Shelby County Schools



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricu?lar sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs. How to Use the Literacy Curriculum Maps42005250Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.(3) Building knowledge through content-rich nonfiction. Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:The TNCore Literacy StandardsThe TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Work Finder: can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world. Curriculum Maps, Grades 3-5Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big Idea” for the week. Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text: CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the R Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the learning target statements to help.Study the suggested performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and speaking and listening skills.Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small group instruction and literacy stations.Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.TN DOE Curriculum StandardsLearning OutcomesContent & TasksWeek 1- Lesson 9Reading SelectionsStorm Warriors (Lexile Level 800; p. T 266)Pea Island’s Forgotten Heroes (Lexile Level 790; paired selection)Hurricane Katrina (Donyall Dickey, Complex Text, RI.5.6) Big Idea: Nature deserves our respect. Reading Literature and Informational TextRL.5.3-Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).RL.5.6- Describe how a narrator or speaker’s point of view influences how events are described.RI.5.8- Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Related Science StandardGLE 0507.8.1 Analyze and predict how major landforms and bodies of water affect atmospheric conditions.Strategies and SkillsComprehension SkillConclusions and GeneralizationsPoint of ViewCharacterizationComprehension StrategyInfer/PredictLearning Targets (I Can…)Draw conclusions and generalizations from texts.Identify reasons and evidence to support authors’ views.Understand characterization.Identify first and third person point of view.Integrate information from two or more texts on the same topic.Performance Assessments Journeys Grab-and-Go AssessmentsJourneys Progress MonitoringJourneys Reader’s NotebookWritten summary of a “cold read” text or texts, drawing on specific details from the text Anecdotal evidence from classroom discussionsLiteracy StationsPerformance Task-OptionalSelect 3 short passages; have students identify the point of view and explain using evidence from the text.Text Dependent QuestionsAccording to the text, how do you know that the captain is very grateful? (key details)What is a motto? What does the men’s motto, “You have to go out, but you don’t have to come back” mean? (vocabulary)On page 276, use evidence from the picture to explain what the characters are feeling? (inferences)After reading Storm Warriors and Pea Island’s Forgotten Heroes, what can you conclude about the life of an African American family who ended up on Pea’s Island in the 1890’s? (intertextual connections)Literacy Station ActivitiesComprehension Station –use graphic organizers to identify characterization; practice identifying the author’s point of view; identifying generalizations and conclusions. WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the textLevel 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingHighlight phrases that indicate comparing and contrasting from designated paragraphs with word bank and teacher support.Categorize phrases about the characters or events as similar or different in a T-chart to compare or contrast two or more characters or settings with a peer.Analyze grade-level paragraphs for sentences that indicate similarities or differences to compare or contrast two or more characters or settings using a word bank.Evaluate grade-level text at the page or multi-paragraph level to compare and contrast two or more characters, settings or events with partner assistance.Draw conclusions and make inferences about similarities and differences to compare and contrast two or more characters or settings in grade-level text based on specific details from the text.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder -Click on Transformed MPIs/ELAs Reading Foundational SkillsRF.5.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4a -Read grade-level text with purpose and understanding.Strategies and SkillsPhrasingCompound wordsLearning Targets (I Can…)Use punctuation to guide phrasing when reading a textIdentify compound wordsPhonics and FluencyRead oral texts accuratelyUse morphology to recognize the two words in a compound wordPerformance Assessments Oral reading fluency checks/running recordsSpelling of grade-appropriate words in daily/weekly writingUse of learned patterns to decode unfamiliar wordsJourneys Cold ReadsJourneys Student Book pp. 270 and 275Journeys TE p. T286Journeys Literacy ToolkitLiteracy Station ActivitiesDecoding/word study station: Compound word sort; creating compound words using two root wordsFluency station (optional): read aloud practicing and paying attention to the use of punctuation; repeated readings Writing/ResearchW.5.1a- Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.W.5.1b- Provide logically ordered reasons that are supported by facts and details.Strategies and SkillsSkillsOpinion WritingLinking WordsStrategy Writing pre-assessment of paragraph written from a prompt about a textPOW + TREE mnemonic and graphic organizer materials.aspx Modeled response to text Peer editing pre-assessment for clear evidence in textSelf editing pre-assessment and self-reflectionWriting post-assessment to similar promptLearning Targets (I Can…)Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Clearly state the topic and my opinion about the topic.Routine WritingForming a text-based opinionCiting evidence to support opinionWriting clear topic sentencesWriting Tasks Pre-assessment writing task: We just read about tornadoes and hurricanes. Of these two storms, which one do you think has a greater impact on the people living in a certain area? Explain your response using