ENGLISH LANGUAGE ARTS/READING ELEMENTARY CURRICULUM GRADE: 5

ENGLISH LANGUAGE ARTS/READING ELEMENTARY CURRICULUM GRADE: 5 2nd Nine-Week Period Essential Understanding (Big Ideas): Writing Writing a multi-paragraph essay Expository essays explain an idea and provide details that support that idea Sentence variety enhances the style of the piece Prepositional phrases clarifies meaning Reading Recognizing the author s purpose is important to understanding expository text Text features and graphics assist with meaning of text Expository texts have unique text structures specific to the purpose Connections can be made between Expository and Literary text Guiding Questions: How can I discover the author s purpose and why is that important? What are some different structures authors use when writing expository text? What is a thesis and how can I create a quality thesis? How do you determine which details best support the main idea in reading and in writing? How can I summarize and paraphrase expository text? Page1

2nd 9 Weeks At-A-Glance Ongoing TEKS 2 nd Nine Weeks Academic vocabulary ELPS/ CCRS Reading Writing/OWC Listening & Speaking Assessments Fluency (5.1) Vocabulary (5.2ABE) Independent reading (5.9) Establish purposes for reading (Fig 19A) Make inferences/ use textual (Fig 19D) Make connections (Fig. 19F) Reading Vocabulary Development Roots and affixes (5.2A) Dictionary use (5.2E) Informational Text/Culture & History Author s purpose (5.10 & Fig. 19D Expository) Informational Text/ Expository Main idea/supporting details (5.11A) Facts and verify (5.11B) Organizational patterns (5.11C) Text features (5.11D) Connections within and across text with similar/different genres (5.11E & Fig. 19F) Procedural Interpret details to complete a task, solve a problem, or perform procedures (5.13A) Interpret info presented graphically (5.13B) Make connections-lit. & infor text (Fig. 19F) Summarize and paraphrase within and across texts (Fig 19E) Evaluate author s Cause-and-effect purpose Compare-and Organizational contrast patterns Sequential/logical Text features order Text graphics Classification schemes-mi/details ELPS: 4J & K CCRS: IIA2 & 3 Writing Process (5.15 ABCDE) Write responses to texts (5.18C) Use resources to spell correctly (5.22DE) Writing/OWC Listen attentively to others (5.27A) Follow, restate, & give oral instructions (5.27B) Participate productively in teams (5.29) Research and Listening & Speaking Writing Expository & Procedural Text Research Create multi-paragraph essays (5.18Ai, ii, iii, iv) Write literary & expository responses (5.18C) OWC/Conventions Prepositions & prepositional phrases (5.20V) Listening & Speaking Complete subject & predicate (5.20B) Complete simple & compound sentences with subject-verb agreement (5.20C) Comma in compound sentences (5.21Bi) OWC/Spelling Use capitalization for abbreviations (5.21Ai); initials and acronyms (5.21Aii); organizations (5.21Aiii) Spell words with advanced orthographic patterns (5.22Ai) Spell words with Greek & Latin roots (5.22Bi, ii,) Make connections with the reading vocabulary within the writing of a brief composition (expository text). Complete subject & predicate Prepositions & prepositional phrases ELPS: 5E & F CCRS: IA3 & 4 Use information from the reading in this nine weeks to continue to brainstorm topics and questions (5.23A) Peer and teacher conferences for revisions to drafts; teacher & peer conferences in reading (5.27A-C;5.28; 5.29) ELPS: 2H & 3C CCRS: IIIB1 & 2 Spelling/Vocabulary Quizzes (1 per week=1 major grade per nine weeks) Common Assessments Writing: Use the writing process to write an informational essayexpository/procedural: revised and edited for structure and conventions (5.15CD & 5.18Ai, ii, iii, iv) Collection of expository responses in WRN (5.18C) Reading: Reading & Writing Benchmark week 11 Understanding and analysis of expository/procedural text through a cold read and teachermade questions that cover TEKS 5.11A-D; 5.13AB; Fig. 19E) include a Summary/ paraphrase text (Fig. 19E) Page2

++ Readiness Standards + Supporting Standards TEKS / ELPS / CCRS READING (5.1)Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. (5.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: ++ (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; ++(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words; ++ (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. + (5.10) Reading/Comprehension of Informational Text/Culture and History. Students 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. Students are expected to draw conclusions from The Workshop Model: MINILESSON: student exposure of the TEKS/skills to be addressed SMALL GROUPS: Guided Reading/Literature Groups INDEPENDENT READING & WRITING: Practicing skill through the 9 weeks CONFERENCING: Peer and teacher conferences in Reading-discuss what they are reading and address reading skills; in Writing-discuss what they are writing and revising and editing WORD STUDY: spelling conventions and decoding words; word meanings *At this grade level spelling patterns are more of a review. The focus should be more on vocabulary development through the use of reading and writing (Standard 2). Grades will come from a combination of