Fourth Grade - DePaul University



The Connected Curriculum

GRADE 5

Curriculum Map

Standards-Based Scope and Sequence for Teaching and Assessment

with integrated principles and strategies of special education.

This guide was prepared by the DePaul Center for Urban Education

through support from the Polk Bros. Foundation Teacher Leadership Network.

Relevant resources for instruction, independent learning, and assessment:

.

Fifth Grade

Mid- and End-of Quarter Competencies to Assess

First Semester

This chart provides assessment priorities for every five or four weeks.

| |Week 5 |Week 9 |Week 14 |Week 19 |

|Word Knowledge |Identify and give examples |Explain and give examples: |Explain literal, |Identify and give examples of parts of |

|1A |of root, prefix, suffix, |homonyms, antonyms, |figurative; paraphrase text|speech. |

| |compound |synonyms; multiple meaning | |Make explanation/guide to how to use |

| | |words | |structures to figure out word meaning |

| |Make own grammar glossary | | |when reading. (Root, prefix, suffix) |

|Reading Strategies: |Read a new selection and |Identify and infer traits, |explain reason for choice |Locate and classify information; |

|I CAN . . . with a variety|Identify and infer traits, |motive, sequence, |of words; |Answer analytic and inferential |

|of texts |motive, sequence, |cause-effect with evidence |give examples of theme in |questions. Tell how to answer them. |

| |cause-effect; make |Explain how to survey |different texts |Explain how to answer an evaluative |

| |predictions and infer | | |question. |

|Goals 1, 2 |cause-effect with evidence | | |Write about what you think based on |

| |Explain how to survey | | |what you read and what you knew. |

|Fluency |Students read aloud with |Students read aloud with |Students read aloud with |Students read aloud with increased |

|ILS1B,4AB |increased fluency. |increased fluency. |increased fluency. |fluency. |

|Writing |Write, edit sentences and |Write, edit essay |Edit/write expository essay|write expository essay |

|and Illustrating |with components of weeks 1-4| |Write own guide to writing |Write guide to writing an expository |

|Goals 3, 4 | | |an expository essay. |essay. |

| |Write paragraph (this will | | | |

| |identify Learning Priorities| | | |

| |for Weeks 6-9) | | | |

|Content |GEOGRAPHY |ECOLOGY |CULTURE |PHYSICS/TECHNOLOGY |

| |Make US geography guide—or |List, illustrate, describe|List, illustrate, give |List, give examples of key |

| |write the story of a US |features and explain |examples of choices of a |terms/concepts; describe, |

| |geography journey; include |relationships use terms |culture; |diagram, and explain relationships in |

| |map and explain features |correctly. |Write/illustrate to explain|energy and motion, flight, heat and |

| |and relationships |Write to clarify an |values and traditions |light. |

| |use terms correctly. |environment or | | |

| | |environmental issue. | | |

|MATH |Make a math glossary, |Make a math glossary, |Make a math glossary, |Make a math glossary, guide/booklet. |

|Insert the math skills and|guide/booklet. |guide/booklet. |guide/booklet. |Use math to describe situations and |

|strategies from the |Use math to describe |Use math to describe |Use math to describe |solve problems. |

|program you use. |situations and solve |situations and solve |situations and solve | |

| |problems. |problems. |problems. | |

Fifth Grade

Mid- and End-of Quarter Competencies to Assess

Second Semester

This chart provides assessment priorities for every five or four weeks.

| |Week 24 |Week 29 |Week 34 |Weeks 37-8 |

|Word Knowledge |paraphrase |Explain and give examples of |Make a list of ways to figure |Chart and diagram the words of|

|1A |Make own vocabulary guide |word structures; |out unfamiliar words when |the year. |

| | |use words of the week in |reading. | |

| |Use words of the week in |sentences. | | |

| |sentences. | | | |

|Reading Strategies: |Simulate ISAT |Explain how to answer |Next Grade Prep |I can synthesize information |

|I CAN . . . with a variety of| |questions: literal, analytic,|Identify skills needed for |-- what have I learned— |

|texts |Analyze the questions. |inferential, evaluative |next grade. |Learning Yearbook |

| | | |Choose a topic for next five | |

| |Write test-taking guide | |weeks of reading. |ILS 5A, 1B |

|Goals 1, 2 | | | | |

| | | | | |

|Fluency |Students read aloud with |Students read aloud with |Students read aloud with |Students read aloud with |