evidence from the text to support your thinking. ( and ) Post-assessment writing task: In Storm Chasers and Pea Island’s Forgotten Heroes, we read about men who bravely saved lives at sea. Christopher Reeve said this about heroes: “A hero is an ordinary individual who finds the strength to persevere and endure in spite of overwhelming obstacles.” Do you think the characters and people we read about would be considered “heroes” with this definition of heroes? Why or why not? Support your answer with evidence from the texts. Speaking and ListeningSL.5.1c- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on remarks of others.SL.5.1d- Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Strategies and SkillsCollaborate effectivelyThemeLearning Targets (I Can…)Collaborate with peers in discussions to report on grade level text.Understand rules for discussions.Ask and answer questions.Draw conclusions from text.Performance Assessments Journeys Cold ReadsJourneys Level ReadersLiteracy StationsOral ReportsLanguageL.5.4b- Use common, grade-appropriate Greek and Latin roots as clues to the meaning of a word or phrase.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases.Strategies and SkillsSkillsComplex Sentences StrategyLearning Grammar through Writing Learning Targets (I Can…)Learn and use words with Greek and Latin roots.Use reference materials to find pronunciations and word meanings.VocabularyGreek and Latin RootsVocabulary for Explicit InstructionPoint of view, characterization, root, generalization, bold, conclusion, Literacy ActivitiesVocabulary Station- identify word meanings; Identify words containing Greek and Latin roots; Language ArtsComplex SentencesPerformance Assessments ● Edit pre-assessment draft for weekly grammar skill ● Edit for grade-level capitalization and punctuation errors. ● Journeys Grab-and-Go Weekly Vocabulary Assessment ● Teacher made vocabulary assessment ?Literacy Station Activities Week 2- Lesson 10Reading SelectionCougars (Lexile Level 960; p. T 294)Purr-fection (Lexile Level NP; paired selection)The Big Five (Donyall Dickey, Complex Text, RI.5.2) Big Idea: Nature deserves our respect Reading Literature and Informational TextRL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenge or how the speaker in a poem reflects upon a topic; summarize the text.RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Related Science StandardGLE 0507.2.2 Explain how organisms interact through symbiotic, commensal, and parasitic relationships.Strategies and SkillsComprehension SkillMain ideas and DetailsExplain Scientific IdeasDomain-Specific VocabularyComprehension StrategyMonitor/ClarifyLearning Targets (I Can…)Identify main ideas and supporting details.Understand relationships between events and ideas in different texts.Read and understand stories, poems, and plays.Performance Assessments Journeys Grab-and-Go AssessmentsJourneys Progress MonitoringJourneys Reader’s NotebookWritten summary of a “cold read” text or texts, drawing on specific details from the text Anecdotal evidence from classroom discussionsLiteracy StationsPerformance Task-OptionalUse the Epiphany graphic organizer, RI 5.2, Key Ideas and Details (33) to map out the anchor text, Cougars.Text Dependent QuestionsFor what purpose do cougar kittens remain with their mothers? (Key details)Re-read page 300. What are senses? Using evidence from the text, why do you think cougars have developed such strong senses? (Vocabulary & Inferences)On page 296, using evidence from the text, describe the examples of nicknames used for cougars and how the names reflect on its character? (Inferences)Literacy Station ActivitiesComprehension station –practice identifying main idea and details; comparing two pieces of text and identifying main ideas. WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingIdentify words in a text that support the main idea of an illustrated text with a partner. Categorize supporting details with main ideas to explain how main ideas are supported by key details with peer support. Identify the main idea at the paragraph level when given a choice of three answers with small group support.Analyze text to identify the main ideas and supporting details using agraphic organizer.Analyze text to identify central ideas or themes and explain how they are supported by key details.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder -Click on Transformed MPIs/ELAs Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4a -Read grade-level text with purpose and understanding.Strategies and SkillsStressRecognizing Schwa+/r/SoundsLearning Targets (I Can…)Explore stressing for expression and phrasing when reading aloud.Identify schwa+/r/sounds correctly.Phonics and fluencyStress for expression and phrasingUse syllabication patterns to apply schwa soundsPerformance assessments Journeys Cold ReadsJourneys Student Book pp. 298, 300, and 303Journeys TE p. T348Journeys Literacy ToolkitLiteracy Station ActivitiesDecoding/word study station -recognizing Schwa +/r/ sounds; listing words with Schwa sounds +/r/Fluency station (optional): Stress (emphasizing certain words to enhance meaning)Writing/ResearchW.5.1a- Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.W.5.1b- Provide logically ordered reasons that are supported by facts and details.Strategies and SkillsSkillsOpinion WritingLinking WordsStrategy Writing pre-assessment of paragraph written from a prompt about a text POW + TREE mnemonic and graphic organizer materials.aspx Modeled response to text Peer editing pre-assessment for clear evidence in textSelf editing pre-assessment and self-reflectionWriting post-assessment to similar promptLearning Targets (I Can…)Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Clearly state the topic and my opinion about the topic.Routine WritingForming a text-based opinionCiting evidence to support opinionWriting clear topic sentencesWriting Tasks Pre-assessment writing task: We have learned about the impact that deforestation has had on animal populations. Do you think that people should continue to cut down animal’s habitats so that they can have timber? Or should we try to find a different material to use besides timber? Support your point of view and reasoning with evidence from the texts. ( and ) Post-assessment writing task: We learned about different kinds of cats this week through reading Cougars and Purrfection. The authors of both texts suggest that cats, big and small, are “mysterious” creatures. Do you agree that cats are mysterious creatures? Why or why not? Use support from the texts to support your response. Speaking and ListeningSL.5.4- Report on a topic or text 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.5.