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 plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. 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 curricular 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.To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including: Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and comprehension development which is necessary for continual reading growth. Small-Group Instruction (45-60 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills. Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students. right159385How to Use the Literacy Curriculum MapsOur 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 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 Tennessee State ELA StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards): can access the Tennessee State 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 Word 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.Using the Curriculum Maps, Grades K-2Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. 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 evidence statements and sample objectives as a guide. Be sure to plan your own objectives to meet the needs of your students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning). Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards. When planning for the reading of a text, 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 better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.Remember to include differentiated activities for small group instruction. Two-Weeks at a Glance (TWAG) OutlinesBeginning in the 2016-17 school year the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. SCS teachers and coaches in partnership developed TWAG outlines with Student Achievement Partners and other districts across the country. 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.Key Terms:Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.Foundational Skills: The basic skills that need to be taught and developed first. These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention. Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to craft objectives, which directly align to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers design their objectives by using the evidence statements, then TEACH 1 is achieved because the objective comes directly from the standard. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.Gradual Release of Responsibility Example BehaviorsTeacherStudentI do itModeled Instruction Provides direct instructionEstablishes goals and purposeModels the expectationThink aloud Actively listensTakes notes Asks for clarificationWe do itGuided Instruction / Guided Practice Interactive instruction Works with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside othersThey do it togetherCollaborative Practice Provides feedbackMoves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarificationYou do itIndependentlyIndependent Practice Provides feedback Evaluates progress toward the learning expectation Works alone Relies on notes, activities, classroom learning to complete assignment Takes full responsibility for outcomeWeeks 1 & 2- Lesson 10 *See TWAG in AppendixReading SelectionsCougars (Lexile Level 960; p. T 294)Purr-fection (Lexile Level NP; paired selection)The Big Five (Donyall Dickey, Complex Text, RI.5.2) Essential Question: What have scientists learned about cougars by observing their physical characteristics and behaviors?StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRi.5.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a?grade 5 topic or subject area.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.Related WIDA StandardRI.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.Provides a statement of two or more main ideas of a text.Provides an explanation of how two or more main ideas are supported by key ?details.Provides a summary of the text.Demonstrates the ability to determine the meaning of general academic words or phrases in a text relevant to grade 5 topics or subject area.Demonstrates the ability to determine the meaning of domain- specific words or phrases in a text relevant to grade 5 topics or subject area.Provides a comparison and contrast of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.Sample Objectives (I can):Annotate key details in a text to determine the main ideas of the text Cougars.Summarize the text Cougars in my own words to identify how key details support more than one main idea in a text.Use evidence from the text Cougars to determine the meaning of words and use the same words in a writing task.Use a story structure graphic organizer for both Cougars and Purr-fection to list similarities and differences between the characteristics of cats based on evidence from the texts.