Literary Indicator



|Literary Indicator |Informational Indicator |Complementary

Indicator/s &

Writing Workshop |Ongoing

Indicators |MAP

Mean 208-211

| |Clarification of

Bloom’s Verb |Reading Mini-Lesson or Guided Reading Notes |Poetry Connections |Interactive Read Alouds |Testing as a Genre/ Testing Notes | | |5th Grade Second Nine Weeks Row 1 | |5th Grade Second Nine Weeks Row 1 | |

|Fifth |5-1.1 Analyze literary texts to draw conclusions and make inferences. |5-2.2 Analyze |5-2.5 Use titles, print styles, chapter headings, captions, subheadings, and white space to gain information. |

|Grade | |informational | |

|– | |texts to draw |5-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information. |

|Second| |conclusions and| |

|Nine | |make |5-2.7 Use functional text features (including tables of contents, glossaries, indexes, and appendixes). |

|Weeks | |inferences. | |

| | | |5-6.1 Clarify and refine a research topic |

| | |Social Studies | |

| | |5-3.1-3.2 |5-6.2 Use print sources and nonprint sources to access information. |

| | |Inventions/ | |

| | |Inventors: |5-6.3 Select information appropriate for the research topic. |

| | |Light bulb- | |

| | |Edison |5-6.4 Paraphrase research information accurately and meaningfully. |

| | |Telegraph- | |

| | |Edison |5-6.7 Use vocabulary that is appropriate for the particular audience or purpose. |

| | |Telephone- Bell| |

| | |Mass production| |

| | |– |Embed research standards during social studies and science lessons. |

| | |Transportation | |

| | |Wright Brothers| |

| | |Einstein |Writing Workshop |

| | |(Ch. 4-5) |Essay |

| | | | |

| | |Science | |

| | |(for the nine | |

| | |weeks) | |

| | |Landforms | |

|Fifth |5-1.5 Interpret the effect of the author’s craft (for example, tone, figurative language, dialogue, and imagery) on the meaning of literary texts. |5-2.3 Analyze a|5-1.2 Differentiate among the first-person, limited-omniscient (third person), and omniscient (third person) points of view. |

|Grade | |given text to | |

|– | |detect author | |

|Second| |bias (for |5-6.1 Clarify and refine a research topic |

|Nine | |example, | |

|Weeks | |unsupported |5-6.2 Use print sources and nonprint sources to access information. |

| | |opinions). | |

| | | |5-6.3 Select information appropriate for the research topic. |

| | |Social Studies | |

| | |5-3.3—3.4 |5-6.4 Paraphrase research information accurately and meaningfully. |

| | |Immigrants, | |

| | |cities |5-6.7 Use vocabulary that is appropriate for the particular audience or purpose. |

| | |Industry/ big | |

| | |business | |

| | | |Embed research standards during social studies and science lessons. |

| | |Science | |

| | |(for the nine | |

| | |weeks) |Writing Workshop |

| | |Landforms |Fiction |

Fifth Grade – Second Nine Weeks |5-1.10 Predict events in literary texts on the basis of cause-and-effect relationships. |5-2.8 Predict events in informational texts on the basis of cause-and-effect relationships.

Social Studies

5-3.5, 3.6

Reforms, Prohibition, WWI, Spanish – Am. War, annexation

Science

(for the nine weeks)

Landforms |5-1.4 Analyze literary texts to distinguish between direct and indirect characterization.

5-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.

5-6.1 Clarify and refine a research topic

5-6.2 Use print sources and nonprint sources to access information.

5-6.3 Select information appropriate for the research topic.

5-6.4 Paraphrase research information accurately and meaningfully.

5-6.7 Use vocabulary that is appropriate for the particular audience or purpose.

Embed research standards during social studies and science lessons.

Writing Workshop

Literary Essays

|5-3.1 Use context clues to generate the meanings of unfamiliar and multiple meaning words.

5-3.2 Use Greek and Latin roots and affixes to determine the meanings of words within texts.

5-3.4 Spell correctly

(Multisyllabic,-constructions

Double consonant patterns

Irregular vowel patterns in multisyllabic words.)

5-2.4 5-1.7 Create responses to literary and informational texts through a variety methods.

5-2.9 5-1.11 Read independently for extended periods of time to gain information and for pleasure.

|Determines events as examples of cause and effect in literary and informational text

• Determines the cause for a given event using information supplied in an informational passage

• Explains why a specific event occurred

• Locates the effect for a given cause

• Speculates as to the cause for a given real life effect in informational text

• Evaluates information to determine the most likely cause

| |What is the relationship between?

• Identify, classify, compare, contrast, differentiate, organizing, attributing

• How is ____related to ____? |Cause/Effect

• Students identify a significant action and predict “What would happen if..”

• Create a chart: Fact, What if, Prediction (Alternate endings – Richardson, p. 195)

Cause/Effect

• Students predict events using …What would have happened if? (If you change or delete a certain event or cause – what would happen)

• Students predict a future event on current data based on information. “What will most likely happen?” (sources could be: text, charts, graphs, maps etc.) (Richardson p. 237)

• Create chart with Data, Background knowledge, Question, Prediction

|Awesome Forces by Joan Bransfield Graham Got Geography! Illustrated by Philip Stanton

The Paper Trail by Georgia Heard, A Kick in the Head , Illustrated by Chris Raschka |( The Bobbin

Girl, McCully

• Immigrant Kids, Freedman

• Kids At Work, Freedman

• Christmas in the Trenches, McCutcheon

• Archie’s War, Albright |What is the most important result of…?

• In the future, the (character) will probably…

• According to the passage, why did… or what caused…?

• (The character) is able to find a subject for her poem because…

Testing as a Genre

“Except” | |

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