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations)Strategies and SkillsResearch and Media LiteracyIntegrate Information from Multiple TextsLearning Targets (I Can…)Explain a topic’s order, facts, main idea, details and theme.Deliver a speech for a task.Performance Assessments Journeys Cold ReadsJourneys Level ReadersLiteracy Stations (Comprehension and Fluency/Word StudyAdd audio informationOral speechesLanguageL.5.1a- Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrasesStrategies and SkillsSkillsDirect QuotationInterjectionsStrategyLearning Grammar through Writing Learning Targets (I Can…)Use and explain the function of interjections in a sentence. Recognize and use proper capitalization and punctuation for direct quotations. Use interjections and direct quotations in my own writing. Edit writing for capitalization errors and spelling errors.Determine the meanings of words and phrases.VocabularyShades of MeaningVocabulary for Explicit InstructionMain idea, stress, synonym, Literacy Station ActivitiesVocabulary Station-Shades of meaning (using words to describe the small, subtle differences in meaning between similar words or phrases); Vocabulary Station- identify interjection words; practice writing using direct quotations. ArtsDirect QuotationInterjectionPerformance Assessments Edit pre-assessment draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher made vocabulary assessment in test format Week 3- Lesson 11Reading SelectionsDangerous Crossing (Lexile Level 800)Revolution and Rights (Lexile Level 940- paired selection)What Was “Woman Suffrage” (Donyall Dickey, Complex Text, RI.5.3)Big Idea: History is made by individualsReading Literature and Informational TextRL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).RI.5.3- Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.5- Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Strategies and SkillsComprehension SkillCause and Effect Visual ElementsPrimary sourcesComprehension StrategyVisualizeLearning Targets (I Can…)Understand cause and effect relationships.Recognize how visuals and multimedia elements add to texts.Identify primary sources to support topics.Explain different techniques about two or more people, events, and ideas in text.Performance Assessments Journeys Grab-and-Go AssessmentsReteaching Lesson p. T76Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsLiteracy StationsPerformance Task-OptionalRead a passage with text structure, cause/effect; complete a T-chart of the cause and effect relationship within the passage.Text Dependent QuestionsHow does John Adams feel about finally making it to France? (key details)On page 328, the author writes, “The blustering snow stung his cheeks like nettles.” Using your context clues, what does nettles mean? (vocabulary)Based on the narrator’s descriptions of Johnny’s thoughts, how did he feel about being in a possible battle? Explain using evidence from the text. (inferences)Literacy Station ActivitiesComprehension Station- practice identifying cause and effect relationships; Use a T-chart to list cause/effect relationships within a text. WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more textsLevel 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingSort similarities and differences tocompare and contrast the overallstructure of 2 or more texts with anillustrated graphic organizer andteacher support.Identify similarities and differences to compare and contrast the overallstructure of 2 or more textsusing an illustrated graphic organizer.Categorize information from shortened chunks of texts to compare and contrast the overall structure of 2 or more texts with process thinking maps and partner assistance.Analyze information in the texts to compare and contrast the overall structure of 2 or more texts using thinking maps in a small group.Synthesize information presented in the texts to compare and contrast the overall structure of events, ideas, concepts, or information in 2 or more texts.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder -Click on Transformed MPIs/ELAs Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Strategies and SkillsAccuracy and Self CorrectionVowel Sounds in Stressed SyllablesLearning Targets (I Can…)Recognize words while reading texts.Use patterns to identify stress syllables.Phonics and fluencyUse context to self-correct word recognitionRecognize syllabication patterns to stress wordsPerformance assessments Journeys Cold ReadsJourneys Student Book pp. 330, 334, and 335Journeys TE p. T348Journeys Literacy ToolkitLiteracy Station ActivitiesDecoding/Word Study- Vowel sounds in stressed syllableFluency (optional)- Read aloud for accuracy and self-correction; Time each other and graph resultsWriting/Research W.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.Strategies and SkillsSkills Introduce Informative/Explanatory writingStrategy Show exemplar textModel how to write informative/explanatory writingUse POW + TIDE mnemonic and graphic organizer materials.aspx Learning Targets (I Can…)Draft, revise, and publish an informative/explanatory essay.Develop a topic with facts, definitions, details and quotations. Make logical connections between ideas in a text.Routine WritingWriting clear topic sentencesWriting clear concluding statementsWriting Tasks In Dangerous Crossing and Revolution and Rights, we read about people who had to be strong during difficult times. Explain how life would be different if John Adams’ father had given up, or the men fighting against the British? Describe how our lives would be the same or different? Support your answer with evidence from the text. Speaking and ListeningSL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.SL.5.2- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Strategies and SkillsCollaborate effectivelySummarizeLearning Targets (I Can…)Collaborate with peers in discussions to report on grade level text.Understand rules for discussions.Summarize texts read aloud.Performance Assessments Journeys Cold ReadsJourneys Level ReadersLiteracy StationsAdd audio informationOral reportsLanguageL.5.2- Demonstrate the conventions of standard English, capitalization, punctuation, and spelling when writing.