spelling word quiz and grammar in revising and editing. SMALL GROUPS Guided Reading uses leveled readers to address the supported skills taught during each three week period. Tier II intervention is the place to address gaps in student ELAR skills. INDEPENDENT READING & WRITING Students will incorporate the skills addressed this nine weeks in their literacy notebooks: this includes reading responses, word work activities, writing free-writes, writing piece, grammar and conventions, etc. This is a good time to meet in small groups, participate in both teacher and peer conferences Daily 5, Debbie Diller workstations, or other routine structures can be implemented during this time. WORD STUDY (WORD-WALL) Unfamiliar words that students need in order to build their own repertoire of vocabulary. They address word meaning in context, spelling patterns and decoding skills (patterns & abstract combinations), and proper use of the words. Vocabulary is taught in context and word study techniques. A word wall that posts a few, but not every word addressed is valuable if students are directed to revisit the words in application throughout the workshop style, (I do, We do, You do) cycle of each day. Writer/Reader Notebook (WRN) *Notice the reading and writing connections. It is vital to make those connections throughout the language arts block Assessment Instructional Strategies & Activities Connections WEEK 10-12 READING Vocabulary Development Roots and affixes (5.2A) The root tele = distant, far Dictionary use (5.2E) Decode word base words and their meanings Procedural Main idea/supporting details (5.11A); Facts and verify (5.11B) Students need to understand explicitly that there is a difference in expository text versus literary when discussing summary. In literary text it usually is connected to either Theme or genre: summarize and explain the lesson or message of a work of fiction as its theme (4.3A) or Sequence and summarize the plot s main events and explain their influence on future events (4.6A). In expository text summary is connected to the Major Grade Reading and Writing Bench Mark week 11 Resources Vocabulary sites: www.quizlet.com http://info.sadlier.co m/vocabulary- Blog/resources/ Site with Greek and Latin Roots with meanings and words with the roots in them http://www.learnthat.org/pages/view/root Page3

the information presented by an author and evaluate how well the author's purpose was achieved. (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: ++ (A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order; + (B) determine the facts in text and verify them through established methods; ++ (C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-andcontrast, sequential order, logical order, classification schemes) influences the relationships among the ideas; ++ (D) use multiple text features and graphics to gain an overview of the contents of text and to locate information; and (E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. (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 main idea and supporting details in text in ways that maintain meaning (I) After reading a nonfiction text out loud to students discuss that it is expository text and teach the model for discovering main idea using the questions Who or What: (is this selection about)? and What is important about the Who or What? Then compose a main idea statement using the answers. Explain the importance of a logical order; discuss facts versus opinions and help students see that in a nonfiction summary they will state the facts as the details. (The concept of a fact has been represented since kindergarten. Distinguishing fact from opinion was addressed in fourth grade) Tell students that in nonfiction the main idea can be in paragraph(s) or from the whole selection. (WE) Then have students practice in pairs with paragraphs and whole text. (YOU) during independent reading time, students will respond to expository text by writing main idea/details summaries in their RWN Informational Text/ Expository Begin Organizational text patterns in week 12: Fifth grade is responsible for the following patterns: Cause & Effect; Compare & Contrast; Sequential Order; Logical order; Classification Schemes (5.11C) Click here for the five expository text structures charts as a resource in the SMART Content folder. (I) Introduce expository/informational text patterns with an overview by reviewing summary from previous lessons; have students leave a couple of pages in the RWN for keeping notes on the text structure. Show how an author might take a subject and chang it even within a sentence or two to fit the various organizational structures of informational expository text. Share the following examples: Sequence/chronological order: Goose bumps make me shiver. First I get cold. Then I shake all over. Description: Goose bumpps make me shiver. I get little bumps on my skin. They look like sesame seeds. Compare and contrast: Some people get goose bumps from fear. Others get goose bumps when they are touched emotionally. Cause and effect: Goose bumps make me shiver. When the temperature drops below 45 degrees, my skin crinkles into goose bumps. Problem and solution: Goose bumps make me shiver. But they