Shelby County Schools



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricu?lar sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs. How to Use the Literacy Curriculum Maps42005250Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.(3) Building knowledge through content-rich nonfiction. Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:The TNCore Literacy StandardsThe TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic 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. Curriculum Maps, Grades 3-5Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big Idea” for the week. Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text: CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the R Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the learning target statements to help.Study the suggested performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and speaking and listening skills.Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small group instruction and literacy stations.Resources to Help Prepare Students for the TNReady AssessmentsThe following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:The Item Sampler (MICA) can be found here: TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOETNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks. Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.TN DOE Curriculum StandardsLearning OutcomesContent & TasksWeek 1-Lesson 22Reading Selections“The Birchbark House” (Lexile Level 980)“Four Seasons of Food” (Lexile Level 790)Big Idea: Traditions influence a person’s thoughts and feelings.Reading Literature and Informational TextRL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text RL.5.6-Describe how a narrator’s or speaker’s point of view influences how events are described.RL.5.7-Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentationof fiction, folktale, myth, poem)RI.5.6-Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.Strategies and Skills Needed to Access the StandardsThemeVisual ElementsPoint of viewSummarizeLearning Targets (I Can…) Determine the theme of a storyDescribe how the use of third person point of view influences the storyAnalyze the effect of illustrations on the meaning of a storyUse text details to visualize a story’s characters, settings, and eventsExamine the similarities and differences between a fictional and informational recounting of similar informationPerformance Task The author chose to tell this story from the third person point of view. Discuss how the story would have been different if Omakayas had been the narrator. Pay particular attention to how the narrator’s point of view would have influenced the way in which events are described, and be prepared to rewrite a portion of the story from Omakayas’ point of view. (RL.5.6) (See Writing for the remainder of this assignment.)Other Performance AssessmentsJourneys Grab-and-Go Weekly TestsReader’s Notebook, Lesson 22Video Clip Lesson 22 Navajo RugsTheme graphic organizerAnswers to text-dependent questionsClose reading on pp. 674-676Text-Dependent QuestionsOn p. 670, what reasoning did Omakayas use to convince herself that she should eat the candy all by herself? (key details)How does Omakayas feel about her sister? (general understandings)How does the author’s use of the word “bared” instead of a word like “showed” emphasize the fact that the conflict with the bear could have ended very differently? (vocabulary; author’s craft and purpose)How does the author’s use of a third person narrator contribute to the sense of calm and quiet in this selection? (author’s craft and purpose)Omakayas has the opportunity to kill the mother bear, but she chooses not to. What does this tell you about her character? (inference)What season of the year do you think it is when Omakayas encounters the bears? Use evidence from the illustrations and the text “Four Seasons of Food” to support your response. (intertextual connections)Literacy Station ActivitiesComprehension station-Summarize the text, complete a theme graphic organizer, Journeys flip chart Lesson 22, Activity Comprehension Part 1, C.008-Story Element Ease from Sample MICA Items on RL.5.2 and RL 5.6 an assessment using Question IDs 44801, 33797, and 44802WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicators for RL.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 challenges or how the speaker in a poem reflects upon a topic; summarize the text Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingWritingList single word details from the text for an illustrated theme using a bubble map and teacher modelingSummarize a text at the paragraph level using sentence frames and a word bank. Summarize a text at the page or multi-paragraph level using a word bank and sentence starters. Compose a summary of the text including the theme and supporting details using a graphic pose an organized essay that outlines the theme with related details with self-generated graphic organizer support.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational Skills RF.5.3- Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4- Read with sufficient accuracy and fluency to support comprehension.Strategies and Skills Fluency and decodingLearning Targets (I Can…) Read aloud with accuracy, appropriate rate, and expression.Use tone, volume, and pace to read with expression.Use text cues to adjust intonation.Phonics and fluencyFluency: RateMore final syllables (-age, -ice, -ive)Performance assessmentsOral reading fluency checks/running recordsSpelling of grade-appropriate words in daily/weekly writingUse of learned patterns to decode unfamiliar wordsLiteracy Station Activities:Decoding/word study-Students work in pairs with suffix cards that end with the suffixes –age, -ice, and -ible. Sort words based on their suffixes. Create a chart using suffix words, suffix meanings, suffix words used in a sentence, and suffix illustration. Link to suffix activities (optional)-pair students for timed reading; Activity Fluency Part 2, F.014-Practice and Read from Writing/ResearchW.5.3a- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally W.5.3e- Provide a conclusion that follows from the narrated experiences and events Strategies and SkillsSkillsNarrative writingEstablishing a narratorSequence of eventsStrategy Modeled response to text Peer editing for clear sequence in storySelf editing and self-reflectionLearning Targets (I Can…)Write a narrative story that uses detailed descriptions and has a clear order of events.Establish a narrator for my story.Routine WritingWriting a narrative pieceEstablishing a narratorSequencing events clearlyWriting Tasks The story “The Birchbark House” is told by a third person narrator. Rewrite the part where Omakayas encounters the mother bear with Omakayas serving as the narrator. Think carefully about how she would have described the encounter. Make sure to have a clear sequence of events and an ending for your story. Use sequence words and phrases to connect your events.Use TNReady rubric for narrative writing: Sample MICA Item on W.5.3 an assessment using Question ID 44988Speaking and ListeningSL.5.1- Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building others’ ideas and expressing their own clearly.SL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenceSL.5.4-Report on a topic or text or present an opinion, Strategies and SkillsCome to discussions prepared Pose and respond to questionsMake comments that contribute to the discussionElaborate on other’s remarksDraw conclusions in light of information from the discussionsTNCore Accountable Talk resource: Targets (I Can…)Restate, sequentially, the main idea/events/points from a story.Stay on topic by making comments about information being discussed.Present my ideas and/or opinions with facts and details.Performance AssessmentsUsing formal English in appropriate situationsParticipating in and conducting discussions, read alouds, and q/a sessionsTeacher observationLanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.1b- Form and use