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 First Nine Weeks Row 1 | |5th Grade First Nine Weeks Row 1 | |
|Fifth |5-1.4 Analyze literary texts to distinguish between direct and indirect characterization. |Social Studies |5-1.2 Differentiate among the first-person, limited-omniscient (third person), and omniscient (third person) points of view. |
|Grade | |5-1.1 Aims of | |
|- |5-1.8 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics. |Reconstruction:|5-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts). |
|First | |Lincoln’s | |
|Nine | |Assassination |Writing Workshop |
|Weeks | | |Launching |
| | |5-1.2 | |
| | |Amendments: | |
| | |13th, 14th, and| |
| | |15th | |
| | | | |
| | |5-1.3 Effects | |
| | |on relocation | |
| | |to north and | |
| | |west | |
| | | | |
| | |Science | |
| | |(for the nine | |
| | |weeks) | |
| | |Ecosystems | |
|Fifth |5-1.6 Analyze the details that support the expression of the main idea in a given literary text. |5-2.1 Summarize|5-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and |
|Grade | |the central |non-print sources to access information. |
|- | |idea and | |
|First | |supporting |5-2.5 Use titles, print styles, chapter headings, captions, subheadings, and white space to gain information. |
|Nine | |evidence of a | |
|Weeks | |given |Writing Workshop |
| | |informational |Complete Launching and |
| | |text. |Start Raising the Quality of Narrative Writing |
| | | | |
| | | | |
| | |Social Studies | |
| | |5- 1.4-5 | |
| | | | |
| | |5-2.1-3 | |
| | |Freedmen’s | |
| | |Bureau; | |
| | |Sharecropping | |
| | | | |
| | |5-2.1-2 Black | |
| | |Codes – laws | |
| | |against African| |
| | |Americans; | |
| | |westward travel| |
| | |– geography | |
| | | | |
| | |Science | |
| | |(for the nine | |
| | |weeks) | |
| | |Ecosystems | |
Fifth Grade - First Nine Weeks |5 -1. 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
5-2.3 Settlements in west; Transcontinental RR; Displacement of Native Americans
Science
(for the nine weeks)
Ecosystems |5-1.4 Analyze literary texts to distinguish between direct and indirect characterization.
Writing Workshop
Complete Raising the Quality of Narrative Writing and start Essay
|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 & -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.
| |Break material into its parts and determine how the parts relate to one another and to an overall structure or purpose.
• What is the relationship between?
• Identify, classify, compare, contrast, differentiate, organizing, attributing.
• How is ____related to ____? |Cause/Effect
Refer to The New Guided Reading Handbook 2007-2008 for explanations of these lessons under Cause Effect using Think Trix.
( Teacher flags effect with inferred cause
and students create questions using Think Trix.
( Students flag the effect and create
questions using Think Trix. (Richardson
p.125)
Cause/ Effect
( Teacher flags effect with inferred cause
and students create questions using Think
Trix. (Richardson p. 125)
( Students flag the effect and create
questions using Think Trix , (Richardson
p.125)
( Students predict events using …What
would have happened if? (If you change
or delete a certain event or cause – what
would happen)
( Student predicts events using charts,
graphs etc.
|Willow Poem by William Carlos Williams, Poetry for Young People, Illustrated by Robert Crockett
Buffalo Dusk by Carl Sandburg, Poetry for Young People, Illustrated by Steven Arcella
|( The Land of
Gray Wolf, Locker
• Ten Mile Day and the Building of the Transcontinental Railroad, Fraser |According to the passage, why did… or what caused?
(The character) is able to find a subject for her poem because…
Source for many Testing as a Genre items What Every Elementary Teacher Needs to Know About Reading Tests by Charles Fuhrken-Stenhouse Publishers
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