Www.claibornecountyschools.com
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 1 (Aug. 15-19)
Academic Vocabulary: Point of View
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
| |SF Reading |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |“Frindle” |
| | |
| |DEA Resources: |
|0501.1.3 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary. |... |
| |.... |
|SPI 0501.1.11 Determine word meanings within context. |Spelling: A Supermarket Sweep |
|SPI 0501.1.15 Recognize and use grade appropriate vocabulary within context. |Reading Strategies |
| | |
| |DEA Resources: |
|GLE 0501.8.2 Experience various literary genres, including fiction and nonfiction, poetry, drama, chapter books, biography/autobiography, short |Common Spanish Phrases |
|stories, folk tales, myths, science fiction. |Famous People |
| |The Power of Language |
|0501.8.12 Make connections among various texts showing similarities and differences |Colorful Packaging |
| |Avoiding the Tricks of Advertisers |
| | |
|GLE 0501.6.1 Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension strategies, |Word Jungle |
|graphic organizers, questioning text). |Homophone Challenge, |
| |No Headache Homophones |
| |Adjective/Adverb Quiz |
| |Word Meaning Quiz |
| | |
| |Graphic Organizers |
| | |
| |HM English |
| |Friendly letter Quiz |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |Letter Generator |
| |Powerpint: |
| | Sentence Punctuation |
|0501.1.4 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly letters and |Mark-It Punctuation worksheet |
|business letters. | |
| |Run-on repair |
| | |
|0501.1.5 Use correct end of sentence punctuation (e.g., period, question mark). |Part Four: The Best of the Rest: Adverbs... |
| |Battle With Dark Marker |
| |Prepositional Phrases |
| |Part Three: Prepositions |
|GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure. |Section A: Sentence Fragments |
| | |
|0501.1.13 Recognize incomplete sentences and run-on sentences and edit appropriately |What’s Missing? |
| | |
|SPI 0501.1.10 Select the best way to correct incomplete sentences within context. | |
| |Paraphrasing |
| |Paraphrasing |
| | |
| |Following Directions |
|GLE 0501.2.1 Continue to develop critical listening skills necessary for comprehension and task completion |Multi-Step Directions |
| | |
|0501.2.3 Give multi-step directions (e.g., tell someone how to make a simple recipe). | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 2 (Aug. 22-26)
Academic Vocabulary: Hyperbole
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |SF Reading |
| |“Thunder Rose” |
|0501.8.6 Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration. | |
| |Study Card Set |
|0501.8.4 Build vocabulary by reading from a wide variety of texts and literary genres. | |
| |Interactive Story Map |
| |Story Map |
|SPI 0501.8.1 Identify setting, characters, plot, and theme. |Interactive Story Elements Using Cinderella |
|SPI 0501.8.4 Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are | |
|resolved. |RIVET |
| | |
| |DEA Resources: |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and |Parts of a Story: Huck and Jim |
|phrases. |The Story of Huck and Jim |
| |Angus in the Suburbs |
|0501.1.3 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary |Angus in the Woods |
| |Angus Leaves Home |
|SPI 0501.1.16 Determine the correct meaning/usage of multiple meaning words within context. | |
|SPI 0501.1.15 Recognize and use grade appropriate vocabulary within context. |Researching: A Dog History |
| |Story Structure: A Tiny Tale |
| |Main Idea: Pyramid Plunder |
|GLE 0501.6.1 Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension |Cats, Traps, and Thermometers: Mouse Loo... |
|strategies, graphic organizers, questioning text). |Boy Meets Mouse |
| | |
|0501.6.1 Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, |... |
|to locate specific information/facts}, utilize reference sources to build background for reading, preview text features) |Using Context Clues |
| | |
|SPI 0501.6.1 Select questions used to focus and clarify thinking before, during, and after reading text. |Get to the Meaning, |
| |Find the Right Word |
| |Word Clues |
| |Words-In-Context |
| |Common Spanish Phrases |
| |Famous People |
| |The Power of Language |
| |Colorful Packaging |