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 10Journeys Progress Monitoring, Lesson 10Teacher createdPerformance Task-OptionalUse the Epiphany graphic organizer, RI 5.2, Key Ideas and Details (33) to map out the anchor text, Cougars.Text Dependent QuestionsWhat are some of the physical characteristics of a cougar that the author describes in the text? (Key details)How does a mother cougar help young kittens survive? (Key details)For 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)What are some similarities and differences in the characteristics of cats in Cougars and in Purr-fection? Use evidence from both texts to support your answers. (Intertextual Connections)*TWAGLeveled Readers Advanced: Saving the Mexican Wolves (950L)On-level: The Return of the Yellowstone Grizzly (870L)Struggling Readers: Sharks (600L) –InterventionVocabulary Reader: Big Cats (780L)English Language Support: Grizzly Bears Return to Yellowstone (690L)- Building Knowledge and InterventionLiteracy 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 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.The student response addresses the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.The student response consistently demonstrates purposeful and controlled organization and includes an introduction and conclusion.The student response uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Sample Objectives (I Can):Introduce a topic or name of a book, state an opinion, and create an organizational structure that supports my purpose.Provide reasons that are supported by facts and details and ordered logically.WritingOpinion WritingRoutine WritingForming a text-based opinionCiting evidence to support opinionWriting clear topic sentences*See TWAGPerformance Task*See TWAGSpeaking 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)Demonstrates ability to report on a topic or text, sequencing ideas logically.Demonstrates ability to use appropriate facts and relevant, descriptive details to support main ideas and/or themes.Demonstrates ability to speak clearly at an understandable pace.Adapts speech to a variety of contexts and tasks.Uses formal English when appropriate to task and situation.Sample Objectives (I Can):Explain a topic’s order, facts, main idea, details and theme.Deliver a speech for a task.Performance Assessments Journeys Progress Monitoring, Lesson 10Journeys Grab-and-Go, Lesson 10Teacher- createdFollowing classrooms rules and proceduresParticipation in class discussionUsing Accountable TalkUsing formal English in appropriate situationsLanguageL.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 phrasesDemonstrates the ability to determine the meaning of simple similes and metaphors in context.Demonstrates the ability to determine the meaning of common idioms, adages, and proverbs.FOR DIAGNOSTIC ONLY: Demonstrates the ability to use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.Sample Objectives (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 MeaningLesson Vocabularyresemble, detecting, keen, vary, unobserved, mature, particular, available, ferocious, contentment, solitary, territory, predator, stalkLiteracy 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 Journeys Progress Monitoring, Lesson 10Journeys Grab-and-Go, Lesson 10Journeys Reader’s Notebook, Lesson 10 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.Applies knowledge of all letter-sound correspondences and syllable patterns to read unfamiliar multisyllabic words in and out of context.Demonstrates the ability to read on-level text with purpose and understanding.Demonstrates the ability to read on-level text with accuracy and expression.Sample Objectives (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 Progress Monitoring, Lesson 10Journeys Grab-and-Go, Lesson 10Journeys Cold Reads, Lesson 10Journeys Reader’s Notebook, Lesson 10Oral reading fluency checks/running recordsUse of learned patterns to decode unfamiliar wordsTeacher createdLiteracy 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)Week 3- Lesson 11Reading SelectionsDangerous Crossing (Lexile Level 800)Revolution and Rights (Lexile Level 940- paired selection)Essential Question: How can perseverance during difficult times influence change?StandardsEvidence StatementsContent & TasksReading 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.Related WIDA StandardRL.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. Provides an analysis of how visual elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).Provides an analysis of how a multimedia presentation contributes to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).Provides an explanation of the relationships or interactions between two or more individuals in a historical, scientific, or technical text.Provides an explanation of the relationships or interactions between two or more events in a historical, scientific, or technical text.Provides an explanation of the relationships or interactions between two or more ideas or concepts in a historical, scientific, or technical text.Provides a comparison and contrast of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.Sample Objective (I can):Use information from the text in Dangerous Crossing to show how John Adams was strong during a difficult time. Performance Assessments Journeys Grab-and-Go, Lesson 11Journeys Progress Monitoring, Lesson 11Teacher createdPerformance Task-OptionalRead a passage with text structure, cause/effect; complete a T-chart of the cause and effect relationship within the passage.Text Dependent QuestionsWhat characteristics does John Adams have that shows his strength? (general understanding)How 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)What evidence from the text did the author use to show that John Adams was not emotional about the events that happened on the boat? (inferences)What can you infer about John Adams based on his willingness to go to sea in mid-winter? (inferences) 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)Leveled Readers, Advanced: An Artist for the Revolution (790L)On-level: A Night to Remember (770L)Struggling Readers: Fife and Drum Boys (500L)- InterventionVocabulary