disappear as soon as I cover up with a jacket or sweater. (WE) Share a paragraph from the Practice Paragraphs page you can find by clicking this sentence. Decide which structure the paragraph could be and discus what clues from the text helped to distinguish that. Break into groups and do the same for the four other paragraphs and come together and discuss. (YOU) add on to the following sentences to create each of the five structures: The first day of school is always an interesting day. Share and discuss. Also, as you read today continue to add anything you notice about informational texts to your readers notebook. At the end of independent reading time we will share out any additional noticings and add them to our class chart. Teacher monitors room and conferences with s.html http://kids.national geographic.com/ar chiveblogs/globalbros/a rchives.html Time for Kids: Site with informational articles and videos on current events http://www.time forkids.com/ National Geographic: this site is FULL of photos, articles, videos, archived issues and much, much more for assisting with text features and text structures http://www.nation algeographic.com/ Website with text structure resources, activities, and information: http://www.literac yleader.com/?q=te xtstructure Page4

procedural text to complete a task, solve a problem, or perform procedures; and + (B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. (15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (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; ++ (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; ++ (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate individual students to ensure the books they have selected are "just right' or on their reading levels. These Text Structure (5.11C) lessons may need to be spread out over 4 or 5 days. First Text (Chronological Order/Sequence): Remember: Identifying patterns of organization is NOT the ultimate goal of text structure teaching. This ability is only beneficial as students internalize knowledge about text structure and subsequently use it to enhance their comprehension. Teach students to use text structures to improve their reading comprehension and writing organization. Shared by: Kristi Orcutt, Reading & Writing Consultant, kristio@essdack.org (I) After the discussion, and the introduction to the concepts (along with group and individual practice), the teacher may now introduce the first text, The Trail of Tears / El sender de lágrimas. The teacher provides a guiding question for students to think about as they are reading along with him/her. This question could be How did the author organize the information in this text? During the reading, the teacher works through The Trail of Tears/El sendero de lágrimas with the students. The teacher stops and facilitates discussion over what is happening within the text, and may also ask students to write their thinking on sticky-notes. (WE) Discuss what the students learned about the Trail of Tears. Record the ideas on an anchor chart and in their RWN as they share out. Discuss the text organization, utilizing the anchor chart. (The texts in this lesson will be the first texts to be taken through the process of adding them to the anchor chart and the RWN) What clues help the reader know that this text was written in chronological order? Why did the author choose to organize the text information in this way? What did the author want the reader to know about this topic? (author s purpose) (YOU) Begin looking at text structures in other expository pieces. Collect titles in the RWN Second Text (Cause and Effect): (I) Introduce the next text, Butterflies at Risk / Mariposas en peligro. Provide a guiding question for students to think about as they are reading along with him/her. How did the author organize the information in this text? (WE) During the reading, the teacher works through Butterflies at Risk/Mariposas en peligro with the students. The teacher stops and facilitates discussion over what is happening within the text, and may also ask students to write their thinking on sticky-notes. Discuss what the students learned about the danger that is threatening monarch butterflies. The teacher writes the students ideas down on chart paper as they share out. After sharing out information gained from the reading, the teacher facilitates discussion around the text organization, utilizing the anchor chart. What clues help the reader know that this text was written in chronological order? Why did the author choose to organize the text information in this way? What did the author want the reader to know about this topic? (author s purpose) (YOU) Continue looking at text structures in other expository pieces. Collect titles in the RWN Third Text (Problem and Solution): Introduce the next text, Welcome to the City of the Future / Bienvenidos a la ciudad del futuro. The teacher provides a guiding question for students: How did the author organize Select expository text in Journeys See a list of possible books on the last page of this document that exemplifies specific text structures. Page5