| |Avoiding the Tricks of Advertisers |
| | |
| |Word Jungle |
| |Homophone Challenge, |
| |No Headache Homophones |
| |Adjective/Adverb Quiz |
| |Word Meaning Quiz |
| | |
| |Graphic Organizers |
| |DEA Resources: |
| |What Life Was Like for Paul Revere and B... |
| |Plymouth Rock Is Designated a Landmark |
| |Life for Paul Revere After the Big Ride |
| | |
| |Before, During, After Reading Strategies ; |
| |Questions |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure. | |
| | |
|0501.1.13 Recognize incomplete sentences and run-on sentences and edit appropriately. |HM English |
| | |
|SPI 0501.1.10 Select the best way to correct incomplete sentences within context. |DEA Resources: |
| |Part Four: The Best of the Rest: Adverbs... |
| |Battle With Dark Marker |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |Prepositional Phrases |
| |Part Three: Prepositions |
| |Section A: Sentence Fragments |
|0501.1.4 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly | |
|letters and business letters. |What’s Missing? |
| |Run-on repair |
|0501.1.5 Use correct end of sentence punctuation (e.g., period, question mark). |Friendly letter Quiz |
| |Letter Generator |
| | |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and |PowerPoint: Sentence Punctuation |
|imaginative. | Mark-It Punctuation worksheet |
| | |
|0501.3.3 Practice writing to narrative and descriptive prompts within a specified time. |Writing/Journal Prompts |
|0501.3.4 Write poems, stories, and essays based upon personal reflections, observations, and experiences | 55 Picture Prompts Flipchart |
|0501.3.6 Make written responses to literature studied (e.g., critique, journal, group project) | |
|0501.3.7 Create a well-developed story or passage summary, as well as personal reflections and imaginative writing samples. |6 Traits Ideas |
| |Introduction to Poetry Flipchart |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |Poetry and Figurative Language Flipchart Diamante Poem |
| |Reading Response Journals |
|0501.1.11 Write legibly in manuscript and cursive. |Story Summary Practice |
| |Recommend a Book |
| |Summarizing Visuals and Practice |
| |Story Endings Flipchart |
| |Enticing Story Leads |
| |BrainPop 5 Paragraph Essay |
| | |
| |Handwriting Practice Worksheets |
Grade5 Reading/Language Arts Pacing Guides
Instructional Week 3 (Aug. 29-Sept. 2)
Academic Vocabulary: Conjunctions, Punctuation Marks (comma, colon, semicolon) Visual Image
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.8.2 Experience various literary genres, including fiction and nonfiction, poetry, drama, chapter books, biography/autobiography, short |SF Reading |
|stories, folk tales, myths, science fiction. |“Island of the Blue Dolphins” |
|0501.8.12 Make connections among various texts showing similarities and differences. |Graphic Organizers |
|GLE 0501.6.1 Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension strategies, |DEA Resources: |
|graphic organizers, questioning text). |What Life Was Like for Paul Revere and B... |
|0501.6.1 Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific |Plymouth Rock Is Designated a Landmark |
|information/facts}, utilize reference sources to build background for reading, preview text features) |Life for Paul Revere After the Big Ride |
|SPI 0501.6.1 Select questions used to focus and clarify thinking before, during, and after reading text. | |
| |Before, During, After Reading Strategies ; |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |Questions |
| |DEA Resources: |
| |... |
|[pic] 0501.1.3 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary. |.... |
| |Spelling: A Supermarket Sweep |
| |Reading Strategies |
| |DEA Resources: |
| |Common Spanish Phrases |
|SPI 0501.1.11 Determine word meanings within context. |Famous People |
| |The Power of Language |
|SPI 0501.1.15 Recognize and use grade appropriate vocabulary within context. |Colorful Packaging |
| |Avoiding the Tricks of Advertisers |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. | |
| |Word Jungle |
|0501.8.7 Explore the various kinds of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology). |Homophone Challenge, |
| |No Headache Homophones |
|0501.8.2 Derive meaning while reading (e.g., use metacognitive and self-monitoring reading strategies to improve comprehension {reread, identify |Adjective/Adverb Quiz |