Reader: Ben Franklin Goes to Paris (730L)- InterventionEnglish Language Support: A Special Night (500LLiteracy 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 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.The student response addresses the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.The student response consistently demonstrates purposeful and controlled organization and includes an introduction and conclusion.The student response uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Sample Objectives (I can):Draft, revise, and publish an informative/explanatory essay using the texts Dangerous Crossing and Revolution and Rights to support your writing.Develop a topic with facts, definitions, details and quotations.Make logical connections between ideas in a text.WritingInformative/ ExplanatoryRoutine WritingWriting clear topic sentencesWriting clear concluding statementsPerformance TaskIn 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.Demonstrates ability to effectively engage in a range of collaborative discussions on grade 5 topics and texts, building on others’ ideas and expressing own ideas clearly. Demonstrates readiness for discussions by drawing on required reading or study of material and other information known about the topic to explore ideas under discussion.Demonstrates ability to follow agreed-upon rules for discussions.Demonstrates ability to carry out assigned roles.Demonstrates ability to pose and respond to specific questions by making comments that contribute to the discussion.Demonstrates ability to elaborate on the remarks of others in order to contribute to the discussion.Determines key ideas expressed and draws conclusions in light of information and knowledge gained from the discussion.Demonstrates ability to summarize a written text read aloud.Demonstrates ability to summarize text presented in diverse media formats.Sample objectives (I can):Collaborate with peers in discussions to report on grade level text.Understand rules for discussions.Summarize texts read aloud.Performance Assessments Journeys Progress Monitoring, Lesson 11Journeys Grab-and-Go, Lesson 11Teacher- createdFollowing classrooms rules and proceduresParticipation in class discussionUsing Accountable TalkUsing formal English in appropriate situationsLanguageL.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. Demonstrates the ability to determine the meaning of simple similes and metaphors in context.Demonstrates the ability to determine the meaning of common idioms, adages, and proverbs.FOR DIAGNOSTIC ONLY: Demonstrates the ability to use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.Sample objectives (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 Materials (Dictionaries, Glossaries, and Thesauruses)Lesson Vocabularyramped, distracted, viewpoint, shattered, surveyed, pressing, representatives, embark, bracing, conductLiteracy Station ActivitiesVocabulary Station- Using reference materials have students locate and organize information on a topic. Performance Assessments for bothJourneys Progress Monitoring, Lesson 11Journeys Grab-and-Go, Lesson 11Journeys Reader’s Notebook, Lesson 11Reading 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.Applies knowledge of all letter-sound correspondences and syllable patterns to read unfamiliar multisyllabic words in and out of context.Demonstrates the ability to read on-level text with purpose and understanding.Demonstrates the ability to read on-level text with accuracy and expression.Sample Objectives (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 Progress Monitoring, Lesson 11Journeys Grab-and-Go, Lesson 11Journeys Cold Reads, Lesson 11Journeys Reader’s Notebook, Lesson 11Oral reading fluency checks/running recordsUse of learned patterns to decode unfamiliar wordsTeacher createdLiteracy Station ActivitiesDecoding/Word Study- Vowel sounds in stressed syllableFluency (optional)- Read aloud for accuracy and self-correction; Time each other and graph resultsWeek 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) Essential Question: How can people’s differences of opinion lead to a revolution? StandardsEvidence StatementsContent & TasksReading 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).Related WIDA StandardRL.5.4- Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.Related Social Studies Standard5.2 Interpret the sectional differences between the North and the South in economics, transportation, and population.Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.Provides an analysis of how visual elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Provides an analysis of how a multimedia presentation contributes to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).Sample Objectives (I can):Determine the meanings of words and phrases in context when reading Can’t You Make Them Behave, King George?.Analyze a portion of the text Can’t You Make Them Behave, King George? to distinguish between metaphors and similes within context.Reflect on my learning about how visual elements add meaning to the text Can’t You Make Them Behave, King George? and use a variety of strategies to determine the meaning of unfamiliar words and phrases.