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases.Strategies and SkillsSkillsSubject and Object PronounsStrategyLearning Grammar through Writing Targets (I Can…)Identify subject and object pronouns while reading.Use subject and object pronouns correctly while writing.Edit incorrect uses of subject and object pronouns.Edit writing for capitalization errors and spelling errors.I can use reference materials to find pronunciations and word meanings.VocabularyReference MaterialsVocabulary for Explicit InstructionCause, effect, conduct, pressing, survey, Literacy Station ActivitiesVocabulary Station- Using reference materials have students locate and organize information on a topic. Language ArtsSubject and Object Pronouns Performance Assessments for bothEdit pre-assessment draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher made vocabulary assessment in test format.Week 4- Lesson 12Reading SelectionCan’t You Make Them Behave, King George? (Lexile Level 790)Tea Time! (Lexile Level 1090 -paired selection)A History of US (Donyall Dickey, Complex Text, RI.5.7) Big Idea: History is made by individuals Reading Literature and Informational TextRL.5.4- Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).Related Social Studies Standard5.2 Interpret the sectional differences between the North and the South in economics, transportation, and population.Strategies and SkillsComprehension SkillFact and OpinionTone SimilesComprehension StrategyQuestionLearning Targets (I Can…)Use text evidence to support facts and opinions.Analyze the author’s use of tone.Recognize the difference between similes and metaphors.Explain different techniques about two or more people, events, and ideas in texts.Performance Assessments Journeys Grab-and-Go AssessmentsReteaching Lesson p. T156Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsLiteracy StationsPerformance Task-OptionalAsk students to turn facts into opinions and opinions into facts.Text Dependent QuestionsKing George tried to be firm with the colonists. Using evidence from the text, explain if he was successful or not? (key details)The King uses the proverb, “No peace without honor.” What does he mean by this? (vocabulary)Why do you think the British government’s opinion is different than the King’s opinion about the war? (inferences)Literacy StationsComprehension Station- practice identifying facts and opinions using a T-chart; use text highlights and label similes and other figurative language. WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: Bridging Represent figurative language expressions by locating online images with peer or instructor support. Match written similes and metaphors to illustrations to determine the meaning of words and phrases with teacher or peersupport. Determine the meaning of figurative language within the text using visual support and partner assistance. Determine the meaning of figurative language within the text with partner assistance.Infer the meaning of figurative language in grade-level text using context clues and prior knowledge.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder -Click on Transformed MPIs/ELAs Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsStrategies and SkillsRateOpen and Closed Syllables: VCV PatternLearning Targets (I Can…)Read text with accuracy and appropriate rate.Read for a purpose with understanding.Identify open and closed syllables.Phonics and fluencyImprove reading rateUse VCV pattern to read words correctlyPerformance assessments Journeys Cold ReadsJourneys Student Book pp. 363, 365, 366Fluency Checks with Running recordsJourneys Literacy ToolkitLiteracy Station ActivitiesDecoding/Word Study- Sort VCV pattern words; Fluency (optional)- Read aloud repeatedly to improve reading rate; Time each other and graph results. Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose and audience.Strategies and SkillsSkillsInformative/Explanatory writingLinking WordsStrategyShow exemplar textModel how to write informative/explanatory writingUse POW + TIDE mnemonic and graphic organizer materials.aspx Modeled response to text Learning Targets (I Can…) Introduce a topic clearly.Group important supporting facts together about a topic in an informative/explanatory text.Use linking words and phrases to connect ideas within categories of information.Produce clear and coherent writing that is appropriate to task, purpose and audience.Routine WritingUsing Linking WordsHaving a clear topic sentenceWriting a clear concluding statementWriting Tasks This week we read Can’t You Make Them Behave, King George and American Government: The Branches of Government. King George had total power over Britain at that time, so when America became a country, we established a separation of powers. What is a separation of powers? How is a separation of powers important in this story? Explain why you believe this, using evidence from both texts to support your reasons. () Speaking and ListeningSL.5.2- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.4- Report on a topic or text 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.Strategies and SkillsSummarizingParaphrasing InformationLearning Targets (I Can…)Understand how to sum up information read aloud.Speak clearly to present a task aloud to an audience.Performance Assessments Journeys Cold ReadsJourneys Level ReadersLiteracy Centers (Comprehension and Fluency/Word StudyAdd audio informationOral reportsLanguageL.5.1b- Form and use the perfect verb tenses.L.5.