|miscues, read ahead, ask for help, draw on earlier reading). |Word Meaning Quiz |
| | |
|SPI 0501.8.1 Identify setting, characters, plot, and theme. |Study Card Set |
| |Using Picture Books to Show Conflict |
|SPI 0501.8.4 Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved. |Self-Monitoring Checklist |
| |Flow Chart for Self-Monitoring |
|SPI 0501.8.5 Recognize that a story is told from first person point of view. |PowerPoint: That reminds me of Harry Potter |
| |PowerPoint: That reminds me of Ch’i-Lin Purse |
| |Holes (Loius Sachar) Flipchart |
| |Companion to Gary Paulsen’s Hatchet Flipchart |
| |Vocabulary Flipchart for Hatchet |
| | |
| |DEA Resources: |
| |Parts of a Story: Huck and Jim |
| |The Story of Huck and Jim |
| |Angus in the Suburbs |
| |Angus in the Woods |
| |Angus Leaves Home |
| |Practice |
| |Practice II |
| |Character Outline |
| |Plot Activity |
| | |
| |DEA Resources: |
| |Researching: A Dog History |
| |Story Structure: A Tiny Tale |
| |Main Idea: Pyramid Plunder |
| |Cats, Traps, and Thermometers: Mouse Loo... |
| |Boy Meets Mouse |
| |PPT |
| | |
| |DEA Resources: |
| |... |
| |My Galapagos Excursion |
| |A Closer Look at Autobiographical Writin... |
| |What Five Creatures Like to Eat |
| |Three Humans and Two Cats: Physical Char... |
| |A Class Field Trip to the Amusement Park |
| |Quiz |
| | |
| | |
| |HM English |
| | Sentence sort |
| |Combining sentences |
| |Subject-verb mix-up |
| | |
| |DEA Resources: |
|GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure. |Sentence Structure |
| |... |
|501.1.14 Eliminate reliance on simple sentences by combining independent clauses, by creating compound subjects and/or predicates, by using |... |
|introductory phrases or clauses, or by appropriate use of a semi-colon. |Writing a Letter: The Fourth of July |
|SPI 0501.1.8 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma+ coordinating conjunction, use of |Prewriting: A Visit to the Fire Station |
|semicolon, introductory phrases and/or clauses). |Think Big: An Elephant's Tale |
| |A Closer Look at Sentences |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |A Closer Look at Revising a First Draft |
| |Friendly Letter |
|0501.1.6 Demonstrate knowledge of the meaning and function of certain marks of punctuation, including colons (between the hour and minute and after|The Tanaka Twins |
|the greeting of a business letter), semicolons, apostrophes, quotation marks, and commas used in these ways: direct address, items in a series, |Mixed Practice |
|following introductory words, in dates and addresses, quotations, parts of a letter, and before coordinating conjunctions in compound sentences. |PowerPoint Quotations and Quotation Marks |
| |List |
| |Quiz |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, predicate |Quiz II |
|nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), pronouns (e.g., |worksheet Possessive Nouns |
|agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate adjectives, demonstrative |DEA Resources: |
|adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), conjunctions (e.g., coordinating), |Commas with Mild Interjections & Transit... |
|interjections, and prepositions (place prepositional phrases in correct location within the sentence). |Commas with Salutations & Direct Address... |
| |Punctuation Use in a List Perfect Punctu... |
|SPI 0501.1.5 Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating |Commas with Appositives Perfect Punctuat... |
|conjunctions, and introductory words) and of colons within context. |Commas with Independent Clauses Perfect ... |
| |Comma |
|GLE 0501.2.1 Continue to develop critical listening skills necessary for comprehension and task completion. |Meeting Dark Marker |
| |Australia's Great Barrier Reef |
| |Dark Marker's Second Message |
| |Saving the Day |
| |When to Use |
| |Paraphrasing |
| |Paraphrasing |
|0501.2.1 Listen attentively by facing the speaker, asking questions, and summarizing what is said. |Learning About Conversation |
| | |
|0501.2.2 Use established rules for polite conversation (e.g., do not interrupt, face the speaker, listen attentively, provide appropriate feedback,| |
|take turns, raise hands). | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 4 (Sept. 5-9) 4 Day Week