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 QuestionsWhy did the author begin the selection with historical background? (general understandings)Why did the colonists believe the King’s tax was unfair? (general understandings)King 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 did the author use sidebars throughout the text? (text structure)Why do you think the British government’s opinion is different than the King’s opinion about the war? (inferences)Leveled ReadersAdvanced: A Home at Mount Vernon (930L)On-level: Pamphleteers of the Revolution (860L)Struggling Readers: A Song Hear ‘Round the World’ (770L)Vocabulary Reader: Redcoats in America (650L)- Building Knowledge and InterventionEnglish Language Support: Printed Words of the Revolution (670L)- Building Knowledge and InterventionLiteracy 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 context.RF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Applies knowledge of all letter-sound correspondences and syllable patterns to read unfamiliar multisyllabic words in and out of context.Demonstrates the ability to read on-level text with purpose and understanding.Demonstrates the ability to read on-level text with accuracy and expression.Sample Objectives (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 Progress Monitoring, Lesson 12Journeys Grab-and-Go, Lesson 12Journeys Cold Reads, Lesson 12Journeys Reader’s Notebook, Lesson 12Oral reading fluency checks/running recordsUse of learned patterns to decode unfamiliar wordsTeacher createdLiteracy 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.The student response addresses the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.The student response consistently demonstrates purposeful and controlled organization and includes an introduction and conclusion.The student response uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Sample Objectives (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.WritingInformative/ExplanatoryRoutine WritingUsing Linking WordsHaving a clear topic sentenceWriting a clear concluding statementPerformance TaskThis 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.Demonstrates ability to summarize a written text read aloud.Demonstrates ability to summarize text presented in diverse media formats.Demonstrates ability to report on a topic or text, sequencing ideas logically.Demonstrates ability to use appropriate facts and relevant, descriptive details to support main ideas and/or themes.Demonstrates ability to speak clearly at an understandable pace.Sample Objectives (I can):Understand how to sum up information read aloud.Speak clearly to present a task aloud to an audience.Performance Assessments Journeys Progress Monitoring, Lesson 12Journeys Grab-and-Go, Lesson 12Teacher- createdFollowing classrooms rules and proceduresParticipation in class discussionUsing Accountable TalkUsing formal English in appropriate situationsLanguageL.5.1b- Form and use the perfect verb tenses.L.5.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Demonstrates the ability to determine the meaning of simple similes and metaphors in context.Demonstrates the ability to determine the meaning of common idioms, adages, and proverbs.FOR DIAGNOSTIC ONLY: Demonstrates the ability to use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.Sample Objectives (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 LanguageLesson Vocabularybenefit, repeal, advantages, temporary, contrary, prohibit, previously, midst, objected, rebelliousLiteracy Station ActivitiesVocabulary station-using different types of figurative language, practice sorting under categories. Performance AssessmentsJourneys Progress Monitoring, Lesson 12Journeys Grab-and-Go, Lesson 12Journeys Reader’s Notebook, Lesson 12Weeks 5-7 Lesson 13 Reading SelectionsBuilding Knowledge Topic- People of the American RevolutionThey Called Her Molly Pitcher (Lexile Level 920)A Spy For Freedom (Lexile Level NP- paired selection)The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow (Lexile Level NP)Paul Revere Video: Revolution Research Project: Were There, Too! (Lexile Level 980)Patriotic Poetry (Lexile Level NP-paired selection)Essential Question:How can an individual’s acts of bravery shape history?StandardsEvidence StatementsContent & TasksReading 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.5.3 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.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.Provides a statement of a theme of the text, including how characters in a story or drama respond to challenges or how a speaker in a poem reflects upon a topic.Provides a summary of the text.Provides a comparison and contrast of two or more characters in a story or drama, drawing on specific details in the text (e.g., how characters interact).Provides a comparison and contrast of two or more settings in a story or drama, drawing on specific details in the text.Provides a comparison and contrast of two or more events in a story or drama, drawing on specific details in the text.Provides an explanation of how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.Sample objectives (I can):Identify the theme in the text They Called Her Molly Pitcher based on the Molly’s actions.Describe how the points of view of Molly and Lydia influence the description of events in the texts They Called Her Molly Pitcher and A Spy For Freedom.Explain how the structure of the play A Spy For Freedom helps with comprehension of the text.