the perfect verb tenses 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 phrasesL.5.5b- Recognize and explain the meaning of common idioms, adages, and proverbs Strategies and SkillsSkillsPerfect tenseReference materialsStrategyLearning grammar through writing Support for teaching students to use the dictionary: Learning Targets (I Can…)Identify perfect tenses when writingForm and use perfect tenses when writing and speakingEdit and revise writing for incorrect verb tense usage Use reference materials to find pronunciations and word meanings.Recognize and explain the meaning of idioms, adages, and proverbs. VocabularyReference materials (dictionary, glossary, thesaurus)Vocabulary for Explicit InstructionNerve, bared, banish, reasoned, envy, spared, margins, deserted, upright (Supplemental Resources, click Vocabulary Quadrant)Language ArtsPerfect tense Literacy Station ActivitiesVocabulary station-Journeys flip chart for Lesson 22, Activities from Vocabulary Part 3, V.020-Word Clues, V.022-Defining Depictions, `and V.023-Undercover Meanings from Performance Assessments for bothEdit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher created vocabulary assessment Week 2-Lesson 23Reading Selections“Vaqueros: America’s First Cowboys” (Lexile Level 770)“Rhyme on the Range” (Not rated)“Cowboys Yesterday, Today, and Tomorrow (Lexile Level 1030) Idea: Cowboys played an important role in the old West, and they are still important today.Reading 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.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.7-Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Strategies and Skills Needed to Access the StandardsText and Graphic FeaturesMain Ideas and DetailsSummarizeLearning Targets (I Can…)Quote accurately when explaining what the text says explicitly and when drawing inferences.Determine two or more main ideas and explain how they are supported by details.Explain how the author uses reasons and evidence to support points.Use graphic features to derive understanding from text.Explain how a poet uses words that appeal to the senses, citing specific examples from the poem.Performance Task On page 704, the author states that, “With the Americans came changes in the culture of the vaquero.” Write an essay in which you discuss what you think the author means by this statement, citing evidence of ways in which he uses reasons and evidence to support this key point. (RI.5.8)Other Performance AssessmentsGrab-and-Go Weekly TestsReader’s Notebook, Lesson 23Answers to text-dependent questionsWritten summary of the textText-Dependent QuestionsThe author uses a combination of drawings and photographs in the selection “Vaqueros: America’s First Cowboys.” How do these graphic features help you understand the text? (general understandings)According to the text, how did the invention of barbed wire affect the life and culture of the vaqueros? (key details)Why do you think the author included the movie poster on p. 705? (author’s craft and purpose)What does the word “conquerors” mean on p. 699? (vocabulary)What does the adage the author uses on p. 707 tell you about the lifestyle of cowboys? (inference)The author of “The Cowboy’s Life” uses several words that relate to sound. Why do you think he/she chose to do that? (opinion)Literacy Station ActivitiesComprehension station-Journeys flip chart for Lesson 23, write answers to text-dependent questions, Activity Comprehension Part 2, C.016-Detail Delight from Sample MICA Item on RL.5.7 an assessment using Question ID 43238Sample MICA Items on RI.5.2 an assessment using Question ID 44774WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem).Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingMatch images to teacher-selected vocabulary words to analyze how visuals contribute to the meaning of a text using word bank support. Match sentences or paragraphs from the text to illustrations and multimedia elements to analyze how visuals and multimedia elements contribute to the meaning and tone of a text with a partnerAnalyze the contributions of visuals and multimedia elements towards enhancing the meaning and tone of a text after reading an excerpt with a partnerAnalyze the tone set in the text and determine the contributions of visuals and multimedia elements towards enhancing the meaning, tone, or beauty of a text with partner support.Interpret the tone set by multimedia elements within the text to analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.5.4a -Read grade-level text with purpose and understandingRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsStrategies and SkillsFluency DecodingLearning Targets (I Can…)Read on-level text with purpose and understandingRead orally with purpose and understandingRead orally with accuracy, appropriate rate, and expressionPhonics and fluencyExpressionUnstressed syllables (schwa sound)Performance assessmentsOral reading fluency checks/running recordsSpelling of grade-appropriate words in daily/weekly writingUse of learned patterns to decode unfamiliar wordsLiteracy Station Activities:Decoding/word study station; activities with schwa ; Fluency station-(optional)-Journeys flip chart for lesson 23; partner reading to practice expression, Activity Fluency Part 2, F.013-Chunk It Up from Writing/ResearchW.5.3a- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally W.5.3b- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations W.5.3e- Provide a conclusion that follows from the narrated experiences and eventsStrategies and SkillsSkillsNarrative writingEstablishing a narratorUsing dialogueStrategy Modeled response to textPeer editing for clear sequence in storySelf editing and self-reflectionLearning Targets (I Can…)Write a narrative story that uses detailed descriptions and has a clear order of eventsEstablish a narrator for my storyRoutine WritingWriting a narrative pieceEstablishing a narratorSequencing events clearlyWriting Tasks In Vaqueros: America’s First Cowboys we learned a lot about vaqueros. Think of some conflicts that a vaquero would encounter. Write a story about a vaquero, using details that you learned from the text to enhance your story. Make sure to have a narrator, a clear plot, and use dialogue to help the plot of your story move forward. Use TNReady rubric for narrative writing: Speaking and ListeningSL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable paceSL.5.5- Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themesSL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task or situationStrategies and SkillsCome to discussions prepared Pose and respond to questionsMake comments that contribute to the discussionElaborate on other’s remarksDraw conclusions in light of information from the discussionsTNCore Accountable Talk resource: Targets (I Can…)Restate, sequentially, the main idea/events/points from a story.Stay on topic by making comments about information being discussed.Present my ideas and/or opinions with facts and details.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsOral reportsAdding audio and visual informationUsing formal English in appropriate situationsTeacher observationLanguageL.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 phrasesL.5.5b- Recognize and explain the meaning of common idioms, adages, and proverbs Strategies and SkillsSkillsPrepositions and prepositional phrases Adages and proverbs StrategyLearning grammar through writing of common proverbs: Plans-; Learning Targets (I Can…)Explain the functions of prepositions in sentencesAnalyze a sentence for correct use of prepositions and prepositional phrases.Use reference materials to find pronunciations and word meanings.I can recognize and explain the meaning of adages, and proverbs.VocabularyAdages and proverbs Vocabulary for Explicit InstructionDominated, extending, sprawling, hostile, acknowledged, flourished, residents, prospered, acquainted, decline, adventurer, fleet (Supplemental Resources, click Vocabulary Quadrant)Language ArtsPrepositions and prepositional phrasesLiteracy Station ActivitiesVocabulary station-Journeys flip chart for Lesson 23, Activities for adages and proverbs: ; Performance Assessments Edit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher created vocabulary assessment Week 3-Lesson 24Reading Selections“Rachel’s Journal” (Lexile Level 940)“Story of a Pioneer Girl: Westward to Freedom” (Lexile Level 800)“What’s for Lunch?” (Lexile Level 870) Big Idea: The journey west for pioneers was challenging, for adults and children. Reading Literature and Informational TextRL.5.4-Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.6-Describe how a narrator’s or speaker’s point of view influences how events are described.RI.