genres/kinds of and a variety of authors (e.g., literary, informational, and practical s). R 5 14.2 Read multiple s for depth of understanding an author, subject, theme, or genre. R 5 14.3 Self-select reading materials aligned with reading ability and personal interests. R 5 17.1 Obtain information from features e.g., o table of contents o glossary o index o transition words/phrases o bold or italicized, headings o subheadings o graphic organizers o charts, graphs o illustrations R 5 7.1 (state assessment) taking notes locating, using and analyzing features e.g. transition words, subheadings, bold/italicized using structure clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical sequential using metacognition strategies for understanding Facilitates comprehension strategies making connections questioning visualizing inferring synthesizing information self-monitoring or fix-up predicting Employs best practice reading strategies read aloud think aloud shared reading guided reading self-selected reading Models readers /writers workshop Facilitates literature circles readers theater to Paul Revere, Jean Fritz (830) What s the Big Idea, Ben Franklin, Jean Fritz (830) Where was Patrick Henry on the 29th of May, Jean Fritz (1000) Will You Sign Here John Hancock? Jean Fritz (970) Can t You Make Them Behave King George? Jean Fritz Face Magazine Cobblestone Magazine Scholastic News Science trade books o Plant and life cycles o Solar system Informational Reports, encyclopedias, children s magazines, content trade books, student newspapers, books, biographies, Internet websites, etc. Supplementary books/material It and Get It, n, and Literacy 2/24/2012 17
1. READING : 1.10 Foundational Phonics and Word Recognition 1.10.1 Know and apply grade-level phonics and word analysis skills in decoding words. (RF.5.3) Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in con and out of con. (RF.5.3a) Words Their Way Identify multi-syllabic words by using knowledge of o sounds o six syllable types*/ syllable division, o word patterns (including prefixes, and suffixes) R 5 1.1 Read multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns. R 5 1.2 Read grade-level appropriate words (in connected ) with automaticity. R 5 1.3 Models the following reading strategies using prior knowledge sampling a page for readability predicting and making based inferences generating literal, clarifying, and inferential questions constructing sensory images (making pictures in one s mind) making connections ( to self, to, and to world) taking notes locating, using and analyzing features e.g. transition words, subheadings, bold/italicized using structure clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical sequential using metacognition strategies for understanding Facilitates comprehension strategies making connections questioning visualizing inferring synthesizing information self-monitoring or fix-up predicting Daybook of Critical Reading (division of Houghton Supplementary books/material It and Get It, n, and Literacy Words Their Way Word Study for Spelling, common for 2/24/2012 18
Employs best practice reading strategies read aloud think aloud shared reading guided reading self-selected reading Models readers /writers workshop Phonics and Vocabulary Word Sorts for Letter Name- Alphabetic Spellers Word Sorts for Within Word Pattern Spellers Word Sorts for Syllables and Affixes Spellers Word Sort for Derivational Relations Spellers Facilitates literature circles readers theater 1. READING 1.11 Foundational Skills Fluency 1.11.1 Read with sufficient accuracy and fluency to support comprehension. (RF.5.4) Read on-level with purpose and understanding. (RF.5.4a) Read on-level prose and poetry orally with accuracy, (RF.5.4b) Appropriate rate, and expression on successive readings. (RF.5.4c) Use con to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.5.4d) Accuracy: reading material appropriate for grade 5 with 90-94% accuracy. R 5 11.1 Models the following reading strategies using prior knowledge sampling a page for readability predicting and making based inferences generating literal, clarifying, and inferential questions constructing sensory images (making pictures in one s mind) making connections ( to self, to, and to world) taking notes locating, using and analyzing features e.g. transition words, subheadings, bold/italicized using structure clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical sequential Daybook of Critical Reading (division of Houghton Supplementary books/material It and Get It, n, and Literacy common for 2/24/2012 19