audiences. (18) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts 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; + (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. (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 the function of the following parts of speech in the context of reading, writing, and speaking: +(v) prepositions and prepositional phrases to convey location, time, the information in this text? (WE) During the reading, the teacher works through Welcome to the City of the Future/Bienvenidos a la ciudad del future with the students. The teacher stops and facilitates discussion over what is happening within the text, and may also ask students to write their thinking on sticky-notes. Discuss what the students learned about how clean energy and green buildings are changing the way we will live in the future. The teacher writes the students ideas down on chart paper as they share out. After sharing out information gained from the reading, the teacher facilitates discussion around the text organization, utilizing the anchor chart. What clues helped students know that this text was written in a problem and solution structure? Why did the author choose to organize the information in this text in this way? What did the author want the reader to know about this topic? (author s purpose) (YOU) Continue looking at text structures in other expository pieces. Collect titles in the RWN Fourth Text (Compare and Contrast): Introduce the next text, Gold Rush / La fiebre del oro. Guiding question for students: How did the author organize the information in this text? (WE) During the reading, the teacher works through Gold Rush/La fiebre del oro with the students. The teacher stops and facilitates discussion over what is happening within the text, and may also ask students to write down their thinking on sticky-notes. Discuss what the students learned about the Gold Rush and write ideas down on chart paper as they share out. After sharing out information gained from the reading, the teacher facilitates discussion around the text organization, utilizing the anchor chart. What clues helped students know that this text was written in a problem and solution structure? Why did the author choose to organize the information in this text in this way? What did the author want the reader to know about this topic? (author s purpose) (YOU) Continue looking at text structures in other expository pieces. Collect titles in the RWN Fifth Text (Description): (I) Introduce the next text, Free to Celebrate / Libre para celebrar. Guiding question for students How did the author organize the information in this text? (WE) Read through Free to Celebrat/ Libres para celebrar with the students. The teacher stops and facilitates discussion over what is happening within the text, and may also ask students to write down their thinking on sticky-notes. After the reading, the teacher facilitates discussion over what the students learned about Juneteenth. The teacher writes the students ideas down on chart paper as they share out. After sharing out information gained from the reading, the teacher facilitates discussion around the text organization, utilizing the anchor chart. What clues helped students know that this text was written in a description structure? Why did the author choose to organize the information in this text in this way? What did the author want the reader to know about this topic? (author s purpose) (YOU) Continue looking at text structures in other expository pieces. Collect titles in the RWN WRITING Write literary & expository responses (5.18C) Page6

direction, or to provide details; ++ (B) use the complete subject and the complete predicate in a sentence; and ++ (C) use complete simple and compound sentences with correct subject-verb agreement (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: + (A) use capitalization for: + (i) abbreviations; + (ii) initials and acronyms; and + (iii) organizations; + (B) recognize and use punctuation marks including: + (i) commas in compound sentences (22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: + (A) spell words with more advanced orthographic patterns and rules: + (i) consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician); + (B) spell words with: + (i) Greek Roots (e.g., tele, photo, graph, meter); + (ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict); ++ (D) use spelling patterns and rules and print and electronic resources to determine and check Read both literary and expository text and write about the structures: o How do those structures help the reader? What do you notice? o How do the prepositional phrases help you visualize? What do the prepositional phrases help you see? OWC/Conventions Prepositions & prepositional phrases (5.20V) (YOU) Explicitly state that a prepositional phrase is a group of words that begins with a preposition and ends with a noun or pronoun. It does not contain a verb. Prepositions are words like over, under, of, and with, which show relationships between words in a sentence. (WE) List common prepositions on a chart and in RWN: Click here to retrieve a list of common prepositions from the TISD Smart Content folder. Pull a paragraph from a text read in class to find how the author used prepositional phrases and how it affected the piece. Discuss what is noticed. Take