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |SF Reading |
| |“Satchel Paige” |
| |Graphic Organizers |
|0501.1.3 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary. |DEA Resources: |
| |Common Spanish Phrases |
|SPI 0501.1.15 Recognize and use grade appropriate vocabulary within context. |Famous People |
| |The Power of Language |
|SPI 0501.1.11 Determine word meanings within context. |Colorful Packaging |
| |Avoiding the Tricks of Advertisers |
|GLE 0501.6.1 Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension strategies, |Word Jungle |
|graphic organizers, questioning text). |Homophone Challenge, |
| |No Headache Homophones |
| |Adjective/Adverb Quiz |
|0501.6.1 Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific |Word Meaning Quiz |
|information/facts}, utilize reference sources to build background for reading, preview text features) |... |
| |.... |
| |Spelling: A Supermarket Sweep |
|0501.6.2 Derive meaning while reading (e.g., use metacognitive and self-monitoring reading strategies to improve comprehension {reread, identify |Reading Strategies |
|miscues, read ahead, ask for help, draw on earlier reading). |Context Clues |
| |Reading Strategies: Four Steps |
|0501.6.3 Check for understanding after reading (e.g., indicate sequence of events, identify the author’s purpose). |A Closer Look at Context Clues |
| |Context Clues |
|SPI 0501.6.1 Select questions used to focus and clarify thinking before, during, and after reading text. |Context is Key |
| |Multiple Meanings |
| |More Multiple Meanings |
| |Context is Key |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |Multiple Meaning Words |
| |Words with Multiple Meanings |
|0501.1.6 Demonstrate knowledge of the meaning and function of certain marks of punctuation, including colons (between the hour and minute and after |What Life Was Like for Paul Revere and B... |
|the greeting of a business letter), semicolons, apostrophes, quotation marks, and commas used in these ways: direct address, items in a series, |Plymouth Rock Is Designated a Landmark |
|following introductory words, in dates and addresses, quotations, parts of a letter, and before coordinating conjunctions in compound sentences. |Life for Paul Revere After the Big Ride |
| |Before, During, After Reading Strategies ; |
| |Questions |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, predicate nouns),| |
|verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), pronouns (e.g., agreement with | |
|antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate adjectives, demonstrative adjectives, proper |HM English |
|comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), conjunctions (e.g., coordinating), interjections, and |Friendly Letter |
|prepositions (place prepositional phrases in correct location within the sentence). |The Tanaka Twins |
| |Mixed Practice |
| |PowerPoint Quotations and Quotation Marks |
|SPI 0501.1.5 Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating |List |
|conjunctions, and introductory words) and of colons within context. |Quiz |
| |Quiz II |
| |worksheet Possessive Nouns |
|GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure. |DEA Resources: |
| |Commas with Mild Interjections & Transit... |
|0501.1.13 Recognize incomplete sentences and run-on sentences and edit appropriately. |Commas with Salutations & Direct Address... |
|501.1.14 Eliminate reliance on simple sentences by combining independent clauses, by creating compound subjects and/or predicates, by using |Punctuation Use in a List Perfect Punctu... |
|introductory phrases or clauses, or by appropriate use of a semi-colon. |Commas with Appositives Perfect Punctuat... |
| |Commas with Independent Clauses Perfect ... |
| SPI 0501.1.8 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma+ coordinating conjunction, use of |Comma |
|semicolon, introductory phrases and/or clauses). |Meeting Dark Marker |
| |Australia's Great Barrier Reef |
|SPI 0501.1.9 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate elements) |Dark Marker's Second Message |
|within context. |Saving the Day |
| |When to Use |
| |Run-on repair |
| |Sentence sort |
| |Combining sentences |
| |Subject-verb mix-up |
| |Quiz |
| |BBC Quiz |
| |DEA Resources: |
| |Sentence Structure |
| |... |
| |... |
| |Writing a Letter: The Fourth of July |
