Literary Indicator - Greenwood School District
|Literary Indicator |Informational Indicator |Complementary
Indicator/s &
Writing Workshop |Ongoing
Indicators |MAP
Mean 208-211
| |Clarification of
Bloom’s Verb |Reading Mini-Lesson or Guided Reading Notes |Poetry Connections |Interactive Read Alouds |Testing as a Genre/ Testing Notes | | |5th Grade Second Nine Weeks Row 1 | |5th Grade Second Nine Weeks Row 1 | |
|Fifth |5-1.1 Analyze literary texts to draw conclusions and make inferences. |5-2.2 Analyze |5-2.5 Use titles, print styles, chapter headings, captions, subheadings, and white space to gain information. |
|Grade | |informational | |
|– | |texts to draw |5-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information. |
|Second| |conclusions and| |
|Nine | |make |5-2.7 Use functional text features (including tables of contents, glossaries, indexes, and appendixes). |
|Weeks | |inferences. | |
| | | |5-6.1 Clarify and refine a research topic |
| | |Social Studies | |
| | |5-3.1-3.2 |5-6.2 Use print sources and nonprint sources to access information. |
| | |Inventions/ | |
| | |Inventors: |5-6.3 Select information appropriate for the research topic. |
| | |Light bulb- | |
| | |Edison |5-6.4 Paraphrase research information accurately and meaningfully. |
| | |Telegraph- | |
| | |Edison |5-6.7 Use vocabulary that is appropriate for the particular audience or purpose. |
| | |Telephone- Bell| |
| | |Mass production| |
| | |– |Embed research standards during social studies and science lessons. |
| | |Transportation | |
| | |Wright Brothers| |
| | |Einstein |Writing Workshop |
| | |(Ch. 4-5) |Essay |
| | | | |
| | |Science | |
| | |(for the nine | |
| | |weeks) | |
| | |Landforms | |
|Fifth |5-1.5 Interpret the effect of the author’s craft (for example, tone, figurative language, dialogue, and imagery) on the meaning of literary texts. |5-2.3 Analyze a|5-1.2 Differentiate among the first-person, limited-omniscient (third person), and omniscient (third person) points of view. |
|Grade | |given text to | |
|– | |detect author | |
|Second| |bias (for |5-6.1 Clarify and refine a research topic |
|Nine | |example, | |
|Weeks | |unsupported |5-6.2 Use print sources and nonprint sources to access information. |
| | |opinions). | |
| | | |5-6.3 Select information appropriate for the research topic. |
| | |Social Studies | |
| | |5-3.3—3.4 |5-6.4 Paraphrase research information accurately and meaningfully. |
| | |Immigrants, | |
| | |cities |5-6.7 Use vocabulary that is appropriate for the particular audience or purpose. |
| | |Industry/ big | |
| | |business | |
| | | |Embed research standards during social studies and science lessons. |
| | |Science | |
| | |(for the nine | |
| | |weeks) |Writing Workshop |
| | |Landforms |Fiction |
Fifth Grade – Second Nine Weeks |5-1.10 Predict events in literary texts on the basis of cause-and-effect relationships. |5-2.8 Predict events in informational texts on the basis of cause-and-effect relationships.
Social Studies
5-3.5, 3.6
Reforms, Prohibition, WWI, Spanish – Am. War, annexation
Science
(for the nine weeks)
Landforms |5-1.4 Analyze literary texts to distinguish between direct and indirect characterization.
5-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.
5-6.1 Clarify and refine a research topic
5-6.2 Use print sources and nonprint sources to access information.
5-6.3 Select information appropriate for the research topic.
5-6.4 Paraphrase research information accurately and meaningfully.
5-6.7 Use vocabulary that is appropriate for the particular audience or purpose.
Embed research standards during social studies and science lessons.
Writing Workshop
Literary Essays
|5-3.1 Use context clues to generate the meanings of unfamiliar and multiple meaning words.
5-3.2 Use Greek and Latin roots and affixes to determine the meanings of words within texts.
5-3.4 Spell correctly
(Multisyllabic,-constructions
Double consonant patterns
Irregular vowel patterns in multisyllabic words.)
5-2.4 5-1.7 Create responses to literary and informational texts through a variety methods.
5-2.9 5-1.11 Read independently for extended periods of time to gain information and for pleasure.
|Determines events as examples of cause and effect in literary and informational text
• Determines the cause for a given event using information supplied in an informational passage
• Explains why a specific event occurred
• Locates the effect for a given cause
• Speculates as to the cause for a given real life effect in informational text
• Evaluates information to determine the most likely cause
| |What is the relationship between?
• Identify, classify, compare, contrast, differentiate, organizing, attributing
• How is ____related to ____? |Cause/Effect
• Students identify a significant action and predict “What would happen if..”
• Create a chart: Fact, What if, Prediction (Alternate endings – Richardson, p. 195)
Cause/Effect
• Students predict events using …What would have happened if? (If you change or delete a certain event or cause – what would happen)
• Students predict a future event on current data based on information. “What will most likely happen?” (sources could be: text, charts, graphs, maps etc.) (Richardson p. 237)
• Create chart with Data, Background knowledge, Question, Prediction
|Awesome Forces by Joan Bransfield Graham Got Geography! Illustrated by Philip Stanton
The Paper Trail by Georgia Heard, A Kick in the Head , Illustrated by Chris Raschka |( The Bobbin
Girl, McCully
• Immigrant Kids, Freedman
• Kids At Work, Freedman
• Christmas in the Trenches, McCutcheon
• Archie’s War, Albright |What is the most important result of…?
• In the future, the (character) will probably…
• According to the passage, why did… or what caused…?
• (The character) is able to find a subject for her poem because…
Testing as a Genre
“Except” | |
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