the phrases out and ask what happens. Bring the students to the conclusion that without the prepositional phrases we lose the visuals. Discuss how the phrases help us orient to time and space. (WE) Call on students to try to describe the room without prepositions. Make sure everyone can see the list of prepositions. This will help students see the need for prepositions and prepositional phrases (YOU) Look for the prepositional phrases in your own reading and writing. How do they help you understand the text better? Writing Expository & Procedural Text Formulate ideas for a multi-paragraph expository essays (5.18Ai, ii, iii, iv) (YOU) Review main idea and support details from reading lesson (making connections in reading and writing). Read an article or find interesting articles/video snippets of current events or relevant information to students (Time for Kids website has some great articles and videos, but please preview for appropriateness : http://www.timeforkids.com/ (WE) Discuss the article(s) or video(s) of events and begin listing ideas for writing informational text. Collect those ideas in the RWN and anchor chart. Continue to visit the ideas within this three week period. Discuss Thesis statements: it s the statement that lets the reader know the focus of the entire piece. It is also known as the main idea. Elizabeth Martin (YOU) Create a Heart Map listing people, places, things, activities, events that were sparked by the ideas collected. Begin writing about the ideas that interest you the most in your RWN. Keep writing about the ideas throughout the three week period. Oral/Written Conventions/Spelling Complete word work activities, compile word lists in WRN/Literacy notebooks; use words correctly in their writing. (5.22Aiii) silent & sounded consonants (examples: haste-hasten; sign-signal; resignresignation; condemn-condemnation; design-designation) (5.22Bi) Greek Root tele (examples: telephone, teleport, telegram, television, telescope, Great resource for teaching grammar with mentor text and anchor charts: Mechanically Inclined by Jeff Anderson Page7

correct spellings; and ++ (E) know how to use the spellcheck function in word processing while understanding its limitations telephoto, telegraph, televise, telepathic, telecast) You can use Everyday Spelling to supplement: Unit 9, pp. 48-51; Unit 10, pp. 52-55; Unit 11, pp. 56-59 (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic (27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective; (B) follow, restate, and give oral instructions that include multiple action steps; and (C) determine both main and supporting ideas in the speaker's message. (28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to give organized presentations employing eye contact, speaking rate, volume, Instructional Strategies & Activities WEEK 13-15 READING Vocabulary Development Roots and affixes (5.2A) The roots photo = light; graph = write, written The root meter = measure Dictionary use (5.2E) During any part of the day, students should be encouraged to use the dictionary to assist with their reading and writing. Conference with students as needed regarding the skills to utilize the dictionary. Use the dictionary when looking at roots. Informational Text/ Expository Text features; use multiple text features and graphics to gain an overview of the contents of text and to locate information (5.11D); Interpret information presented graphically (5.13B) (YOU) Click here for a SMART Notebook activity to introduce the text features using your Journeys textbook. Chart the features and what they do in the RWN: Index, Glossary, Table of Contents, Titles, Subheadings, Captions, Text (Bold, Color, Italics), Textbox, Photographs/Illustrations, Maps, Diagrams, Tables, Timeline (click here for a great ppt that shows the features and the purposes) (WE) Look at informational text that has graphic and text features and chart what the feature is, page number (or location in the text), and the purpose for the feature. Discuss the effect the feature has on the text being read. Distinguish if the each feature is used in literary or expository or both and add to the chart. (YOU) Read informational text and chart the features, page numbers, and interpretation of the features and how the features adds meaning to the selection. Interpret details to complete a task, solve a problem, or perform procedures (5.13A) Read procedural text, (recipes, math problem, directions, or other texts). Review text structures and how this type of text is sequential, chronological, or descriptive. Help students see it could be a combination. (WE) Pull out the details that helped us know the text was procedural. How do we read this type of text. Create a list of texts types give a task, solve a problem, or perform procedures. Discuss how to interpret such text and how it is different and similar from the other types. WRITING Write expository responses (5.18C) Assessment Connections WRITING Collection of expository responses in WRN (5.18C) Graded in the 15 th week Resources Page8