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 QuestionsWhich army did William Hays and his wife fight for? Which army did they fight against? (general understanding)On 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)Why did the author give background information about William Hays and Molly Pitcher in the beginning of the story? (author’s purpose and inferences)How was life for Washington’s soldiers? (inferences)On page 399, the text states that Molly risked her life to take over her husband’s job at the cannon. What do her actions here add to your understanding of the character? (opinions)Cite evidence from They Called Her Molly Pitcher and A Spy for Freedom to tell how Molly Pitcher and Lydia Darraugh were brave. What characteristics do they have in common? (intertextual connections)Leveled ReadersAdvanced: George Washington’s Invisible Enemy (990L)On-level: An Unsung American Hero (850L)Struggling Readers: Emily Gieger’s Dangerous Mission (630L)- InterventionVocabulary Reader: The Battle of Monmouth (680L)- Building Knowledge and InterventionEnglish Language Support: Joseph Warren, An American Hero (590L)- Building Knowledge and InterventionLiteracy Station ActivitiesComprehension Station-practice identifying generalization statements and conclusions in text. 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.The student response addresses the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.The student response consistently demonstrates purposeful and controlled organization and includes an introduction and conclusion.The student response uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.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. WritingInformative/explanatoryRoutine WritingCiting evidence to support writingWriting clear topic sentencesPerformance TasksWe 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. Paul Revere was a rebel who was determined to save the colonists' lives. Using the details from the poem, describe the risks Paul Revere took to protect the colonists from the attack by the British army. If Paul Revere was not determined to save the colonists by taking risks for freedom, what would it would be like today?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.5.5- 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).Provides multimedia components (e.g., graphics, sound) in presentations when appropriate to enhance development of main ideas or themes.Provides visual displays in presentations when appropriate to enhance development of main ideas or themes. Adapts speech to a variety of contexts and tasks.Uses formal English when appropriate to task and situation. Sample Objectives (I can):Present a scene from a play.Use visuals and props when presenting.Speak in front of an audience.Performance Assessments Journeys Progress Monitoring, Lesson 13Journeys Grab-and-Go, Lesson 13Teacher- createdFollowing classrooms rules and proceduresParticipation in class discussionUsing Accountable TalkUsing formal English in appropriate situationsLanguageL.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.Demonstrates the ability to determine the meaning of simple similes and metaphors in context.Demonstrates the ability to determine the meaning of common idioms, adages, and proverbs. FOR DIAGNOSTIC ONLY: Demonstrates the ability to use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Sample Objectives (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 Materials (dictionaries, glossaries, and thesauruses)Lesson Vocabularybenefit, repeal, advantages, temporary, contrary, prohibit, previously, midst, objected, rebelliousLiteracy Station ActivitiesVocabulary Station- Using reference materials, have students locate and organize information on a topic. Language ArtsRegular and Irregular VerbsPerformance Assessments Journeys Progress Monitoring, Lesson 13Journeys Grab-and-Go, Lesson 13Journeys Reader’s Notebook, Lesson 13Reading 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.Applies knowledge of all letter-sound correspondences and syllable patterns to read unfamiliar multisyllabic words in and out of context.Demonstrates the ability to read on-level text with purpose and understanding.Demonstrates the ability to read on-level text with accuracy and expression.Sample Objectives (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 Progress Monitoring, Lesson 13Journeys Grab-and-Go, Lesson 13Journeys Cold Reads, Lesson 13Journeys Reader’s Notebook, Lesson 13Oral reading fluency checks/running recordsUse of learned patterns to decode unfamiliar wordsTeacher createdLiteracy 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. Weeks 8 and 9- Lesson 14 *See TWAG in AppendixReading 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)Essential Question: How did James Forten demonstrate heroism during the American Revolution? StandardsEvidence StatementsContent & TasksReading 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.Related WIDA StandardRI.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.Provides a statement of two or more main ideas of a text.Provides an explanation of how two or more main ideas are supported by key ?details.Provides a summary of the text. Provides an explanation of the relationships or interactions between two or more individuals in a historical, scientific, or technical text.Provides an explanation of the relationships or interactions between two or more events in a historical, scientific, or technical text.Provides an explanation of the relationships or interactions between two or more ideas or concepts in a historical, scientific, or technical text. Sample Objectives (I can):Determine two or more main ideas by analyzing key details in the text James Forten.Use knowledge of historical concepts from the text James Forten to discuss the