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.Strategies and Skills Needed to Access the StandardsFigurative languagePoint of viewLearning Targets (I Can…)Quote accurately when explaining what the text says and when making inferences.Describe how a narrator’s or speaker’s point of view influences how events are described.Determine the conflict in a text and recognize its solution.Performance TaskWrite an essay in which you describe how the narrator’s (Rachel’s) point of view influences how events from the story are conveyed. (RL.5.6)Other Performance AssessmentsGrab-and-Go Weekly TestsReader’s Notebook, Lesson 24Answers to text-dependent questionsWritten summary of the textText-Dependent QuestionsWhy didn’t the wagon party want to wait three weeks to cross the river? (key details)What does the word “fretted” mean on p. 227? (vocabulary)The authors of both texts use the word “beacon” (p. 728 and p. 742). Explain how the meanings on the two pages are similar and different. (vocabulary)How does the author use the expression, “grinning so broadly his mouth looked like he has swallowed an ear of corn whole,” to tell us about Frank’s view of their encounter with the Indian? (author’s craft and purpose)How do the drawings and captions help you understand how Rachel is feeling as she is writing? (author’s craft and purpose)How would Rachel’s story have been different if someone else had narrated it? (opinion)Literacy Station ActivitiesComprehension station-Practice with point of view: ; HYPERLINK "" , Journeys flip chart for Lesson 24Sample MICA Items on RL.5.4 and RL 5.6 an assessment using Question IDs 44742, 44739, and 44734WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RL.5.6-Describe how a narrator’s or speaker’s point of view influences how events are described.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingWritingList words that are used from a narrator’s or specific speaker’s point of view with illustrated word bank support.Write phrases and basic sentences about illustrated scenes from 2 characters’ points of view with peer support and a word bankDescribe illustrated events from the text from an alternate point of view using sentence starters.Produce simple and complex sentences to form a paragraph from an alternate point of view with teacher modeling supportCompose a rendition of the text from an alternate point of view using expanded discourse.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.5.4a -Read grade-level text with purpose and understandingRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsStrategies and Skills: Fluency and decodingLearning Targets (I Can…)Use knowledge of prefixes to read accurately Read on-level text with purpose and understanding.Read orally will accuracy, appropriate rate, and expression.Use context clues to determine meanings.Phonics and fluencyAccuracy and self-correctionSimple prefixes (in-, un-, dis-, mis-)Performance assessmentsOral reading fluency checks/running recordsSpelling of grade-appropriate words in daily/weekly writingUse of learned patterns to decode unfamiliar wordsLiteracy Station Activities:Decoding/word study station--Build and sort words with target prefixes, activities on prefixes and suffixes-ww.bbc.co.uk/skillswise/worksheet/en18root-l1-w-building-on-root-words Fluency station (optional)-Journeys flip chart for Lesson 24, Echo reading with a partner (see Activity Fluency Part 2, F.017-Echo Echo from Writing/ResearchW.5.3b- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations W.5.3c- Use a variety of transitional words, phrases, and clauses to manage the sequence of eventsW.5.3d- Use concrete words and phrases and sensory details to convey experiences and events precisely W.5.3e- Provide a conclusion that follows from the narrated experiences and eventsStrategies and SkillsSkillsNarrative writingEstablishing a narratorUsing first person pronounsUsing dialogueUsing transitional wordsAdding sensory detailsStrategy Modeled response to text Peer editing for clear sequence in storySelf editing and self-reflectionLearning Targets (I Can…)Write a narrative story that uses detailed descriptions and has a clear order of eventsEstablish a narrator for my storyInclude dialogue, transitions, and sensory details to make my story more appealing to my readerRoutine WritingWriting a narrative pieceEstablishing a narratorSequencing events clearlyIncluding dialogue, transitions, and details to storiesWriting Tasks This week we read the story “Rachel’s Journey: The Story of a Pioneer Girl.” The narrator of the story is Rachel, so we see all events from her point of view. Rewrite one of the daily entries from the point of view of one of the other characters (Frank, Pa, Ma, one of the twins). Be sure to use first person pronouns, dialogue, and transitional words. Sequence your story in a clear and logical manner.Use TNReady rubric for narrative writing: Speaking and ListeningSL.5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orallySL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenceSL.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 paceStrategies and SkillsCome to discussions prepared Pose and respond to questionsMake comments that contribute to the discussionElaborate on other’s remarksDraw conclusions in light of information from the discussionsTNCore Accountable Talk resource: Targets (I Can…) Restate, sequentially, the main idea/events/points from a storyStay on topic by making comments about information being discussedPresent my ideas and/or opinions with facts and detailsPerformance Assessments Participate in and conduct discussions, read alouds and questions/answer sessionsUse formal English in appropriate situationsLanguageL.5.4a- Use context as (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phraseL.5.5a- Interpret figurative language, including similes and metaphors, in contextStrategies and Skills SkillsMaking comparisons (review, if needed)Context cluesFigurative languageStrategyLearning grammar through writing Vocabulary activity for using context: Learning Targets (I Can…)Edit for the incorrect usage of comparative/superlative forms of adjectives and adverbs Use context as a clue to the meaning of a word or phrase and to confirm understanding.Interpret the meaning of similes and metaphors in context.Vocabulary Using contextFigurative languageVocabulary for Explicit InstructionMishap, rustling, lectured, beacon, torment, surged, disadvantage, balked, quaking, fared, earshot, ford (Supplemental Resources, click Vocabulary Quadrant)Language ArtsMaking comparisonsLiteracy Station ActivitiesVocabulary station-Journeys flip chart for Lesson 24, Activity Vocabulary Part 4, V.037-Chice Meanings or V.040-Meaning Extender, or V.041-Get A Clue from , Journeys flip chart (add rigor)Performance Assessments Edit draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher created vocabulary assessment Week 4-Lesson 25Reading Selections “Lewis and Clark” (Lexile Level 1020)“A Surprise Reunion” (Not rated)Big Idea: Explorers played an important role in the development of our country.Reading Literature and Informational TextRI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.6-Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.RL.