|ILS1B,4AB |increased fluency. |increased fluency. |increased fluency. |increased fluency. |

| | | | | |

| | | | | |

|Writing |Write guide to writing essays |What did we learn from ISAT? |Make your own writing |Learning Yearbook: expand |

|and Illustrating |3A, B | |yearbook— |it--what have I learned about |

|Goals 3, 4 | | |What I have learned about |writing? |

| | | |writing. | |

| | | | | |

| | | | |ILS 4BC |

|Content |ECONOMICS |SCIENCE SYSTEMS |GOVERNMENT |DISCOVERIES |

| | | | | |

| |Write about economic changes in|Based on what you knew and |Based on what I knew and what |Learning Yearbook: what have I|

| |the US—past/present/future |what you learned, write and |I learned, what would I |learned about science this |

| | |illustrate a guide abut |include in a book about US |year? |

| | |systems |government? | |

|MATH |Make a math glossary, |Make a math glossary, |Make a math glossary, |Make a math glossary, |

|Insert the math skills and |guide/booklet. |guide/booklet. |guide/booklet. |guide/booklet. |

|strategies from the program |Use math to describe situations|Use math to describe |Use math to describe |Use math to describe |

|you use. |and solve problems. |situations and solve |situations and solve problems.|situations and solve problems.|

| | |problems. | | |

| | | | | |

| | | | | |

| | | | | |

Fifth Grade: Weeks 1-5 Curriculum Map

| |Week 1 |Week 2 |Week 3 |Week 4 |Week 5 assess, clarify, |

| | | | | |expand |

|Word Knowledge |Assess student | Identify root word |Analyze prefix and suffix |Construct compound words|Identify and give |

|1A |Abilities |Use dictionary | |Use/make glossary |examples of root, prefix,|

| |Include consonant and | | | |suffix, compound |

| |vowel review—if needed | | | | |

| |include additional phonics| | | |Make own grammar glossary|

| |work. | | | | |

|Reading Strategies: |Read/listen to |Read/listen to |Survey—skim text, identify|Read/ |Read a new selection and |

|I CAN . . . with a |identify/infer traits of |identify/infer motive |structure and preview kind|listen to identify and |Identify and infer |

|variety of texts |person/character 1B |1B,C |of content, develop “big” |infer and support |traits, motive, sequence,|

| | |Analyze author’s choice of|question, make, confirm |cause-effect in fiction |cause-effect; make |

| |Follow 2-4 step directions|words |predictions |and non-fiction |predictions and infer |

|Goals 1, 2 |(4A) |2A |Summarize, identify main |1B,C |cause-effect with |

| | |Take reading interest |idea | |evidence |

| | |inventory. |1B | |Explain how to survey |

| | | | | |(get the “big picture”) |

| | | | | |Summarize, identify main |

| | | | | |idea |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

| | | | | |increased fluency. |

|ILS1B,4AB | | | | | |

|Writing |Write complete sentences |Expand sentence: |Expand sentence: |The Writing Process |Write, edit sentences and|

|and Illustrating |with a variety of | | | |with components of weeks |

|Goals 3, 4 |punctuation. |Adjective and adverb |Clause and conjunction |Write paragraph with |1-4 |

| |Recommended: Diagram | | |clear focus and support |Write paragraph (this |

| |sentence |Recommended: Diagram |Recommended: Diagram | |will identify Curriculum |

| | |sentence |sentence | |Map for Weeks 6-9) |

|Content |Location: Where are we? |Place: Our land—from sea |Region: What regions are |Movement: Traveling in |Make US geography |

|US |America, capital |to shining sea |in the US? |the US |guide—or write the story |

|Geography |continent |canyon, elevation |coast, desert, drought, |gulf stream |of a US geography |

|Goal 17 |individual |Island, landform |hemisphere, inland, |immigrant, inland |journey; include map and |

| |nation |mountain, peninsula |latitude, longitude |ocean, port, sea |explain features and |

|Research |responsibilities |plateau, relief map |polar, vegetation |shipment |relationships |