| |Prewriting: A Visit to the Fire Station |
|GLE 0501.4.2 Collect, organize, determine reliability, and use information researched. |Think Big: An Elephant's Tale |
| |A Closer Look at Sentences |
| |A Closer Look at Revising a First Draft |
|0501.4.4 Gather and record information on a research topic using three different sources, at least one of which must be a print source. |Part Four: Other Middle Marks |
| |Section A: The Semicolon |
|0501.4.5 Evaluate and determine the reliability of sources on a given topic. | |
| | |
|0501.4.6 Organize information from text or technological sources using a graphic organizer. |Exploring Plagiarism, Copyright, and Paraphrasing |
| |Winter Solstice Research on the |
|SPI 0501.4.1 Identify the most reliable information sources available for preparing a research report. |Web with worksheet |
| | From Article to Acrostic: Note-Taking and |
|SPI 0501.4.3 Complete a graphic organizer (e.g., chart, web) organizing material collected from text or technological sources. |Poem-Making with worksheet |
| |“Hints About Print”-An interactive PowerPoint |
|SPI 0501.4.4 Select appropriate sources from which to gather information on a given topic. |presentation showing how to determine if a source is |
| |current and reliable. Click on “Demo” |
|GLE 0501.2.1 Continue to develop critical listening skills necessary for comprehension and task completion. |Nonfiction Book Evaluation Form used in “Hints About |
| |Print” demo. |
|0501.2.7 Participate in creative and expressive responses to text (e.g., choral reading, discussion, dramatization, oral presentations, and personal |Examining Electronic Sources outline |
|experiences). |Evaluating Sources |
| | |
|0501.2.8 Use different voice levels and speech patterns in formal and informal situations. |Write and Publish, report rubric |
| |Gary Paulsen: His Life in His Fiction |
|0501.2.4 Formulate and respond to questions from teachers and group members. |Websites to Validate |
| | |
| |DEA Resources: |
| |A Decision Is Made to Sell the Goat |
| |Benjamin Franklin: The Early Years |
| |A Snow and Wind Storm Stops the Journey |
| |Benjamin Franklin: The Years of Experime... |
| |1920: A Grand Monument Is Built to Honor... |
| |... |
| |... |
| |... |
| |... |
| |... |
| |... |
| |Paul Revere: His Early Years |
| |Paul as a Young Father and Entrepreneur |
| |Messages in the Medium |
| |The Chain of Events that Create the Tall... |
| |Lion Resolves the Conflict |
| |Hamburger Organizer-Writing 6-8-Sentence Paragraphs |
| |Note Taker Graphic Organizer in pdf format-story |
| |elements, citing sources, character studies, Venn |
| |diagrams, etc. |
| | |
| | |
| |Paraphrasing |
| |Paraphrasing |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 5 ( Sept. 12-16)
Academic Vocabulary: Main Idea, Reference Source, Clause
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and |SF Reading |
|phrases. |“Shutting out the Sky” |
| |Graphic Organizers |
|0501.1.3 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary. |DEA Resources: |
| |Common Spanish Phrases |
|SPI 0501.1.15 Recognize and use grade appropriate vocabulary within context. |Famous People |
| |The Power of Language |
|SPI 0501.1.11 Determine word meanings within context. |Colorful Packaging |
| |Avoiding the Tricks of Advertisers |
|GLE 0501.6.1 Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension |Word Jungle |
|strategies, graphic organizers, questioning text). |Homophone Challenge, |
| |No Headache Homophones |
|0501.6.5 Understand sequence of events from text. |Adjective/Adverb Quiz |
|0501.6.6 Determine the main idea and supporting details from text. |Word Meaning Quiz |
|0501.6.10 Summarize information presented in text. |... |
| |.... |
|SPI 0501.6.4 Identify the stated main idea and supporting details in text. |Spelling: A Supermarket Sweep |
| |Reading Strategies |
|SPI 0501.6.5 Select the best summary of a text. |Context Clues |
| |Reading Strategies: Four Steps |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |A Closer Look at Context Clues |
| |Context Clues |
|0501.8.8 Begin to distinguish between first and third person points of view. |Context is Key |
| |Multiple Meanings |
|SPI 0501.8.5 Recognize that a story is told from first person point of view. |More Multiple Meanings |