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 challenges or how the speaker in a poem reflects upon a topic; summarize the text.Strategies and Skills Needed to Access the StandardsMain Ideas and DetailsPrimary SourcesExplain Historical EventsMonitor/ClarifyLearning Targets (I Can…)Determine several main ideas and explain how they are supported by key details.Tell how and why the events of a text are influenced by the narrator’s or speaker’s viewpoint.Discuss how the actions and words of characters help convey the theme.Performance Task Write an essay or make a speech in which you compare the two accounts of the meeting between Sacajawea and her brother, paying close attention to the focus of each account and the information provided by each. (RI.5.6) (See Writing)Other Performance AssessmentsGrab-and-Go Weekly TestsReader’s Notebook-Lesson 25Text Analysis Interactive White Board-Lesson 25 Answers to text-dependent questionsWritten summary of the textText-Dependent QuestionsWhat is the main idea of p. 763 and how does this relate to the main ideas of p. 754? (general understandings)Why did the Shoshone women fear Lewis when they first met him? (key details)How does the term “river branches” on p. 756 help you understand the meaning of “tributaries?” (vocabulary)On p. 758 the author uses a direct quote from Lewis. How does this quote help you understand what happens next? (author’s craft and purpose)How do the words and actions of the characters help establish the theme of the play “A Surprise Reunion?” (author’s craft and purpose) What do you think President Jefferson meant when he said, “Lewis and Clarke have entirely fulfilled my expectations?” Cite evidence from the text to support your opinion. (opinion)Literacy Station ActivitiesComprehension station-main idea and details graphic organizer, written summary of the text, Journeys flip chart for Lesson 25, Activity Comprehension Part 2, C.018-What’s the Big Idea? from Sample MICA Items on RI.5.2 and RI.5.6 an assessment using Question IDs 43095 and 43098WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RI.5.2- 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: BridgingWritingList single word details from the text for an illustrated main idea to explain how the main idea is supported by key details using a bubble map and word bank supportIdentify the main ideas and supporting details using sentence frames and a word bank with graphic organizer support.Produce the main ideas and supporting details to explain how the main idea is supported by key details using a graphic organizer with peer support.Summarize main ideas and supporting details to explain how the main idea is supported by key details using a graphic organizerSummarize two or more main ideas of a text and explain how they are supported by key details.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading 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 understandingRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Strategies and SkillsFluency and DecodingLearning Targets (I Can…)Use knowledge of letter-sound correspondences, syllabication patterns, and morphology to read accurately.Read on-level text with purpose and understanding.Read orally with accuracy, appropriate rate, and expression.Phonics and fluencyPhrasing: punctuationConsonant alternations (elect-elections, produce-production, etc.)Performance assessmentsJourneys Cold ReadsChoral readingReader’s Theater presentation of “A Surprise Reunion”Literacy Station Activities:Decoding/word study station-, ; Fluency station (optional)-Journeys flip chart Lesson 25, prepare for Reader’s Theater, Activity Fluency Part 2, F.019-Connected Text from ; Writing/Research W.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.Skills Informative/Explanatory WritingLinking WordsTopic SentenceConcluding StatementStrategy Show exemplar textPeer editing for clear evidence in textSelf editing and self-reflectionUse POW + TIDE mnemonic and graphic organizer materials.aspx Learning Targets (I Can…)Draft, revise, and publish an informative/explanatory essay.Develop a topic with facts, definitions, details and quotations. Make logical connections between ideas in a text.Routine WritingUsing linking wordsHaving a clear topic sentenceWriting a clear concluding statementCiting evidence to support key ideasWriting Tasks This week we read two different accounts of the same event—the meeting between Sacajawea and her brother. Write an essay in which you compare and contrast the two versions of the event. Pay attention to the actions and words of the characters as well as the focus of each account. (RI.5.6, W.5.2)Use scoring rubric from TNReady: Speaking and Listening SL.5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orallySL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenceSL.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 (Optional)Strategies and SkillsCome to discussions prepared Pose and respond to questionsMake comments that contribute to the discussionElaborate on other’s remarksDraw conclusions in light of information from the discussionsDeliver a short speechLearning Targets (I Can…)Restate, sequentially, the main idea/events/points from a story.Stay on topic by making comments about information being discussed.Present my ideas and/or opinions with facts and details.Summarize information I have heard.TNCore Accountable Talk resource: AssessmentsParticipate in and conduct discussions, read alouds, and question/answer sessionsDeliver a short speech comparing the two accounts of the meeting between Sacajawea and her brother (Optional, see Reading Performance Task)Using formal English in appropriate situationsLanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.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.5.5c- Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Strategies and SkillsSkillsAnalogiesConjunctionsStrategyLearning grammar through writing Learning Targets (I Can…)Edit writing for comma, capitalization errors and spelling errorsExplain the functions of conjunctions in writingUse word relationships, like analogies, to better understand words. VocabularyAnalogiesVocabulary for Explicit InstructionExpedition, tributaries, trek, barrier, despite, fulfilled, range, techniques, resumed, edible (Supplemental Resources, click Vocabulary Quadrant)Language ArtsConjunctionsLiteracy Station ActivitiesVocabulary Station-Journeys flip chart for Lesson 25, select from: Assessments Edit draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher created vocabulary assessment Week 5 -Lesson 26 Journeys Student MagazineReading Selections “Animals on the Move” (Lexile Level not determined)“Skywoman’s Rescue” (play)“The Whale” (poetry) “Wild Geese” (poetry)“The Dino Express” (Lexile Level 890) Big Idea: Animals adapt and survive in a variety of ways.Reading Literature and Informational TextRL.5.2-Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the textRI.5.3- Explain the relationships or interactions between two or more individuals, evens, ideas, or concepts in a historical, scientific, or technical text based on specific information in the textRI.5.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject areaStrategies and Skills Needed to Access the StandardsMain Ideas and DetailsThemeCompare and ContrastVisualize InferenceLearning Targets (I Can…)Determine several main ideas from a text and explain how they are supported by key details.Explain the relationships between/among the behaviors of different animals.Use context to determine the meanings of words and phrases.Performance Task This week you learned about many ways in which animals use their senses to help them survive. Prepare an oral presentation in which you summarize two of these ways and explain how the details within the passage support the author’s key points. (RI.5.2)Other Performance AssessmentsAnswers to text-dependent questionsWritten summary of the textText-Dependent QuestionsAccording to the text, why do scientists put bands on birds’ legs? (key details)What does the word “instinct” mean on p. 6? (vocabulary)How does the author help you determine the meaning of the word “spawn” on p. 6? (author’s craft and purpose)How does the illustration on p. 7 help you determine the meaning of the word “herd?” (author’s craft and purpose)What is the theme of “Skywoman’s Rescue?” (inference)Why do you think the author of “Animals on the Move” put the last section, “Returning Home,” at the end of the text rather than putting it after “Leaving Home,” since both sections were about the same animal? (opinion)Why do you think there weren’t any meat-eating dinosaur footprints found along the “Dino Express” road? (inference)Literacy Station ActivitiesComprehension station-main idea and details graphic organizer, summary or paraphrase of a text, Activity Comprehension Part 2, C.019-In My Own Words from Sample MICA Items on RI.5.2 and RI.5.4 an assessment using Question IDs 44515, 44480, and 44490Sample MICA Items on RI.5.3 an assessment using Question IDs 43250, 43245, and 43246WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RI.5.