|Goal 5 |rights, United States |valley | |transportation |use terms |

| | | | |tributary |correctly. |

|MATH | | | | |Make a math |

|Insert the math | | | | |guide/booklet. |

|skills and | | | | |Use math to describe |

|strategies from the | | | | |situations and solve |

|program you use. | | | | |problems. |

| | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week | | | | | |

| | | | | | |

Fifth Grade: Weeks 6-9 Curriculum Map

| |Week 6 |Week 7 |Week 8 |Week 9 assess, clarify, expand |

|Word Knowledge |Identify, use multiple-meaning |Identify, use multiple-meaning |Identify and classify homonyms, |Explain and give examples: |

| |words |words |synonyms, antonyms |homonyms, antonyms, synonyms; |

|1A | | | |multiple meaning words |

|Reading Strategies:|Read/listen to |Read/listen to |Survey, question, make, confirm |Identify and infer traits, |

| |identify/infer traits of person/|identify/ |predictions |motive, sequence, cause-effect |

|I CAN . . . with a |character |infer motive with evidence | |with evidence |

|variety of texts | |ILS 1A,C |Summarize |Explain how to survey |

| |Infer meaning from context and | | | |

| |visuals |Analyze author’s choice of words|1A | |

|Goals 1, 2 |ILS 1A |2A | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

| | | | |increased fluency. |

|ILS1B,4AB | | | | |

|Writing |The Writing Process |The writing process |The writing process |Write, edit essay |

|To Inform |Write paragraphs |Write paragraphs |Paragraph | |

| |--focus |--support/ |--organization | |

|Goals 3 and 4 | |elaboration |Write essay | |

| |Outline essay |write essay | | |

|Content |Ecology of North America |How plants grow in a region: |How animals live in a region: |List, illustrate, describe |

| |(features): biologist, community|algae, amoebae |adapt, behavior |features and explain |

|Ecology |ecosystem, environment |cell, chlorophyll |cold-blooded, inherit |relationships use terms |

| |habitat, population |fern, photosynthesis |instinct, pupa |correctly. |

|Research | |spore |response, stimulus |Write to clarify an environment |

|Goal 5 |12A | |warm-blooded |or environmental issue. |

| |Survey to identify theme/idea |12A,B |biology, botany | |

| | |Make/use chart |cell, decompose | |

| | |Summarize |extinction | |

| | | |membrane, nucleus | |

| | | |population | |

| | | |12A,B; 13B | |

| | | |Make/use diagrams | |

| | | |Summarize | |

|MATH | | | |Make a math guide/booklet. |

|Insert the math | | | |Use math to describe situations |

|skills and | | | |and solve problems. |

|strategies from the| | | | |

|program you use. | | | | |

| | | | | |

|Math Words | | | |Make a Math Glossary |

|List terms students| | | | |

|will use this week.| | | | |

| | | | | |

| | | | | |

| | | | | |

Fifth Grade: Weeks 10-14 Curriculum Map

| |Week 10 |Week 11 |Week 12 |Week 13 |Week 14 assess, clarify,|

| | | | | |expand |

|Word Knowledge |Distinguish literal, |Paraphrase |Construct |Construct/answer vocabulary|Explain literal, |

|ILS 1A |figurative | |Vocabulary questions |questions |figurative; paraphrase |

| | | | | |text |

| | | | | | |

|Reading Strategies: |restate/paraphrase meaning |interpret author's |Identify idea/theme in |Analyze idea/theme in |explain reason for |

|I CAN . . . with a | |choice of words |different stories/texts |different stories/texts |author’s choice of |

|variety of texts | | | | |words; |

| |summarize what you read |Write about what you |1B,C,D, 2A, B |1B,C, 2A, B |give examples of theme |

| |1B |read and what you | | |in different texts |

|Goals 1, 2 | |knew—summary | | |paraphrase text |

| | | | | | |

| | |1B, 2A | | | |

|Fluency |This week’s read aloud: |This week’s read |This week’s read aloud: |This week’s read aloud: |Students read aloud with|

|ILS 1B, 4AB | |aloud: | | |increased expression |

| | | | | |Students explain how to |

| | | | | |read with expression |

|Writing and |Outline expository |Edit expository essay|Organize/Write narrative |Organize/Write narrative |Edit/write essay |

|Illustrating |essay; write |for transitions 3B |essay with focus, |essay with focus, support,|Write own guide to |

|emphasis: |with clear focus 3B | |support, organization and|organization, clear |writing an essay. |

|narrative | | |clear introduction 3B |introduction and conclusion| |

| | | | |3B | |

|Content: |Read and write about Kinds of|Read and write about |Rea and write about How |Read and write about values|List, illustrate, give |