enunciation, natural gestures, and conventions of language to communicate ideas effectively. After reading informational text (suggested texts: SS or Science textbook selections) respond to the following prompt: List the text and graphic features, what meaning do the features bring to the piece, and how do the features support and build meaning? (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. Figure 19 ) (A) establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension; ) (D) make inferences about text and use textual evidence to support understanding; ) (E) summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts ) (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence ELPS: (2H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations Writing Expository & Procedural Text Continue to work on multi-paragraph essays (5.18Ai, ii, iii, iv) Introductions and concluding paragraphs (5.18Ai); key ideas and evidence (5.18Aii); facts, details, and examples (5.18Aiii); use a variety of sentence structures and transitions to link paragraphs (5.18Aiv) (WE) Use the Heart Map from the first three weeks (collected ideas) and discuss how to choose ideas. Put students in groups to take turns EXPLAINING their own ideas. Have the groups decide which topic each student seems to be explaining the most about. That will be the topic they will write about. (I) Explicitly teach that All expository writing pushes forward an idea with the PUNCH (Thesis Statement) and what supports it! (YOU) Create a thesis statement and use the X-factor (Elizabeth Martin tool) the come up with four ideas-specific facts that will support the thesis, (these should be ideas that can be expanded on, including appropriate examples into writing a paragraph about). (WE) Peer and teacher conferences over the thesis statements and supporting ideas; begin writing the informational (expository piece). Think about the purpose for writing and what main text structure should be used. OWC/Conventions Review from the previous 3 weeks - Prepositions & prepositional phrases (5.20V) Complete simple & compound sentences with subject-verb agreement (5.20C); Comma in compound sentences (5.21Bi) (WE) Since simple and compound sentences have been addressed in the previous two grades, this should be a review lesson; use mentor text to show proper models of simple and compound sentences; discuss why variety is important. (WE) Students will revise one another s papers for sentence variety for the effects on the paper. Students will also edit for proper subject-verb agreement and commas in the correct place for compound sentences. Oral/Written Conventions/Spelling Complete word work activities, compile word lists in WRN/Literacy notebooks; use words correctly in their writing. (5.22Bi) Greek Roots photo & graph (examples: photograph, choreography, photocopy, photocopier, photosynthesis, autograph, graphic, calligraphy, paragraph, graphite) (5.22Bi) Greek Root meter (examples: meter, perimeter, thermometer, barometer, speedometer, millimeter, kilometer, diameter, geometry, metric) Page9

(3C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired (4J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and (4K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. (5F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired CCRS: (IA3) Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information, organize material generated, and formulate thesis. (IA4) Recognize the importance of revision as the key to effective writing. Each draft should refine key ideas and organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to the author s (5.22Bii) Latin Root spec (examples: inspection, perspective, retrospect, spectator, prospect, spectacle, spectacular, aspect, prospector, suspect) You can use Everyday Spelling to supplement: Unit 11, pp. 56-59; Unit 12, (Review Unit) pp. 60-65; Unit 13, pp. 66-69 Instructional Strategies & Activities WEEK 16-17 READING Vocabulary Development Roots and affixes (5.2A) The Latin root scrib = write Dictionary use (5.2E) Informational Text/Culture & History Author s purpose (5.10 & Fig. 19D Expository) (YOU) Share the SMART Notebook Author s Purpose lesson (click here to retrieve the lesson from the SMART Notebook fille) (WE/YOU) participate in the lesson posted in the SMART Notebook folder (click here to retrieve) (Click here for the second part of lesson) Click here for the Michael Jackson article). Summarize and paraphrase within and across texts (Fig 19E) (I) Review text structure, author s purpose, main idea and details, through reading of an article from Time for Kids or other resources. Use the chart to analyze those qualities in the articles that you can retrieve from the TISD Smart Content folder by clicking here. The final column is for summarizing and/or paraphrasing the articles or paragraphs of one article by using the information filled out on the chart. Help students understand they can use the analysis to help them understand the whole piece and/or paragraph(s) Another lesson idea can be found by clicking here. This resource has both English and Spanish translations within the lesson. Make connections-literary & informational text (Fig. 19F) See lesson idea by clicking here to retrieve from the TISD Smart Content folder Discuss and write connection reflections across texts with similar topics (Fig. 19F and 5.11Eexpository) Could be a daily grade