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject areaLevel 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingWritingLabel illustrations that represent academic and domain-specific words and phrases based on a pose sentences using general academic and domain-specific words to demonstrate an understanding of their meanings using a word bank and sentence pose sentences using general academic and domain-specific words to demonstrate an understanding of their meanings using expanded sentence frames. Produce expository text that incorporates academic and domain-specific vocabulary appropriately in expanded sentences based on text and modeled supportProduce expository text that incorporates academic and domain-specific vocabulary appropriately in complex, expanded discourse to determine the meaning of words and phrases. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.5.4- Read with sufficient accuracy and fluency to support comprehensionRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsStrategies and SkillsDecoding and FluencyLearning Targets (I Can…)Understand to group words into phrases to guide pausesPause at appropriate places in a textSound prefixes and root wordsRead on-level text with purpose and understanding.Read orally with accuracy, appropriate rate, and expression.Phonics and fluencyPhrasing: pausesPrefixes and root wordsPerformance assessmentsJourneys Cold ReadsChoral ReadingTeacher SelectedLiteracy Station Activities:Decoding/word study station-Sort words with roots and affixes, build words with roots and affixes, Select activities from Advanced Phonics Part 3, AP.016-AP.022 from Fluency station (optional)-Journeys flip chart for Lesson 26, partner reading, echo reading, timed readingWriting/ResearchW.5.3- Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3a- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally W.5.3b- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations W.5.3c- Use a variety of transitional words, phrases, and clauses to manage the sequence of eventsW.5.3d- Use concrete words and phrases and sensory details to convey experiences and events precisely W.5.3e- Provide a conclusion that follows from the narrated experiences and eventsStrategies and SkillsSkillsNarrative writingEstablishing a narratorUsing dialogueUsing transitional wordsAdding sensory detailsStrategy Modeled response to text Peer editing for clear sequence in storySelf editing and self-reflectionLearning Targets (I Can…)Write a narrative story that uses detailed descriptions and has a clear order of events.Establish a narrator for my story.Include dialogue, transitions, and sensory details to make my story more appealing to my reader.Routine WritingWriting a narrative piece Establishing a narratorSequencing events clearlyIncluding dialogue, transitions, and details to storiesWriting Tasks In “Animals on the Move,” we learned about a lot of different animals. Think about what it would be like to be one of those animals. Now, write a story about an adventure it has while traveling. Refer to pp. 18-19 in your magazine to help you plan your story. Use TNReady rubric for narrative writing: Speaking and Listening SL.5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orallySL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenceSL.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 paceStrategies and SkillsCome to discussions prepared Pose and respond to questionsMake comments that contribute to the discussionElaborate on other’s remarksDraw conclusions in light of information from the discussionsTNCore Accountable Talk resource: Targets (I Can…)Restate, sequentially, the main idea/events/points from a storyStay on topic by making comments about information being discussedPresent my ideas and/or opinions with facts and detailsSummarize information I have heardPerformance AssessmentsParticipate in and conduct discussions, read alouds, and question/answer sessionsOral reportUsing formal English in appropriate situationsLanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.1d-Recognize and correct inappropriate shifts inverb tense.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.2a- Use punctuation to separate items in a series. Strategies and SkillsSkillsTense shiftsPPT presentation on tense shifts StrategyLearning grammar through writing Learning Targets (I Can…)Identify and write singular and plural possessive nouns.Practice combining sentences.Edit writing for comma, capitalization errors and spelling errors.VocabularyMultiple-meaning wordsVocabulary for Explicit InstructionNavigate, landmarks, routine, navigation, flock (Supplemental Resources, click Vocabulary Quadrant)Language ArtsTense shiftsLiteracy Station ActivitiesVocabulary Station-select from: Performance AssessmentsEdit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.Teacher created vocabulary assessment Week 6 -Lesson 27 Journeys Student MagazineReading Selections“Mysteries at Cliff Palace” (play)“Cave of the Crystals” (Lexile Level not determined)“Places and Names: A Traveler’s Guide” (poetry)“Los libros/Books” (poetry)“The Cities in the Cliffs: An Old American Indian Mystery in Colorado Remains Unsolved” (Lexile Level 910) HYPERLINK "" Big Idea: Studying other cultures helps us learn about the world.Reading Literature and Informational TextRL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text RL.5.5-Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RI.5.2-Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Strategies and Skills Needed to Access the StandardsThemeContext cluesText structureAnalyze/EvaluateLearning Targets (I Can…)Determine the theme of a pare and contrast characters in a drama, drawing on specific text details.Analyze the effects of dialogue in a story.Performance Assessments Answers to text-dependent questionsWritten summary of the textPerformance TaskAt the conclusion of the article “Cave of the Crystals,” the author poses a question for the reader: Should the owners stop pumping out the water or should they keep pumping? Based on the information in the article and the ideas expressed in the other texts you read this week, what do you think the owners should do? Analyze the evidence the authors provide that inform your opinion, and be prepared to answer this question for yourself. (RI.5.8) (See Writing for complete task) Text-Dependent QuestionsHow are Reuben’s and Rosa’s experiences in the cliff dwellings similar and different? (key details)What does the word “descending” mean, and what context clues can you use to help you with the meaning? (vocabulary)What does the word “mouth” mean on p. 28, and how do you know? (vocabulary)What is the role of the narrator in the play “Mysteries at Cliff Palace, and how does the narrator contribute to the overall structure of the play?” (author’s craft and purpose)What purposes do the authors of “Mysteries at Cliff Palace” and “Cave of the Crystals” share? (intertextual connections)What is the key message of the two poems on pp. 30-31, and how does this message relate to the purposes of the other texts we read this week? (intertextual connections)Literacy Station ActivitiesComprehension station- Activity Comprehension Part 1, C.005-Plotting the Plot from Sample MICA Items on RL.5.2 and 5.5 an assessment using Question IDs 43452, 43335, and 42984Sample MICA Items on RI.5.2 and RI.5.8 an assessment using Question IDs 43258 and 43256WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicators for 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.