| |shelter (homes) people had in|Getting food in the |and why communication |of the U.S. that have |examples of choices of a|

|Culture |the U.S. |U.S. |technology changed |stayed the same; values |culture; |

| |16A, D, 5A |5A, 16A,D |5A16A,D, |that changed 18A,C, 5A |Write/illustrate to |

| | | | | |explain values and |

| | | | | |traditions |

|MATH | | | | |Make a math |

|Insert the math | | | | |guide/booklet. |

|skills and | | | | |Use math to describe |

|strategies from the | | | | |situations and solve |

|program you use. | | | | |problems. |

| | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

| | | | | | |

| | | | | | |

Fifth Grade: Weeks 15-19 Curriculum Map

| |Week 15 |Week 16 |Week 17 |Week 18 |Week 19 assess, clarify,|

| | | | | |expand |

|Word Knowledge ILS|Classify parts of speech in |Identify root words |Use structure |Use structure |Identify and give |

|1A |text. |and prefixes. |(root-prefix-suffix) to |(root-prefix-suffix) to |examples of parts of |

| | | |determine word meaning in|determine word meaning in |speech. |

| | | |text. |text. |Make guide to figure out|

| | | | | |word meaning when |

| | | | | |reading. |

|Reading |Locate information in chart, |Identify and organize |Identify and organize |evaluate fact/ |Locate and classify |

|Strategies: |index, reference book; |information in charts,|information in charts, |opinion |information; |

|I CAN . . . with a|Classify information |diagrams |diagrams |ask/answer evaluative |Answer analytic and |

|variety of texts |Ask/answer analytic questions |Ask/answer analytic |Ask/answer analytic and |questions—give reasons. |inferential and |

| |Write about what you think |questions |inferential questions | |evaluative questions. |

| |based on what you read and |Write about what you |Write about what you |Write about what you think |Tell how to answer them.|

|Goals 1, 2 |what you knew. |think based on what |think based on what you |based on what you read and | |

| |1B,C, 5A |you read and what you |read and what you knew. |what you knew. | |

| | |knew. |1B,C, 5A |1B,C; 2A, 5A | |

| | |1B,C, 5A | | | |

|Fluency |This week’s read aloud: |This week’s read |This week’s read aloud: |This week’s read aloud: |Students read aloud with|

|ILS 1B, 4AB |Check reading rate and |aloud: | | |increased fluency. |

| |comprehension—set target to | | | | |

| |improve. | | | | |

|Writing and |Outline, |Outline and Write |Outline and Write |Outline, write news report |write essay |

|Illustrating |write narrative essay with |narrative essay with |narrative essay with |with emphasis on focus, |Write guide to writing a|

|emphasis: |emphasis on focus and support |emphasis on focus, |emphasis on focus, |support, coherence 3B, C |narrative essay. |

|narrative |3B,C |support, transitions |support, transitions 3B,C| | |

| | |3B,C | | | |

|Content |Read/experience/write/illustra|Read/experience/write/|Read/experience/write/ill|Read/experience/write/illus|List, give examples of |

|Technology/ |te about: energy and motion: |illustrate about: |ustrate about flight: |trate about: heat and |key terms/concepts; |

|Physics |energy, motion, power, rate |energy and motion: |Bernoulli's principle, |light: absorption, |describe, |

| |11,12D,5A |conductor, friction, |drag, lift, |conduction, convection, |diagram, and explain |

| | |fuel, |mechanical, thrust, |illuminate, incandescent, |relationships in energy |

| | |magnet |velocity |neon, radiation, |and motion, flight, heat|

| | | |11, 12D, 5A |reflection, refraction |and light. |

| | | | |11, 12C, 5A | |

|MATH | | | | |Make a math |

|Insert the math | | | | |guide/booklet. |

|skills and | | | | |Use math to describe |

|strategies from | | | | |situations and solve |

|the program you | | | | |problems. |

|use. | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms | | | | | |

|students will use | | | | | |

|this week. | | | | | |

Fifth Grade: Weeks 20-24 Curriculum Map

| |Week 20 |Week 21 |Week 22 |Week 23 |Week 24 assess, |

| | | | | |clarify, expand |

|Word Knowledge |Infer the meaning of a word |Infer the meaning of a|Construct/ |Construct/answer |Explain how to infer |