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Strategies and SkillsSkillsVerb TensesStrategyLearning Grammar through Writing Targets (I Can…)Identify and understand simple verb tenses while reading.Use simple verb tenses in my writing.Recognize and edit incorrect verb shifts in the simple verb tenses.Edit writing for capitalization errors and spelling errors.Determine the meanings of words and phrases, including figurative language.VocabularyFigurative LanguageVocabulary for Explicit InstructionFact, tense, rate, opinion, tone, objected, Literacy Station ActivitiesVocabulary station-using different types of figurative language, practice sorting under categories. Language ArtsVerb TensesPerformance AssessmentsEdit pre-assessment draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher made vocabulary assessmentWeek 5- Lesson 13Reading SelectionsThey Called Her Molly Pitcher (Lexile Level 920)A Spy For Freedom (Lexile Level NP- paired selection)Michael Jordan (Donyall Dickey, Complex Text, RI.5.5)Big Idea: Revolution Reading Literature and Informational TextRL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenge or how the speaker in a poem reflects upon a topic; summarize the text.RL.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.Strategies and SkillsComprehension SkillConclusions and GeneralizationsDomain-Specific VocabularyText StructureComprehension StrategyAnalyze/EvaluateLearning Targets (I Can…)Draw conclusions and generalizations from texts.Determine the meaning of words in context.Identify main ideas and supporting details when summarizing two or more texts.Understand relationships between events and ideas in different texts.Read and understand story structure of plays, poetry, and stories.Performance Assessments Journeys Grab-and-Go AssessmentsReteaching Lesson p. T214Journeys Progress MonitoringJourneys Reader’s NotebooksWritten summary of a “cold read” text or texts, drawing on specific details from the text Anecdotal evidence from classroom discussionsLiteracy StationsPerformance Task-OptionalCreate 4 different text structure scenarios; have students state if the text structure is sequential, cause/effect, problem/solution, or compare/contrast.Text Dependent QuestionsOn page 396, how did Molly Hays come to be known as Molly Pitcher? What impression of Molly Pitcher is created by her actions? (key details)Using context clues on page 399, “The British were advancing quickly, guns aimed straight at their foes.” What is a foe? (vocabulary)The British decided to retreat. Is this surprising? Use evidence from the text to support your explanation. (inferences)Literacy Station ActivitiesComprehension Station-practice identifying generalization statements and conclusions in text. Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4a -Read grade-level text with purpose and understanding.Strategies and SkillsPhrasing: PausesRecognizing Initial and Medial DigraphsLearning Targets (I Can…)Understand how to group words into phrases to guide pauses.Recognize initial and medial digraphs.Read for purpose and understanding.Phonics and fluencyGroup words into phrases to guide pausesDecode words with digraphsPerformance assessments Journeys Cold ReadsJourneys Student Book pp. 395, 396, 398Fluency Checks with Running recordsJourneys Literacy ToolkitLiteracy Station ActivitiesDecoding/Word Study- identify and sort initial and medial digraphs.Fluency (optional)- Read aloud and pause appropriately using punctuation as a guide; Time each other and graph results. Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.Strategies and SkillsSkillsInformative/Explanatory writingLinking WordsStrategyShow exemplar textModel how to write informative/explanatory writingUse POW + TIDE mnemonic and graphic organizer materials.aspx Modeled response to text Learning Targets (I Can…)Produce clear and coherent writing that is appropriate to task, purpose and audience.Group important supporting facts together about a topic in an informative/explanatory text.Use linking words and phrases to connect ideas within categories of information. Routine WritingCiting evidence to support writingWriting clear topic sentencesWriting Tasks This week, we read about two remarkable women who displayed a great amount of patriotism towards our country. Both Molly Pitcher and Lydia Darraugh had to do brave things in order to save the lives of people they loved. Of these two ladies, explain their actions that are considered to be brave. Make sure to support your answer with evidence from both texts. Speaking and ListeningSL.5.5- Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations).Strategies and SkillsDramatize an EventLearning Targets (I Can…)Present a scene from a play.Use visuals and props when presenting.Speak in front of an audience.Performance Assessments Journeys Cold ReadsJourneys Level ReadersLiteracy StationsAdd audio informationOral reportsLanguageL.5.1b- Form and use the perfect verb tenses.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases.Strategies and SkillsSkillsRegular and Irregular VerbsStrategyLearning Grammar through Writing Targets (I Can…)Identify and use regular and irregular verbs.Use regular and irregular verbs correctly in speaking and writing.Edit for incorrect usage of regular and irregular verbs.Edit writing for capitalization errors and spelling errors.I can use reference materials to find pronunciations and word meanings.VocabularyReference MaterialsVocabulary for Explicit InstructionText structure, formal, foes, strategyLiteracy Station Activities Vocabulary Station- Using reference materials, have students locate and organize information on a topic. Language ArtsRegular and Irregular VerbsPerformance Assessments Edit pre-assessment draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher made vocabulary assessment in test format Week 6 - 2 Day ReviewReading Selection“Star-Spangled Relic” (Lexile Level 1000) Idea: RevolutionRI.5.3- Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.Strategies and SkillsComprehension SkillText Structure (review)Comprehension StrategyAnalyze/EvaluateLearning Targets (I Can…)Read and understand story structure of plays, poetry, and stories.Performance AssessmentsJourneys Grab-and-Go