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingReproduce a sequential thinking map and then highlight transitional words with teacher modeling support.Create a labeled diorama or illustrated flow map to explain how a series of events fit together with peer support. Summarize a text to explain how a series of events fit together using a completed main idea/details graphic organizer.Describe specific events in the text and their effects to explain how a series of events fit together using a cause and effect thinking mapSummarize, in essay format, the effects of a specific event or its relevance to the text to explain how a series of events fit together. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF. 5.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.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.5.4- Read with sufficient accuracy and fluency to support comprehensionRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsStrategies and SkillsDecoding and fluencyUse context clues to determine word meaningLearning Targets (I Can…)Understand how to group words into phrases to guide pausesRead on-level text with purpose and understanding.Read orally with accuracy, rate and expression.Pause at appropriate places in a text.Read words with common prefixes and suffixes.Phonics and fluency Phrasing: PausesFamiliar Suffixes (-ness, -less, -ment)Performance assessmentsTeacher observationsJourneys fluency lessonsReader’s Theater performance of “Mysteries at Cliff Palace”Literacy Station Activities:Decoding/word study station-Sort words with roots and affixes, build words with roots and affixes, Select activities from Advanced Phonics Part 3, AP.016-AP.022 from Fluency station (optional)- practice for a Reader’s Theater presentation of “Mysteries at Cliff Palace,”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. W.5.1c- Link opinion and reasons that are supported by facts and details. W.5.1d- Provide a concluding statement or section related to the opinion presented.Strategies and SkillsSkillsOpinion writingLinking wordsTopic sentenceConcluding statementStrategy Writing pre-assessment of paragraph written from a prompt about a textPOW + TREELL mnemonic and graphic organizer HYPERLINK "" (Username: tneducation; password: fastestimproving)Modeled response to text Peer editing pre-assessment for clear evidence in textSelf editing pre-assessment and self-reflectionWriting post-assessment to similar promptLearning Targets (I Can…)Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.Routine WritingForming a text-based opinionCiting evidence to support opinionUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks At the conclusion of the article “Cave of the Crystals,” the author poses a question for the reader: Should the owners stop pumping out the water or should they keep pumping? Based on the information in the article and the ideas expressed in the other texts you read this week, what do you think the owners should do? Write an essay expressing your opinion as to what the owners should do. Use reasons and evidence from all texts to support your opinion. Be prepared to present your opinion to the class in the form of a speech or panel discussion. (RI.5.8, W.1)Use scoring rubric from TNReady: Speaking and Listening SL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenceSL.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 or situation.Strategies and SkillsExpressing an opinionStrong organizational structureReasons and evidenceActive listeningLearning Targets (I Can…)Deliver a persuasive speech.State an opinion clearly.Use reasons and evidence to support the opinion.Use transitional words and phrases to link the opinion to the evidence.Provide a strong conclusion.Speak clearly and at an understandable pace.Summarize key points from a classmate’s speech.Performance AssessmentsPersuasive speech or panel discussion (See Reading Performance Task and Writing)Discussion following speeches/panel discussionsTeacher-created rubricLanguage L.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. Strategies and SkillsSkillsTense shiftsStrategyLearning grammar through writing and editingLearning Targets (I Can…)Recognize and correct inappropriate shifts in verb tenseVocabularySuffixes –ant, -ent, -able, -ible, -ance, -enceVocabulary for Explicit InstructionDwellings, ledge, descending, trek, plateaus, alcoves, drought, translucent, uninhabited (Supplemental Resources, click Vocabulary Quadrant)Language ArtsTense shiftsLiteracy Station ActivitiesVocabulary station-Build words with target suffixes, sort words with target suffixes, locate words with target suffixes in text Performance Assessments Edit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.Teacher created vocabulary assessment Sample MICA Items on L.5.1 and L.5.2 an assessment using Question IDs 44817 and 4381Week 7 -Lesson 28 Reading Selections“Fossils: A Peek Into the Past” (Lexile Level not determined)“Trapped in Tar” (Lexile Level not determined)“Journey of the Woolly Mammoth” (poetry)“Fossils” (poetry)“Digging Deeper” (Lexile Level 1200) Big Idea: Studying the past helps us learn about the present.Reading Literature and Informational TextRL.5.2-Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.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.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Related Science Standard (Review standard)GLE 0507.5.2 Analyze fossils to demonstrate the connection between organisms and environments that existed in the past and those that currently exist.Strategies and Skills Needed to Access the StandardsMain Idea and Supporting DetailsQuestioningSupporting opinions with reasonsLearning Targets (I Can…)Determine the main idea of a textExplain the relationships or interactions between two people, events, ideas, or concepts based on information in the text.I can determine the meaning of general academic or domain specific words and phrases. Performance Task Write an essay in which you explain how the author of “Fossils, A Peek Into the Past” uses reasons and evidence to support his opinion that Mary Anning has been called “the greatest fossilist the world ever knew.” Be sure to cite specific words and phrases the author used to support this statement. (RI.5.8)Other Performance AssessmentsAnswers to text-dependent questionsWritten summary of a textText-Dependent QuestionsHow did Mary Anning’s fossils help scientists gain new knowledge about the world? (general understandings)How does the illustration on p. 37 help you understanding the meaning of the word “canine?” (vocabulary)What are some reasons the author of “Trapped in Tar!” provides to support that opinion that the tar pits have meant “good luck” for paleontologists? (author’s craft and purpose)What do the two poems reveal about the poets’ views of fossils? (author’s craft and purpose)How do the details about fossils differ across the texts we read this week, and why do they differ? (intertextual connections)How might modern tools like those described in “Digging Deeper” have changed the way Mary Anning studied fossils? (intertextual connections)Literacy Station ActivitiesComprehension station-Activities Comprehension Part 2, C017-Main Idea Mania or C.018-What’s the Big Idea? From WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RI.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingMatch supporting evidence to main points using single, illustrated words with peer assistanceMatch illustrated main points with supporting evidence based on a teacher model and with small group supportClassify main points with supporting evidence using a graphic organizer in a small groupAnalyze the evidence the author provides to determine whether or not it supports his/her claims with a small group.Evaluate the evidence provided by the author to determine the degree to which it supports his/her claims. