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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