AssessmentsRe-teaching Lessons p. T214-215 as review Performance Task-OptionalCreate 4 different text structure scenarios; have students state if the text structure is sequential, cause/effect, problem/solution, or compare/contrast. Literacy Station ActivitiesComprehension Station: Question and answer discussion from text selection; Identify text structure within an opinion piece (review station activities). RF.5.4a -Read grade-level text with purpose and understanding.Strategies and SkillsPhrasing: Pauses (review)Learning Targets (I Can…)Understand how to group words into phrases to guide pauses.Recognize initial and medial digraphs.Read for purpose and understanding.Phonics and fluencyGroup words into phrases to guide pauses (review)Performance assessments Fluency Checks with Running recordsJourneys Literacy ToolkitLiteracy Station ActivitiesDecoding/Word Study- group words into phrasesFluency (optional)- Read aloud and pause appropriately using punctuation as a guide; time each other and graph results. Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.SkillsInformative/Explanatory writingLinking WordsStrategyShow exemplar textModel how to write informative/explanatory writingUse POW + TIDE mnemonic and graphic organizer materials.aspx Modeled response to text Learning Targets (I Can…)Introduce a topic clearly.Group important supporting facts together about a topic in an informative/explanatory text.Use linking words and phrases to connect ideas within categories of information. Routine WritingUsing Linking WordsHaving a clear topic sentenceWriting a clear concluding statementSpeaking and ListeningSL.5.5- Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.Strategies and SkillsDramatize an Event (review)Learning Targets (I Can…)Speak in front of an audience.Performance Assessments Literacy StationsAdd audio informationOral reportsLanguageL.5.1b- Form and use the perfect verb tenses.Strategies and SkillsSkillsRegular and Irregular Verbs (review)StrategyLearning Grammar through Writing Targets (I Can…)Identify and use regular and irregular verbs.Use regular and irregular verbs correctly in speaking and writing.Vocabulary (review)Reference MaterialsVocabulary for Explicit Instruction (review)Text structure, formal, foes, strategyLanguage ArtsRegular and Irregular VerbsPerformance Assessments Teacher made vocabulary assessment in test format Literacy Station ActivitiesVocabulary Station- Sort and use regular and irregular verbs in sentences; using reference materials have students locate and organize information on a topic (review station activity). Week 7-Lesson 14Reading SelectionsJames Forten (Lexile Level 910)Modern Man (Lexile Level 780-paired text)Abigail and John Adams: America’s Original ‘Power Couple’ (Donyall Dickey, Complex Text, RI.5.3)Big Idea: Revolution Reading Literature and Informational TextRI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.3- Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.Related Social Studies Standard5.3 Use primary sources to analyze multiple samples of abolition leaders’ writings and their stance on slavery.Strategies and SkillsComprehension SkillSequence of EventsExplain Historical EventsMain Idea and DetailsComprehension StrategySummarizeLearning Targets (I Can…)Recognize how to put story concepts in chronological order.Retell historical events from texts.Identify main ideas and details in two or more texts.Determine the meaning of words in context. Performance Assessments Journeys Grab-and-Go AssessmentsReteaching Lesson p. T288Journeys Progress MonitoringJourneys Reader’s NotebooksWritten summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing format.Anecdotal evidence from classroom discussionsPerformance Task-OptionalDescribe a process using signal words (first, next, before, lastly, then) to describe the order of steps to follow. Example: How to make cookies.Text Dependent QuestionsUsing evidence from the text, what kind of person was Thomas Forten? (key details)On page 424, the author writes, “Marching with muskets on their shoulders, they seemed taller and blacker than any men he had ever seen.” What do you think this means to James Forten? (vocabulary)Re-read page 428. Why are the prisoners treated so harshly? Use evidence from the text to support your answer. (inferences)Literacy Station Activities Comprehension Station- use a graphic organizer to list events of the reading selection in sequential order; practice identifying main idea and details in text. WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: Bridging Highlight words/phrases from designated paragraphs to explain the relationships amongst two or more events, individuals, or concepts with word bank support. Sort words and phrases by individual, event, idea, or concept to explain the relationships or interactions amongst them with answer key support. Identify similarities and differences of two or more individuals, ideas, concepts, or events from within excerpts of grade level text with a small group Analyze text to identify specific relationships and interactions between individuals, events, ideas, or concepts with peer support. Draw conclusions about relationships and interactions based on specific details and inferences to explain the relationships or interactions between two or more individuals, events, ideas, or concepts.