Fluency: reading with appropriate silent and oral reading fluency rates as determined by demands and purpose for reading. R 5 11.2 Fluency: reading familiar with phrasing and expression, and with attention to features, such as punctuation, italics, and dialogue. R 5 11.3 using metacognition strategies for understanding Facilitates comprehension strategies making connections questioning visualizing inferring synthesizing information self-monitoring or fix-up predicting Employs best practice reading strategies read aloud think aloud shared reading guided reading self-selected reading Words Their Way Word Study for Spelling, Phonics and Vocabulary Word Sorts for Letter Name- Alphabetic Spellers Word Sorts for Within Word Pattern Spellers Word Sorts for Syllables and Affixes Spellers Word Sort for Derivational Relations Spellers Models readers /writers workshop Facilitates literature circles readers theater 2. WRITING 2.1 Text Types and Purposes Students 2.1.1 Write opinion pieces on topics or s, supporting a point of view with reasons and information. (W.5.1) Introduce a topic or clearly, state an opinion, and Word sort activities Models the rituals and routines of writers workshop using the 10/40/10 model focus lesson (10 minutes) guided practice (40) share (10) Daybook of Critical Reading (division of Houghton Writing and Grammar, Write Source, (division of Houghton 2/24/2012 20
create an organizational structure in which ideas are logically grouped to support the writer s purpose. (W.5.1a) Provide logically ordered reasons that are supported by facts and details. (W.5.1b) Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). (W.5.1c) Provide a concluding statement. (W.5.1d) Use an organizational structure appropriate to focus/controlling idea. W 5 6.1 Select appropriate information to set the con. W 5 6.2 Use transition words or phrases appropriate to organizing structure. W 5 6.3 Write a conclusion that provides closure. W 5 6.4 Provide a list of resources (e.g. materials used in a task; sources used for references). W 5 6.5 Models characteristics of good writing, e.g. organization idea voice sentence fluency convention word choice Models the writing process prewriting/planning drafting revising editing publishing Core s Lexile rates 770-980 Supplementary books/material It and Get It, n, and Literacy common for Establish a topic. W 5 7.1 State and maintain a focus/controlling idea on a topic. W 5 7.2 Include facts and details relevant to focus/controlling idea, and exclude extraneous information. W 5 8.1 Include sufficient details or facts for appropriate depth of information: 2/24/2012 21
o naming o describing o explaining o comparing o use of visual images. W 5 8.2 2.1.2 Write informative/explanatory s to examine a topic and convey ideas and information clearly. (W.5.2) Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (W.5.2a) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (W.5.2b) Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). (W.5.2c) Use precise language and domain-specific vocabulary to inform about or explain the topic. (W.5.2d) Provide a concluding statement or section related to the information or explanation presented. (W.5.2e) Use an organizational structure appropriate to focus/controlling idea. W 5 6.1 Select appropriate information to set the con. W 5 6.2 Use transition words or phrases appropriate to organizing structure. W 5 6.3 Write a conclusion that provides closure. W 5 2/24/2012 22
6.4 Provide a list of resources (e.g. materials used in a task; sources used for references). W 5 6.5 Establish a topic. W 5 7.1 State and maintain a focus/controlling idea on a topic. W 5 7.2 Include facts and details relevant to focus/controlling idea, and exclude extraneous information. W 5 8.1 Include sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images. W 5 8.2 2.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (W.5.3) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (W.5.3a) Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. (W.5.3b) Experiences and events or show the responses of characters to situations. (W.5.3c) Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (W.5.3d) 2/24/2012 23
Use concrete words and phrases and sensory details to convey experiences and events precisely. (W.5.3d) Provide a conclusion that follows from the narrated experiences or events. (W.5.3e) Use relevant and descriptive details to advance the plot/story line. W 5 5.1 Use dialogue to advance plot/story line. W 5 5.2 Develop characters through description. W 5 5.3 Establish a focus when writing about observations and experiences. W 5 5.5 Select and elaborate on important ideas; and exclude extraneous details. W 5 5.6 2. WRITING 2.2 Production and Distribution of Writing Students 2.2.1 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) (W.5.4) Write in a variety of genres. W 5 11.4 2.2.2 With guidance and support from peers and adults, develop and strengthen writing as needed by Planning/prewriting Revising/drafting Editing/revising Rewriting/publishing or trying a new approach. (Editing for conventions should demonstrate command of Language standards) (W.5.5) 2.2.3 Use the writing process. (GSEs) Models the rituals and routines of writers workshop using the 10/40/10 model focus lesson (10 minutes) guided practice (40) share (10) Models characteristics of good writing, e.g. organization idea voice sentence fluency convention word choice Models the writing process prewriting/planning drafting revising editing publishing Daybook of Critical Reading (division of Houghton Writing and Grammar, Write Source, (division of Houghton Core s Lexile rates 770-980 Supplementary books/material It and Get It, n, and Literacy common for 2/24/2012 24