relationship between the characters.Performance Assessments Journeys Grab-and-Go, Lessons 14 and 15Journeys Progress Monitoring, Lessons 14 and 15Journeys Reader’s Notebooks, Lessons 14 and 15Teacher createdPerformance 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)*TWAGLeveled Readers- Week 8Advanced: A Noble French Patriot (970L)On-level: The Extraordinary Life of Thomas Peters (960L)Struggling Readers: The Oneidas (760L)Vocabulary Reader: Battles at Sea (650L)- Building Knowledge and InterventionEnglish Language Support: Thomas Peters A Remarkable Man (660L)- Building Knowledge and InterventionLeveled Readers- Week 9Advanced: Abigail Adams (930L)On-level: Phillis Wheatley (890L)Struggling Readers: Benedict Arnold (700L)- Building Knowledge and InterventionVocabulary Reader: Paul Revere: Hero on Horseback (520L)- Building Knowledge and InterventionEnglish Language Support: The Life of Phillis Wheatley (580L)- Building Knowledge and InterventionLiteracy 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: BridgingHighlight 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 groupAnalyze 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 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.The student response addresses the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.The student response consistently demonstrates purposeful and controlled organization and includes an introduction and conclusion.The student response uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Sample Objectives (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.WritingInformative/explanatoryRoutine WritingUsing Linking Words*See TWAGPerformance Task*See TWAGSpeaking 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.Demonstrates ability to summarize a written text read aloud.Demonstrates ability to summarize text presented in diverse media formats.Demonstrates ability to report on a topic or text, sequencing ideas logically.Demonstrates ability to use appropriate facts and relevant, descriptive details to support main ideas and/or themes.Demonstrates ability to speak clearly at an understandable pace. Sample Objectives (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 Progress Monitoring, Lessons 14 and 15Journeys Grab-and-Go, Lessons 14 and 15Teacher-createdFollowing classroom rules and proceduresParticipation in class discussionsUsing Accountable TalkUsing formal English in appropriate situationsLanguageL.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.Demonstrates the ability to determine the meaning of words and phrases, using context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.FOR DIAGNOSTIC ONLY: Demonstrates the ability to use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Sample Objectives (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 WordsLesson Vocabularydexterity, aspects, abolitionists, relented, men of color, captives, bondage, privateers, profit, authorities, comrades, provisions, surrendered, tentative, persuade, yellow fever, rebels, traitors, enslavement, apprentice, contributions, influentialLiteracy Station ActivitiesVocabulary- Identify and sort Greek and Latin roots from other words; identify and list transitional words from reading selection. Language ArtsTransitionsPerformance Assessment Journeys Progress Monitoring, Lessons 14 and 15Journeys Grab-and-Go, Lessons 14 and 15Journeys Reader’s Notebook, Lessons 14 and 15Reading 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.Applies knowledge of all letter-sound correspondences and syllable patterns to read unfamiliar multisyllabic words in and out of context.Demonstrates the ability to read on-level text with purpose and understanding.Demonstrates the ability to read on-level text with accuracy and expression.Sample Objectives (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 Progress Monitoring, Lessons 14 and 15Journeys Grab-and-Go, Lessons 14 and 15Journeys Cold Reads, Lessons 14 and 15Journeys Readers Notebook, Lessons 14 and 15Oral reading fluency checks/running recordsUse of learned patterns to decode unfamiliar words Teacher createdLiteracy 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 APPENDIX- TWO WEEKS AT A GLANCE OUTLINESWeeks 1-2: Cougars (Unit 2, Lesson 10)Week 1Essential Question: What have scientists learned about cougars by observing their physical characteristics and behaviors?Day 1Day 2Day 3Day 4Day 5Anchor Text (Text type, Lexile)Text based comprehensionText based discussion(Whole and Small Group)Cougars by Patricia Corrigan (informational text, 960L) Respond to Think Through the Text Questions: 1 (ask these questions closer to the end of the selection, not at the suggested location), 3, 5, 6, 9“A Closer Look” question on T328. (Note to teacher: this question appears in the 2014 version. If you don’t have access to this version, the question states: “What does the fact that cougars are solitary suggest about the difficulty of their lives? Under what circumstances would living alone be an advantage?”)Analyze the Text Questions (2nd Read) on T331All activities and discussions should be guided by the Text X-Ray (Zoom in on Key Ideas & Academic Language) Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole and Small Group)VocabularyDrawn from the textsresemble, detecting, keen, vary, unobserved, mature, particular, available, ferocious, contentment, solitary, territory, predator, stalkFoundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesWeek 1 ContinuedEssential Question: What have scientists learned about cougars by observing their physical characteristics and behaviors?Day 1Day 2Day 3Day 4Day 5Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesLanguage/ SyntaxSpelling and GrammarWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekThe Reader’s Notebook (independent reading, pg. 109)Choose one of the following prompts: 1. Cougars have many physical characteristics and behaviors that help them to survive. Using evidence from the text, describe three of their characteristics or behaviors and how they help them survive in their environment. 