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder -Click on Transformed MPIs/ELAs Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4a -Read grade-level text with purpose and understanding.Strategies and SkillsExpressionVV Syllable PatternLearning Targets (I Can…)Read level text orally with expression.Recognize a VV Syllable Pattern.Phonics and fluencyEcho read to learn to express wordsUse letter sound correspondence and patterns to decode wordsPerformance assessments Journeys Cold ReadsJourneys Student Book p.429Journeys Literacy ToolkitFluency ChecksLiteracy Station ActivitiesDecoding/Word Study- identify and sort words with VV syllable patternFluency (optional)- Read aloud and pause appropriately using punctuation as a guide; time each other and graph results Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose and audience.Strategies and SkillsSkillsInformative/Explanatory writingLinking WordsStrategyShow exemplar textModel how to write informative/explanatory writingUse POW + TIDE mnemonic and graphic organizer materials.aspx Modeled response to text Learning Targets (I Can…)Write my paragraphs always containing a clear topic sentence. Write my paragraphs with a clear concluding statement.Produce clear and coherent writing that is appropriate to task, purpose, and audience.Use linking words and phrases to connect ideas within categories of information.Routine WritingUsing Linking WordsHaving a clear topic sentenceWriting a clear concluding statementWriting Tasks This week we read James Forten. At the end of the story, the author says that James is not a hero. Explain why the author feels this way. Support your response with evidence from the text. Speaking and ListeningSL.5.2- Summarize a written text read aloud of information presented in diverse media and formats, including visually, quantitatively, and orally. SL.5.4- Report on a topic or text 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.Strategies and SkillsConduct ResearchSummarize InformationCreate a TimelineLearning Targets (I Can…)Understand how to research a topic.Summarize a topic.Put events in chronological order.Present a topic aloud to a group.Performance Assessments Journeys Cold ReadsJourneys Level ReadersLiteracy StationsAdd audio informationPresent summaries and/or timelinesLanguageL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.4b- Use common, grade-appropriate Greek and Latin roots as clues to the meaning of a word or phrase.Strategies and SkillsSkillsTransitionsStrategyLearning Grammar through Writing Targets (I Can…)Identify transition words and phrases while reading.Use transition words and phrases to link my ideas while I am writing.Edit writing for capitalization errors and spelling errors.Learn and use words with Greek and Latin roots.VocabularyGreek and Latin WordsVocabulary for Explicit InstructionSequence, root, authorities, biographyLiteracy Station ActivitiesVocabulary- Identify and sort Greek and Latin roots from other words; identify and list transitional words from reading selection. Language ArtsTransitionsPerformance Assessment Edit pre-assessment draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher made vocabulary assessment in test formatWeek 8- Lesson 15Reading SelectionWe Were There, Too! (Lexile Level 980) Patriotic Poetry (Lexile Level NP-paired selection)Big Idea: Revolution Reading Literature and Informational TextRL.5.5- Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Related Social Studies Standard5.2 Interpret the sectional differences between the North and the South in economics, transportation, and population.Strategies and SkillsComprehension SkillCompare and Contrast ActionsText and Graphic FeaturesText StructureComprehension StrategyMonitor/ClarifyLearning Targets (I Can…)Identify similarities and differences in two or more characters, settings, or events in text.Understand word meanings and visuals.Understand relationships between events and ideas in different texts.Determine the meaning of words in context.Performance Assessments Journeys Grab-and-Go AssessmentsReteaching Lesson p. T156Journeys Progress Monitoring Journeys Reader’s NotebooksWritten summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsLiteracy StationsPerformance Task-OptionalRead two inter-texual connected texts; compare and contrast the characters’ actions.Text Dependent QuestionsAfter reading, We Were There, Too! what do you learn about Joseph and Sybil from the author? Use details from the text. (key details)On page 450, what phrases suggest that Joseph and his grandfather are in a hurry to get out of town? Quote accurately from the text. (key details)What does Joseph Martin mean when he says he was a soldier “in name at least”? (vocabulary)Using evidence from the text, what are some similarities and differences between the Continentals and the militia? (inferences)Literacy Station ActivitiesComprehension Station- identify the differences between text features and graphic features or text structure using a graphic organizer. Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Strategies and SkillsIntonationVowel+/l/Sounds in Unstressed Final SyllableLearning Targets (I Can…)Read text orally with appropriate intonation.Decode words with vowel sounds.Phonics and fluencyRead with fluencyAnalyze words with vowelsPerformance assessments Journeys Cold ReadsJourneys Student Book pp. 452, 458, and 466Journerys Literacy ToolkitJourneys Fluency CheckRunning recordsLiteracy Station ActivitiesDecoding/Word Study- identify and sort vowel = /l/ sounds in unstressed final syllables; Fluency (optional)- Read aloud and monitor expressions with a partner. Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience. Strategies and SkillsSkillsInformative/Explanatory writingLinking WordsStrategyShow exemplar textModel how to write informative/explanatory writingUse POW + TIDE mnemonic and graphic organizer materials.aspx Modeled response to text Learning Targets (I Can…)Write my paragraphs always containing a clear topic sentence. Write my paragraphs with a clear concluding statement.Use linking words and phrases to connect ideas within categories of information.Routine WritingForming a text-based opinionCiting evidence to support opinionUsing Linking WordsHaving a clear topic sentenceWriting a clear concluding statementWriting Tasks In the passage We Were There Too! we met two different people – Joseph and Sybil. Both of these characters were patriotic and fought for their countries. Explain how both characters were portrayed as patriotic. Use evidence from the text to support your response. Speaking and ListeningSL.5.1b- Follow agreed-upon rules for discussions and carry out assigned roles.Strategies and SkillsPoetic ElementsThemeCollaborate with peersLearning Targets (I Can…)Understand rhyme, repetition, alliteration, onomatopoeia, and symbolism.Identify the theme and the speaker in a poem.Performance Assessments Journeys Cold ReadsJourneys Level ReadersLiteracy Centers (Comprehension and Fluency/Word Study)Add audio informationDiscussionsLanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Strategies and SkillsSkillsAdjectivesDescriptive AdjectivesStrategyLearning Grammar through Writing Targets (I Can…)Identify adjectives and descriptive adjectives when I am reading.Use adjectives and articles correctly when speaking and writing.Edit writing for capitalization errors and spelling errors.VocabularyPrefixes in-, im-, il- and ir-Vocabulary for Explicit InstructionGraphic features, text features, peal, patriotism, text structureLiteracy Station ActivitiesVocabulary station: identify words with prefixes in-, im-, il- and ir-; create a list of prefixes in-, im-, il- and ir- Language ArtsAdjectivesDescriptive AdjectivesPerformance Assessments Edit pre-assessment draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher made vocabulary assessment in test format Week 9- Lesson 16Reading Selection“Lunch Money” (Lexile Level 990)Zap! Pow! A History of the Comics (Lexile Level 820-paired selection)The Case of the Vanishing Recess (Donyall Dickey, Complex Text, RI.5.8)Big Idea: Everyone has a story to tell. Reading Literature and Informational TextRL.5.6- Describe how a narrator or speaker’s point of view influences how events are described. RL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).RI.5.8- Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Strategies and SkillsComprehension SkillAuthor’s PurposeVoiceVisual ElementsComprehension StrategyMonitor/ClarifyLearning Targets (I Can…)Analyze the author’s purpose in texts.Examine an author’s voice.Understand the difference between first and third person point of view.Analyze how visual elements contribute to storiesSummarize textual information.Performance Assessments Journeys Grab-and-Go AssessmentsReteaching Lesson p. T56Journeys Progress MonitoringJourneys Reader’s NotebooksWritten summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsLiteracy StationsPerformance Task-OptionalRead a passage to determine if the purpose is to inform, entertain, express, or persuade.Text Dependent QuestionsWhat is Greg’s big idea? What is the difference between Greg’s comic books and the kind usually found in stores? (key details)On page 485, use context clues to determine the meaning of “word of mouth.” How could word of mouth help Greg’s comic book sales? (vocabulary)On page 486, why do you think the author uses a drawing of the word “krak!’ (inferences)Literacy Stations ActivitiesComprehension Station: identify the Author’s purpose in reading selection; list the visual elements in the reading selection. WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: Expanding Match supporting evidence to main points using single, illustrated words with peer assistance. Match illustrated main points with supporting evidence based on a teacher model and with small group support. Classify main points with supporting evidence using a graphic organizer in a small group.Analyze the evidence the author provides to determine whether or not it supports his/her claims with a small group. Evaluate the evidence provided by the author to determine the degree to which it supports his/her claims.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder -Click on Transformed MPIs/ELAs Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Strategies and SkillsRateWord Parts and Inflectional EndingsLearning Targets (I Can…)Read on level text with accuracy and appropriate rate.Analyze word parts and inflectional endings. Phonics and fluencyRead text with fluencyUse morphology to recognize word partsPerformance assessments Journeys Cold ReadsJourneys Student Book pp. 487, 498, and 490Journeys Literacy Toolkit Fluency Checks Running recordsLiteracy Station ActivitiesDecoding/Word Study- identify and sort word parts and inflectional endings.Fluency (optional)- Read aloud repeatedly with a partner and time each other for improvement. Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.Strategies and SkillsSkillsInformative/Explanatory writingLinking WordsStrategyShow exemplar textModel how to write informative/explanatory writingUse POW + TIDE mnemonic and graphic organizer materials.aspx Modeled response to text Learning Targets (I Can…)Write a definition paragraph to support my writing about a text.Write my paragraphs always containing a clear topic sentence. Write my paragraphs with a clear concluding statement.Produce clear and coherent writing that is appropriate to task, purpose and audience.Routine WritingUsing Linking WordsHaving a clear topic sentenceWriting a clear concluding statementWriting Tasks Webster Dictionary defines determination as, “a quality that makes you continue trying to do or achieve something that is difficult.” Describe how Greg and other comic book authors have had determination when creating and promoting their comic books. Use evidence found in the texts Lunch Money and Zap! Pow! A History of Comics to support your response. Speaking and ListeningSL.5.2- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Strategies and SkillsSummarizingCollaborate with peers in discussionsLearning Targets (I Can…)Summarize a story, play or poem aloud using media.Create and answer questions about two or more texts.Performance Assessments Journeys Cold ReadsJourneys Level ReadersLiteracy StationsGraphic OrganizersOral reportsDiscussionsLanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Strategies and SkillsSkillsReview: AdjectivesStrategyLearning Grammar through Writing Targets (I Can…)Identify adjectives and descriptive adjectives when I am reading.Use adjectives and articles correctly when speaking and writing.Edit writing for capitalization errors and spelling errors.VocabularyWord originsVocabulary for Explicit InstructionVoice, feature, record, word originsLiteracy Station ActivitiesVocabulary station: identify word origins; define lesson vocabulary and use in context. Language ArtsAdjectivesPerformance Assessments Edit pre-assessment draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher made vocabulary assessment in test format ................
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