activity. WRITING Write literary & expository responses (5.18C) Continue to respond to text for literary and expository purposes: What are some connections you can make between your novels and expository text? Writing Expository & Procedural Text Continue to work on multi-paragraph essays (5.18Ai, ii, iii, iv) Assessment Connections WRITING Use the writing process to write an informational essay-expository /procedural: revised and edited for structure and conventions (5.15CD & 5.18Ai, ii, iii, iv) Graded during week 16-17, but started in the first part of the marking period. READING Understanding and analysis of expository/proce dural text through a cold read and teachermade questions that cover TEKS 5.11A-D; 5.13AB; Fig. 19E) include a Summary/ paraphrase text (Fig. 19E) Resources Page10

purpose. (IIA2) Use text features and graphics to form an overview of informational texts and to determine where to locate information. (IIA3) Identify explicit and implicit textual information including main ideas and author s purpose. (IIIB1)Participate actively and effectively in one-on-one oral communication situations. (IIIB2) Participate actively and effectively in group discussions introductions and concluding paragraphs (5.18Ai); key ideas and evidence (5.18Aii); facts, details, and examples (5.18Aiii); use a variety of sentence structures and transitions to link paragraphs (5.18Aiv) (WE) Continue writing expository pieces; peer and teacher conferences over revising for sentence variety (simple and compound sentences; transitions; prepositional phrases; and subject verb agreement); Revisit writing goal as students continue writing-am I working towards my writing goal? (YOU) Write the final draft of the essay and place in the Writing folder for grading Oral/Written Conventions/Spelling Complete word work activities, compile word lists in WRN/Literacy notebooks; use words correctly in their writing. (5.22Bii) Latin Root scrib (transcribe, manuscript, prescribe, prescription, inscribe, inscription, subscription, scribble, scribe, scriputre) You can use Everyday Spelling to supplement: Unit 14, pp. 70-73 P = primary grades (K-2); M = middle grades (3-5); U = upper grades (6-8) Chronological Sequence: Cause and Effect: Aliki. Milk from cow to carton(p- Ammon, R. Conestoga wagons. M) Asch, Frank. Turtle tale. Carrick, C. Octopus(M) Blos, Joan W. Old Henry Cole, J. My puppy is born(p-m) Branley, F.M. Flash, crash, rumble, roll. (P-M) Gibbons, G. Lights! Camera! Branley, F.M. Volcanoes.(P-M) Action!(M) Branley, F.M. What makes day and night? (P-M) Giblin, J. C. The amazing life of Carle, Eric. The grouchy ladybug. Crowell. Benjamin Franklin. Scholastic. Florian, Douglas. Turtle day. Jaspersohn, W. Ice cream.(m-u) Galdone, Paul. What s in fox s sack? Lasky, K. Sugaring time. (M-U) Ginsburg, Mirra. Across the stream. Macaulay, D. Castle. (M-U) Heller, R. The reason for a flower. (M) Mosher, B. Fly: A brief history of Hogrogian, Nonny. One fine day. flight. Hooper, M. The drop in my drink: The story of water on Provensen, A. The buck stops our planet. here.(m-u) Hutchins, Pat. Rosie s walk.. Walkdman, N. The golden city: Polacco, Patricia. The bee tree. Jerusalem s 3000 years. Atheneum. Pringle, L. Fire in the forest: A cycle of growth and Wheatley, N. My place. (M-U) renewal. Remy, Charlip. Fortunately. Root, Phyllis. The old red rocking chair. Selsam, M.E. Where do they go? Insects in winter.. (P-M) Showers, P. What happens to a hamburger? (P-M) Turner, Ann. Nettie s Trip south Ueno, Noriko. Elephant buttons. Van Lann, Nancy. The big fat worm. Wood, Audrey and Don. The napping house. Books that Exemplify the Use of Informational Text Structure Comparison and Contrast: Ash, R. & Dorling K. Fantastic book of comparisons. Gibbons, G. Fire! Fire! (P-M) Lasker, J. Merry ever after: The story of two medieval weddings.. (M-U) Markle, S. Outside and inside trees. (M) Munro, R. The inside-outside book of Washington, D.C. (M- U) Murphy, J. The great fire. Osbourne, M. P. One world, many religions. Rauzon, M. J. Horns, antlers, fangs, and tusks. (P-M) Rowan, J.P. Butterflies and moths (A new true book).(m) Spier, P. We the people.(m-u) Description: Balestrino, P. The skeleton inside you.(p) Branley, F.M. What the moon is like.(m) Fowler, A. It could still be a bird.(p-m) Hansen, R., & Bell, R.A. My first book of space.(m) Horvatic, A. Simple machines.(m) Parish, P. Dinosaur time.(p) Patent, D.H. Feathers. (M-U) Pringle, L. A dragon in the sky: The story of a green darner dragonfly. Simon, S. Crocodiles and alligators. Swanson, D. Safari beneath the sea: The wonder world of the North Pacific coast. Problem and Solution: Cole, J. Cars and how they go.(p-m) Heller, R. How to hide a whippoorwill and other birds. (P-M) Jackson, D. The wildlife detectives: How forensic scientists fight crimes. Lauber, P. How we learned the Earth is round. (P-M) Lavina, E. If you traveled on the underground railroad. (M-U) Montgomery, S. The man-eating tigers of Sundarbans. Showers, P. No measles, no mumps for me.(p-m) Simon, S. The dinosaur is the biggest animal that ever lived and other wrong ideas you thought were true (M) Zoefeld, K. W. Dinosaur young: Uncovering the mystery of dinosaur families. Page11