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.5.4a -Read grade-level text with purpose and understandingStrategies and SkillsFluency and decodingLearning Targets (I Can…)Read on-level text with purpose and understanding.Read orally with accuracy, rate and expressionUse context clues to determine word meaning.Phonics and fluencyExpressionGreek word rootsPerformance assessmentsPerformance reading-poetryLiteracy Station Activities:Decoding/word study station-Sort words with roots and affixes, build words with roots and affixes, Select activities from Advanced Phonics Part 3, AP.016-AP.022 from ; also select activities from Fluency station (optional)-partner reading, echo reading, timed reading, practice reading poetry fluently with a partnerWriting/ResearchW.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sourcesStrategies and SkillsSkills Conducting researchStrategy PrewritingSelecting a topicParaphrasing/synthesizing Learning Targets (I Can…)Select and narrow a topic for a research paper.Locate reliable sources of information about the topic.Take notes on the topic.Routine WritingTaking notesCreating a graphic organizer or outlineExplanatory essay (Reading Performance Task) Writing Tasks (Three-Week Task)Conduct research on a topic related to Canada, the country being honored for Memphis in May. Write a research report on your topic and prepare an oral presentation due during week 9 of this nine-week period.Speaking and Listening SL 5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orally.SL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.Strategies and SkillsPreparation for discussionsMedia useLearning Targets (I Can…) Gather information from visual or digital sources.Prepare notes for a presentation.Performance AssessmentsParticipating in and conducting discussions, read alouds, and question/answer sessionsTake notes from visual or digital sourcesLanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.2b- Use a comma to separate an introductory element from the rest of the sentence.L5.2c- Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).Strategies and SkillsSkillsCommas in sentencesGreek and Latin rootsStrategyLearning grammar through writing Targets (I Can…)Use commas with introductory words and phrases, names, and to combine sentences. Edit writing for capitalization errors and spelling errors.VocabularyMore Greek and Latin roots (saur, ped, vor, ichth, terr, etc.)Vocabulary for Explicit InstructionEngravings, underside, canine, molars, donate, ancestors, tons, dedication, blundered, pillared, tread, tundra, enshrined, scrools (Supplemental Resources, click Vocabulary Quadrant)Language ArtsCommas in sentencesLiteracy Station ActivitiesVocabulary Station-Word sorts and word building with Greek and Latin roots, locating Greek and Latin roots in text, Activities for Greek and Latin roots-, , Activity Vocabulary Part 2, V.014 from Performance Assessments Edit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.Teacher created vocabulary assessment Week 8 -Lesson 29 Reading Selections“The Case of the Missing Deer” (Lexile Level not determined)“Fossil Fish Found” (Lexile Level not determined)“Encounter” (poetry)“Deep in the Forest” (poetry)Big Idea: Nature is fascinating.Reading Literature and Informational TextRL.5.6-Describe how a narrator’s or speaker’s point of view influences how events are described.RI 5.3-Explain the relationships or interactions between two or more individuals, evens, ideas, or concepts in a historical, scientific, or technical text based on specific information in the textRI 5.5- Compare and contrast the overall structure of events, ideas, concepts, or information in two or more textsStrategies and Skills Needed to Access the StandardsPoint of viewInfer/PredictLearning Targets (I Can…)I can make logical conclusions based on evidence in the text.Create a list of clues stated in the text to support inferences.Tell how and why the events of a text are influenced by the narrator’s or speaker’s viewpoint.Performance Task Write a letter to the editor of your school newspaper in which you discuss how the narrator’s point of view in the poem “Encounter” affects the way you think about the deer’s perception of humans. Cite evidence from the poem to support your key ideas. (RL5.6)Other Performance AssessmentsAnswers to text-dependent questionsWritten summary of a textText-Dependent QuestionsWhy did Blake want to see deer? (key details)Why did Blake say he needed to “start thinking like a detective?” (general understandings)On p. 56 the author uses the words “delicately” and “nibbled” to describe the deer. What do these words tell you about the deer? (author’s craft and purpose)Why might people consider the fossil of Old Fourlegs the “most important scientific discovery of the 1900’s”? (inference)How is the point of view in “The Case of the Missing Deer” different from that of “Encounter,” and how does the point of view influence how the events are described in both texts? (intertextual connections)Literacy Station ActivitiesComprehension Station-Written responses to text-dependent questions, Practice with point of view: ; HYPERLINK "" , Activity for inference: Comprehension Part 3, C.028-More Incredible Inferences from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RL.5.6-Describe how a narrator’s or speaker’s point of view influences how events are described.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingHighlight descriptive words in a single page of text using a word bank.OR identify language that indicates narrative points of view (I, he/she) with teacher support.Identify phrases and basic sentences in visually supported text that signify narrator’s or speaker’s point of view (descriptive words and pronouns) with peer support.Categorize statements found explicitly within the text or those that can be inferred from the text with a partner. Interpret narrator’s / speaker’s point of view by applying information to a graphic organizer when reading books written from alternate points of view (Goldilocks, Three Little Pigs, etc.)Answer analytical questions about how a speaker’s point of view influences how events are described when reading books written from alternate points of view.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.5.4a -Read grade-level text with purpose and understandingStrategies and Skills Fluency and DecodingLearning Targets (I Can…)Read on-level text with purpose andUnderstanding.Read orally with accuracy, appropriate rate, and expressionUse context clues to determine word meaningPhonics and fluencyStressLatin Word RootsPerformance assessmentsPerformance reading-poetryLiteracy Station Activities:Decoding/word study station-Sort words with roots and affixes, build words with roots and affixes, Select activities from Advanced Phonics Part 3, AP.016-AP.022 from ; also select activities from Fluency station (optional)-partner reading, echo reading, timed reading, practice reading poetry fluently with a partnerWriting/ResearchW.