2. How does a mother cougar prepare her kittens for adulthood? What physical characteristics of the kittens require this level of care from their mother? StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational TextRI 5.1, RI 5.4, RI5.10WritingW 5.2 (B & D specifically)Weeks 1-2: Cougars (Unit 2, Lesson 10)Week 2Essential Question: What impacts are humans having on big cat species throughout the world?Day 1Day 2Day 3Day 4Day 5Anchor TextRereading for fluency practice, additional comprehension support or independent reading practiceWriting SupportOptional Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole/Small Group, and Independent work)All students experience all texts and resources regardless of levelFrom the Leveled Readers: Big Cats (Vocabulary Reader)Other Resources: “Big Cats: Jaguars, Tigers, and Mountains Lion” video “Our Most Stunning Pictures of Big Cats” article “Secret’s of the World’s 38 Species of Wild Cats” article/interview : Big Cats by Seymour Simon (trade book) VocabularyDrawn from the textsresemble, detecting, keen, vary, unobserved, mature, particular, available, ferocious, contentment, solitary, territory, predator, stalkWeeks 1-2: Cougars (Unit 2, Lesson 10)Week 2 ContinuedEssential Question: What impacts are humans having on big cat species throughout the world?Day 1Day 2Day 3Day 4Day 5Foundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekComplete the Writing Process (edit, revise, and publish) with the Culminating Task from the previous week. StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational Text RI5.7, RI.5.9, RI.5.10Writing W 5.2 (B & D specifically) Weeks 8-9: James Forten (Unit 3, Lesson 14)Week 8Essential Question: How did James Forten demonstrate heroism during the American Revolution?Day 1Day 2Day 3Day 4Day 5Anchor TextText based comprehensionText based discussion(Whole and Small Group)“James Forten,” excerpt from Now Is Your Time by Walter Dean MyersRespond to text questions orally and/or in writing from BAP lesson, James Forten Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole and Small Group)VocabularyDrawn from the textsdexterity, aspects, abolitionists, relented, men of color, captives, bondage, privateers, profit, authorities, comrades, provisions, surrendered, tentative, persuade, yellow fever, rebels, traitors, enslavement, apprentice, contributions, influentialFoundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesWeek 8 ContinuedEssential Question: How did James Forten demonstrate heroism during the American Revolution?Day 1Day 2Day 3Day 4Day 5Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekThe Readers’ Notebook (independent reading and written response to text)Use Graphic Organizer, Flow Chart: Sequence of Events, to organize thinking and then to summarize the biographical story (Projectable 14.2)Choose one of the following based on the type of writing to be highlighted:James Forten overcame difficulties in order to one of the most successful African American men of his time. Describe the difficulties of Forten’s life and the many ways that he helped others throughout his lifetime.Walter Dean Myers writes that James Forten was “not a hero.” Instead, he describes Forten as a “man who helped to create” the United States of America. What are some things that Forten did in his later years that helped to create a nation?A hero is brave, good, and often looked up to by other people. Describe at least three things that Forten did in his lifetime that would qualify him as a “hero.”StandardsList applicable StandardsReading: Informational TextRI.5.2, RI.5.3WritingW.5.2Speaking and ListeningSL.5.1 Weeks 8-9: James Forten (Unit 3, Lesson 14)Week 9Essential Question: What role did African Americans play during the American Revolution?Day 1Day 2Day 3Day 4Day 5Anchor TextRereading for fluency practice, additional comprehension support or independent reading practiceWriting SupportOptional Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole/Small Group, and Independent work)All students experience all texts and resources regardless of levelThe Extraordinary Life of Thomas Peters (from Leveled Readers)“Black Revolutionary Seamen”, “Prince Hall”, “Runaways”, Other ResourcesPhoto Essay, “African Americans in the Revolutionary War,” “African Americans in the American Revolution”, “African Americans and the Revolution”, from the textsComplete Rolling Vocabulary ActivityWeeks 8-9: James Forten (Unit 3, Lesson 14)Week 9 ContinuedEssential Question: What role did African Americans play during the American Revolution?Day 1Day 2Day 3Day 4Day 5Foundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekComplete the Writing process (edit, revise, and publish) with the Culminating Task from the previous week.StandardsList applicable Standards Reading: Informational TextRI.5.2, RI.5.3WritingW.5.2Speaking and ListeningSL.5.1 ................
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