|ILS 1A |in a sentence. |word in a paragraph. |answer |vocabulary questions |the meaning of a word |

| | | |vocabulary questions | |from context. |

| |Test-Prep words: |Test-Prep words: | |Test Prep Words: | |

| | | |Test Prep Words: | | |

|Reading |Students identify/make/answer|Identify main idea, |Students identify/ |Students identify/make/answer|Write guide to reading |

|Strategies: |literal and inferential |details 1B, 1C |make/answer analytic |evaluative questions |non-fiction. |

|I CAN . . . with a|questions |Scan to find |questions |fiction and | |

|variety of texts |fiction and non-fiction |information |fiction and |nonfiction |Make test-taking guide |

| |Skim to preview |Simulate ISAT |nonfiction |1B, 1C | |

| |1B, 1C |Discuss challenging |1B, 1C |Simulate ISAT | |

|Goals 1, 2 | |items. | | | |

|Fluency |This week’s read aloud: |This week’s read |This week’s read aloud: |This week’s read aloud: |Students read aloud |

|ILS 1B, 4AB | |aloud: | | |with increased fluency.|

| | | | | |Students explain how to|

| |Check reading rate and | | | |adjust rate to succeed |

| |comprehension | | | |on ISAT reading test. |

| |—set target to improve. | | | | |

|Writing |EXTENDED RESPONSE: |EXTENDED RESPONSE: |EXTENDED RESPONSE: |EXTENDED RESPONSE: |Write guide to writing |

| |write about what you are |write about what you |write about what you are|write about what you are |an extended response |

| |reading 3B |are reading 3B |reading 3B |reading 3B |3 B |

| | | | | | |

|Content |Read, illustrate, graph, |Read, illustrate, |Read, illustrate, graph,|Read, illustrate, graph, |Write about economic |

|Economics |write about the US economy |graph, write about the|write about the US |write about the US economy |changes in the |

|ILS 5A and data |Topic: _________ |US economy |economy |Topic: _________ |US—past/present/ |

|analysis | |Topic: _________ |Topic: _________ | |future |

|plus content goals|ILS15ABCD | | |ILS15ABCD | |

| | |ILS15ABCD |ILS15ABCD | | |

|MATH |ISAT Prep Priorities: |ISAT Prep Priorities: |ISAT Prep Priorities: |ISAT Prep Priorities: |Make a math |

|Insert the math | | | | |guide/booklet. |

|skills and | | | | |Use math to describe |

|strategies from | | | | |situations and solve |

|the program you | | | | |problems. |

|use. | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms | | | | | |

|students will use | | | | | |

|this week. | | | | | |

| | | | | | |

Fifth Grade: Weeks 25-29 Curriculum Map

| |Week 25 |Week 26 ISAT |Week 27 ISAT |Week 28 |Week 29 |

|Word Knowledge |Make up vocabulary |Words of Inspiration |Words of Persistence |Words of Resilience |Use the words to write a |

|ILS 1A |questions | | | |poem. |

| | | | | | |

|Reading Strategies:|Make ISAT Reading |Analyze questions |Analyze questions |Ask/identify and respond to|Explain how to answer |

| |Guide—How to Think Well |1B |1B |relevant questions at all |questions: literal, |

|I CAN . . . with a |on ISAT | | |levels with evidence, |analytic, inferential, |

|variety of texts | | | |different kinds of texts |evaluative |

| | | | |1B | |

| | | | | | |

|Goals 1, 2 | | | | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: | |

|ILS 1B, 4AB | | | | |Read aloud with increased|

| | | | | |fluency. |

| |Check reading rate and | | | | |

| |comprehension—set target | | | | |

| |to improve. | | | | |

|Writing |Make ISAT Writing |Write about an inspiring |Write an inspiring poem. |Write an inspiring poem. |Explain how to write |

|Persuasive |Guide—How to Write Well |person 3B, C |3B, C |3B, C |persuasively. |

| |on ISAT | | | | |

|Content SYSTEMS |Read, illustrate, write |Read, illustrate, write |Read, illustrate, write |Read, illustrate, write |Based on what you knew |

|ILS 5A plus content|about the _____________ |about the _____________ |about the _____________ |about the _____________ |and what you learned, |