Prewriting o establish a purpose and central/controlling idea or focus o generate ideas mapping, webbing, note taking, interviewing, researching, etc. o organize ideas consider other models of good writing, appropriate structures to match purpose, various ways to organize information, etc. Drafting o written draft(s) for an intended audience o develop topic, elaborate, explore sentence variety and language use Revising (Content/Ideas) o reflect, add, delete, define/redefine content by self, teacher, peer o consider voice, tone, style, intended audience, coherence, transitions, pacing o compare with rubric criteria and benchmark papers/models Editing (Conventions and Mechanics) o check for correctness with self, teacher, peer o compare with rubric criteria and benchmark papers/models o use resources to support editing o read aloud with self, teacher, peer Publishing o share final draft with intended audience orally, in print, electronically, etc. 2.2.4 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. (W.5.6) 2/24/2012 25
2 WRITING 2.3 Research to Build and Present Knowledge Students 2.3.1 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (W.5.7) 2.3.2 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. (W.5.8) 2.3.3 Draw evidence from literary or informational s to support analysis, reflection, and research. (W.5.9) 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 [e.g., how characters interact] ). (W.5.9a) Apply grade 5 Reading standards to informational s (e.g., Explain how an author uses reasons and evidence to support particular points in a, identifying which reasons and evidence support which point[s] ). (W.5.9b) Models the rituals and routines of writers workshop using the 10/40/10 model focus lesson (10 minutes) guided practice (40) share (10) Models characteristics of good writing, e.g. organization idea voice sentence fluency convention word choice Models the writing process prewriting/planning drafting revising editing publishing Daybook of Critical Reading (division of Houghton Writing and Grammar, Write Source, (division of Houghton Core s Lexile rates 770-980 Supplementary books/material It and Get It, n, and Literacy common for 2/24/2012 26
2 WRITING 2.4 Range of Writing Students 2.4.1 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, purposes, and audiences. (W.5.10) Write with frequency, including in-school, out-ofschool, and during the summer. W 5 11.1 Share thoughts, observations, or impressions. W 5 11.2 Generate topics for writing. W 5 11.3 Write in a variety of genres. W 5 11.4 Models the rituals and routines of writers workshop using the 10/40/10 model focus lesson (10 minutes) guided practice (40) share (10) Models characteristics of good writing, e.g. organization idea voice sentence fluency convention word choice Models the writing process prewriting/planning drafting revising editing publishing Daybook of Critical Reading (division of Houghton Writing and Grammar, Write Source, (division of Houghton Core s Lexile rates 770-980 Supplementary books/material It and Get It, n, and Literacy common for 2/24/2012 27
3. SPEAKING and LISTENING 3.1 Comprehension and Collaboration Students 3.1.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher led) with diverse partners on grade 5 topics, s, and issues, building on others ideas and expressing their own clearly. (SL.5.1) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (SL.5.1a) Follow agreed-upon rules for discussions and carry out assigned roles. (SL.5.1b) Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (SL.5.1c) Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (SL.5.1d) Follow verbal instructions to perform specific, to answer questions, or to solve problems. OC 5 1.1 Summarize, paraphrase, question, or contribute to Employs ELA best practices e.g. balanced literacy literature circles think/read/write aloud conferencing readers theater Daybook of Critical Reading (division of Houghton Writing and Grammar, Write Source, (division of Houghton Core s Lexile rates 770-980 Supplementary books/material It and Get It, n, and Literacy common for 2/24/2012 28
information presented. OC 5 1.2 Participate in large and small group discussions showing respect for a range of individual ideas. OC 5 1.4 Reach consensus to solve a problem, make a decision, or achieve a goal. OC 5 1.5 3.1.2 Summarize a written read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.5.2) Summarize, paraphrase, question, or contribute to information presented. OC 5 1.2 Tell stories, give information, use details and provide a coherent conclusion. OC 5 2.3 3.1.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (SL.5.3) Provide effective and appropriate feedback to audience and small groups. OC 5 2.4 3 SPEAKING AND LISTENING 3.2 Presentation of Knowledge and Ideas Students 3.2.1 Report on a topic or or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (SL.5.4) Use a variety of strategies to engage audience (e.g., eye contact, voice tone, and gestures). OC 5 2.5 3.2.2 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the Employs ELA best practices e.g. balanced literacy literature circles think/read/write aloud conferencing readers theater Daybook of Critical Reading (division of Houghton Writing and Grammar, Write Source, (division of Houghton Core s Lexile rates 770-980 Supplementary books/material It and Get It, n, common for 2/24/2012 29