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2c- Link ideas within categories of information using words, phrases, and clausesW.5.2d- Use precise language and domain-specific vocabulary to inform about or explain the topicW.5.2e- Provide a concluding statement or section related to the information or explanation presented. W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.Strategies and SkillsSkillsInformative writingSynthesizing information RevisingEditingStrategy Peer editing for clear evidence in textPOW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write a draft of a research paper that summarizes information from several anize information logically.Develop the topic with facts, details, and examples.Link information within categories.Respond to feedback from teacher and peers by making necessary revisions and/or edits.Routine WritingDraft of a research reportPeer feedbackLetter to the editor (Reading Performance Task)Writing Tasks (Due week 9)Write a draft of a research report on Canada, our Memphis in May honored country.Use scoring rubric from TNReady: Speaking and ListeningSL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.SL.5.5-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of mainideas or themes.Strategies and SkillsNotes for oral presentationIntegration of visual and/or media componentsLearning Targets (I Can…)Summarize information from a written report.Prepare notes and visuals to enhance the presentation.Performance AssessmentsPrepare for oral presentation of research LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.2b- Use a comma to separate an introductory element from the rest of the sentence.L.5.2c- Use a comma to set off the words yes and no, to set off a tag questions from the rest of the sentence, and to indicate direct address.Strategies and SkillsSkillsComma usageGreek and Latin rootsStrategyLearning grammar through writing Targets (I Can…)Use commas with appositives, in series, in dates, and between cities and states in bine sentences.Use commas in compound sentences.Edit writing for capitalization errors and spelling errors.VocabularyGreek and Latin rootsVocabulary for Explicit InstructionDribble, definitely, glumly, avoided, chatted, rustling, fawn, wrapped it up, no such luck, on his doorstep, stubby, dappled, medallions (Supplemental Resources, click Vocabulary Quadrant)Language ArtsComma usageLiteracy Station ActivitiesVocabulary Station-Using Projectable 29.2, have students work in pairs to generate words using Greek and Latin roots, Performance AssessmentsEdit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.Teacher created vocabulary assessment Week 9 Lesson 30Reading Selections“Get Lost! The Puzzle of Mazes” (Lexile Level not determined)“Journey to Cuzco” (Lexile Level not determined)“The Best Paths” (poetry) “Compass” (poetry)“Aztecs, Incas, and Mayans – Cuzco: City of Gold” (Lexile Level 820) Big Idea: Solving puzzles can be very rewarding.Reading Literature and Informational TextRL.5.2-Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.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.Strategies and Skills Needed to Access the StandardsMain Ideas and Supporting DetailsSummarizingLearning Targets (I Can…)Determine several main ideas in a text and explain how the author develops each of them.Summarize text.Use text and graphic features to locate information and demonstrate understandingExplain relationships between events and ideas.Performance TaskWrite an essay in which you explain how the themes of “The Best Paths” and “Compass” are similar, and analyze how the themes from both poems are related to key ideas from “Lost! The Puzzle of Mazes.” Pay particular attention to the ways in which the speakers in the poems reflect upon the topic. (RL.5.2, RI.5.2)Performance AssessmentsAnswers to text-dependent questionsWritten summary of a textText-Dependent QuestionsHow do labyrinths differ from mazes? (key details)How does the myth “Journey to Cuzco” explain the origin of the Inca people? (general understandings)The words “multicursal” and “unicursal” on p. 66 have the same root, “cur.” Based on the information provided, what do you think this root means? (vocabulary)How are the themes of “The Best Paths” and “Compass” similar, and how do both poems connect to “Lost! The Puzzle of Mazes?” (intertextual connections)How does the article about Cuzco help you understand more about the myth “Journey to Cuzco?” (intertextual connections)Literacy Station ActivitiesComprehension station-written answers to text-dependent questions, written summary of one of the texts, Activity Comprehension Part 2, C.020-Super Summary from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RI.5.2- 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: BridgingWritingList single word details from the text for an illustrated main idea to explain how the main idea is supported by key details using a bubble map and word bank support.Identify the main ideas and supporting details using sentence frames and a word bank with graphic organizer support.Produce the main ideas and supporting details to explain how the main idea is supported by key details, using a graphic organizer with peer support.Summarize main ideas and supporting details to explain how the main idea is supported by key details using a graphic organizer.Summarize two or more main ideas of a text and explain how they are supported by key details.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.5.4a –Read grade-level text with purpose and understandingSkills and Strategies Fluency and DecodingSuggestions for teaching phonics patterns: Learning Targets (I Can…)Identify syllable patterns.Read on-level text with purpose and understanding.Read orally with accuracy, appropriate rate, and expression.Use context clues to determine word meaning.Phonics and fluencyAccuracyIdentifying VCV, VCCV, and VCCCV syllable patternsPerformance assessmentsParticipating in and conducting discussions, read alouds, and question/answer sessionsPerformance reading-poetryLiteracy Station Activities:Decoding/word study station-build words with target patterns, sort words with target patterns, ; Fluency station (optional)-Performance reading, paired reading, Activity Fluency Part 2, F.018-Follow My Lead from Writing/ResearchW.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.Strategies and SkillsSkillsPresentation of researchSpeech writingConstructive criticism Strategy Write speech for presentationPresent research project to groupLearning Targets (I Can…)Write a speech about a research paper that I have written.Present my research to my peers using visual illustrations to help my peers understand my research better.Give my peer constructive criticism on how to improve their speeches.Routine WritingSpeech/oral presentationExplanatory essays (Reading Performance Task, research report)Writing Tasks Final copy of research paperNotes/PowerPoint slides for oral presentationSpeaking and ListeningSL 5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orally.SL 5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.SL 5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.Strategies and SkillsActive listeningOral presentationAccountable talkTNCore Accountable Talk resource: Targets (I Can…)Restate, sequentially, the main idea/events/points from a story.Present my ideas and/or opinions with facts and details.Summarize information I have heard.Use accountable talk to participate in discussions about classmates’ presentations.Report on a research topic in a logical and organized manner.Speak clearly and at an understandable pace.Performance AssessmentsTeacher-made rubric for oral presentationTeacher observationLanguageL 5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L 5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. Strategies and SkillsSkillsWord analysisSentence analysisStrategyLearning grammar through writing Targets (I Can…)Proofread and edit sentences.VocabularyWord originsVocabulary for Explicit InstructionHemmed, compass, hedge, Jubilee, balcony, mythical (Supplemental Resources, click Vocabulary Quadrant)Language ArtsColonParenthesesLiteracy Station ActivitiesVocabulary station-Illustrate vocabulary words, work with a partner to use one of the activities on a Journeys Vocabulary card, work with a partner to complete Projectable 30.2Performance Assessments Edit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.Teacher created vocabulary assessment Alternate unit for weeks 3-9: Replace the weeks on this curriculum map with the following: “How Canada’s Resources Are Used to Meet People’s Needs and Wants Today”? (Click on “download unit”)Developed by Expeditionary Learning, Note: this is an open educational resource available under a Creative Commons license. ................
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