|goals |system |system |system |system |write and illustrate a |

| | | | | |guide abut systems |

|MATH |Make ISAT Math Test | | | |Make a math |

|Insert the math |Success Guide—How to Solve| | | |guide/booklet. |

|skills and |Problems Well | | | |Use math to describe |

|strategies from the| | | | |situations and solve |

|program you use. | | | | |problems. |

|Math Words |Use test-taking terms as | | | |Make a Math Glossary |

|List terms students|this week's math words | | | | |

|will use this week.| | | | | |

Fifth Grade: Weeks 30-34 Curriculum Map

| |Week 30 |Week 31 |Week 32 |Week 33 |Week 34 assess, clarify,|

| | | | | |expand |

|Word Knowledge |I can infer from |I can use root words.1A |I can figure out | |Make a list of ways to |

|ILS 1A |context.1A | |unfamiliar words with | |figure out unfamiliar |

|Set priorities based on| | |different strategies.1A | |words when reading. |

|current progress and | | | | | |

|next grade prep | | | | | |

| | | | | | |

|Reading Strategies: |I can ask and answer |I can ask and answer |I can ask and answer |Use full repertoire |Next Grade Prep |

|I CAN . . . with a |different kinds of |different kinds of |different kinds of |with a variety of texts |Identify skills needed |

|variety of texts |questions. |questions. |questions. | |for next grade. |

| | | | | |Choose a topic for next |

|Goals 1, 2 | |ILS 1B,C; | | |five weeks of reading. |

| |ILS 1B,C; | |ILS 1B,C | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with|

|ILS 1B, 4AB | | | | |increased fluency. |

| |Check reading rate and | | | |Students explain how to |

| |comprehension—set target | | | |adjust rate to maintain |

| |to improve. | | | |fluency and |

| | | | | |comprehension. |

|Writing |I can write a letter |I can write a poem. |I can write a poem or |I can write poem or song |Make your own writing |

| | | |song. | |yearbook— |

|emphasis: | | | | |What I have learned |

|creative |ILS 3A,B,C |ILS 3A,B,C | |ILS 3A,B,C. |about writing. |

| | | |ILS 3A,B,C. | | |

|Content |Read, illustrate, write |Read, illustrate, write |Read, illustrate, write |Read, illustrate, write |Based on what I knew and|

|GOVERNMENT |about the US government. |about the US government.|about the US government. |about the US government. |what I learned, what do |

| |Topic: _________ |Topic: _________ |Topic: _________ |Topic: _________ |I think is important to |

|ILS 5A plus content | | | | |understand US |

|goals | | | | |government? |

|MATH | | | | |Make a math |

|Insert the math skills | | | | |guide/booklet. |

|and strategies from the| | | | |Use math to describe |

|program you use. | | | | |situations and solve |

| | | | | |problems. |

| | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

Fifth Grade: Weeks 35-38 Curriculum Map

| |Week 35 |Week 36 |Week 37-8 |

|Word Knowledge | |Words of the year—use them to write about|Synthesis: Review and present the |

| |Words of the Year—classify by categories |the year’s learning. |important learning of the year. |

|ILS 1A | | | |

| | | | |

|Reading Strategies: |My favorite books—what I read that I like.|My favorite poem |Read Poems |

|I CAN . . . with a | | | |

|variety of texts |ILS 2A,B; 1C | | |

| | |ILS 1B, 2B | |

| | | | |

|Goals 1, 2 | | |celebrate learning |

|Fluency |This week’s read aloud: |This week’s read aloud: |Students read aloud with increased |

|ILS 1B, 4AB | | |fluency. |

| | | | |

| | | | |

|Writing |6th grade prep: |Learning Yearbook: expand it--what have I|Synthesis: Review and present the |

| |how do you outline a topic |learned about writing? |important learning of the year. |

|emphasis: | | | |

|creative | |ILS 4BC | |

| |ILS 3B | |ILS 3C |

|Content: |What have people discovered? |What do I want to learn |What have I discovered this school year? |

|Discoveries and |ILS 11 A,B, C |about-invent-discover? |Write your own discovery booklet. |

|Inventions | |How will I do it? | |

| | | | |

| | |ILS 11 A,B, C | |

|MATH | | |Make a math guide/booklet. |

|Insert the math skills | | |Use math to describe situations and solve |

|and strategies from the | | |problems. |

|program you use. | | | |

| | | | |

| | | | |

|Math Words | | |Make a Math Glossary |

|List terms students will| | | |

|use this week. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download