4. LANGUAGE 4.1 Conventions of Standard English development of main ideas or themes. (SL.5.5) Use a variety of strategies to engage audience (e.g., eye contact, voice tone, and gestures). OC 5 2.5 3.2.3 Adapt speech to a variety of cons and, demonstrating command of formal English when indicated or appropriate. (SL.5.6) Demonstrate skills required in interpersonal, small group, and public exchanges (e.g., discussions, interviews). OC 5 2.1 Students Use verbal and nonverbal choices to convey consistent focus. OC 5 2.2 Tell stories, give information, use details, and provide a coherent conclusion. OC 5 2.3 4.1.1 Apply and use background knowledge of: Nouns Verbs, Adverbs Adjectives Pronouns and Literacy Daybook of Critical Reading (division of Houghton Writing and Grammar, Write Source, (division of Houghton Core s Lexile rates 770-980 common for 2/24/2012 30
4.1.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.5.1) Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (L.5.1a) Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. (L.5.1b) Use verb tense to convey various times, sequences, states, and conditions. (L.5.1c) Recognize and correct inappropriate shifts in verb tense.* (L.5.1d) Use correlative conjunctions (e.g., either/or, neither/nor). (L.5.1e) Identify or correct grammatical errors. W 5 9.1 4.1.3 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.5.2) Use punctuation to separate items in a series.* (L.5.2a) Use a comma to separate an introductory element from the rest of the sentence. (L.5.2b) Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It s true, isn t it?), and to indicate direct address (e.g., Is that you, Steve?). (L.5.2c) Use underlining, quotation marks, or italics to indicate titles of works. (L.5.2d) Employs ELA best practices e.g. balanced literacy literature circles think/read/write aloud conferencing readers theater Supplementary books/material It and Get It, n, and Literacy Spell grade-appropriate words correctly, consulting references as needed. (L.5.2e) 2/24/2012 31
Apply basic capitalization rules. W 5 9.2 Use punctuation to clarify meaning. W 5 9.4 Correctly spell grade-appropriate, high-frequency words, including o homonyms and homophones o applying syllables o affix spelling patterns/rules. W 5 9.5 4 LANGUAGE 4.2 Knowledge of Language Students 4.2.1 Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.3) Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (L.5.3a) Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. (L.5.3b) Use varied sentence length and structure to enhance meaning (e.g., including phrases and clauses). W 5 1.1 Employs ELA best practices e.g. balanced literacy literature circles think/read/write aloud conferencing readers theater Daybook of Critical Reading (division of Houghton Writing and Grammar, Write Source, (division of Houghton Core s Lexile rates 770-980 Supplementary books/material It and Get It, n, and Literacy common for 2/24/2012 32
4 LANGUAGE 4.3 Vocabulary Acquisition and Use Students 4.3.1 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. (L.5.4) Use con (e.g., cause/effect relationships and comparisons in ) as a clue to the meaning of a word or phrase. (L.5.4a) Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (L.5.4b) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (L.5.4c) Use strategies to unlock meaning, e.g. o knowledge of word structure, including prefixes/suffixes and base words o con clues o other resources, such as dictionaries, Employs ELA best practices e.g. balanced literacy literature circles think/read/write aloud conferencing readers theater Daybook of Critical Reading (division of Houghton Writing and Grammar, Write Source, (division of Houghton Core s Lexile rates 770-980 Supplementary books/material It and Get It, n, and Literacy common for 2/24/2012 33
glossaries; or prior knowledge. R 5 2.1 (state assessment) Select appropriate words or explain the use of words in con, including content specific vocabulary, words with multiple meanings, or precise vocabulary. R 5 3.2 (state assessment) 4.3.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.5.5) Interpret figurative language, including similes and metaphors, in con. (L.5.5a) Recognize and explain the meaning of common idioms, adages, and proverbs. (L.5.5b) Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (L.5.5c). Use strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or con clues; or other resources, such as dictionaries, glossaries; or prior knowledge). R 5 2.1 (state assessment) Identify synonyms, antonyms, homonyms/ homophones, or shades of meaning. R 5 3.1 (state assessment) Identify literary devices as appropriate to genre: rhyme, alliteration, simile, dialogue, imagery, or simple metaphors. R 5 4.5 Demonstrate knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to analyze literary works. R 5 6.1 (state 2/24/2012 34
assessment) 4.3.3 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (L.5.6) Use transition words/phrases to establish clear chronology and to enhance meaning. W 5 4.3 2/24/2012 35