| |Context is Key |
| |Multiple Meaning Words |
| |Words with Multiple Meanings |
| | |
| | |
| |Find the Main Idea, |
| |Identify Main Idea |
| | Quiz |
| |Reading Quest Strategies |
| | |
| |DEA Resources: |
| |Main Idea: Pyramid Plunder |
| |... |
| |... |
| |Conflict With England |
| |Ben Franklin: His Years in Government |
| |Benjamin Franklin: The Early Years |
| |Benjamin Franklin: The Years of Experime... |
| |1920: A Grand Monument Is Built to Honor... |
| |Benjamin Franklin: His Last Big Idea |
| |Finding a Home for Plymouth Rock |
| |In Summary: The Story of Tom Thumb |
| |Asking About Avalanches |
| |Knowing the Facts |
| |... |
| |My Galapagos Excursion |
| |A Closer Look at Autobiographical Writin... |
| |What Five Creatures Like to Eat |
| |Three Humans and Two Cats: Physical Char... |
| |A Class Field Trip to the Amusement Park |
| |Quiz |
| | |
| | Make a Long Story Short |
| | |
| |Study Card Set |
| | |
| |Point of View Visual |
| |HM English |
| | |
| |Sentence sort |
| |Combining sentences |
| |Subject-verb mix-up |
| | |
| |DEA Resources: |
| |Sentence Structure |
| |... |
| |... |
|GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure. |Writing a Letter: The Fourth of July |
| |Prewriting: A Visit to the Fire Station |
|501.1.14 Eliminate reliance on simple sentences by combining independent clauses, by creating compound subjects and/or predicates, by |Think Big: An Elephant's Tale |
|using introductory phrases or clauses, or by appropriate use of a semi-colon. |A Closer Look at Sentences |
| |A Closer Look at Revising a First Draft |
|SPI 0501.1.8 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma+ coordinating conjunction, use of| |
|semicolon, introductory phrases and/or clauses). |Quiz |
| |BBC Quiz |
| | |
|(Complex Sentences- Comma usage and combining sentences. HM does not contain enough information on complex sentences- pull resources from | |
|other sources.) | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| |Narrow the Topic |
| |Analogy Dominoes |
| |Are you About to do Research? |
| |Jefferson County Chamber of Commerce |
| |Non-fiction Function with Scavenger Hunt worksheet |
| |Author Autobiographies with worksheet Multiple Student-Friendly|
| |Search Engines on one page |
| |netTrekker Guide |
| |Ready Reference and Library Related Resources |
| |Winter Solstice Research on the Web with worksheet |
| | |
| |Overview With Writing Guide |
| |Graphic Organizers |
| |Tutorial |
| |Types of Writing - BrainPop Movie |
|GLE 0501.4.1 Conduct research to access and present information. |Author’s Purpose |
| |Author’s Purpose Flipchart |
|0501.4.2 Discern and use appropriate reference sources in various format (e.g., interviews with family and community; encyclopedia, | |
|card/electronic catalogs, almanacs, magazines, newspapers). |DEA Resources: |
| |Reasons for Writing |
|0501.4.3 Use current technology as a research and communication tool for personal interest, research, and clarification. |... |
| |Writing Rules: Benjamin Franklin |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and |Write for Your Audience |
|imaginative. |Reasons for Writing |
| |Writing for Young People |
| | |
|0501.3.5 Compare and contrast two persons, places, things, or ideas. |PowerPoint: Author’s Purpose |
| | |
|GLE 0501.3.1 Write for a variety of purposes and to a variety of audiences. | |
| | |
| | |
|0501.3.1 Determine an audience and purpose for writing. | |
| | |
|0501.3.2 Write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to | |
|literature, acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication). | |
| | |
|SPI 0501.3.2 Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report). | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 6 (Sept. 19-23)
Academic Vocabulary: Citations
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.6.2 Recognize the different text features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs). |SF Reading |
| |“Jane Goodall’s 10 Ways to Help Save Wildlife” |
|0501.6.4 Use common text parts and features to enhance understanding (e.g., headings, key words, graphics, captions, side bars, chapter | |
|titles, glossaries). |Tracking a Dog’s Tale map |
| |Intro. To Text Features Flipchart |
|SPI 0501.6.2 Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, sidebars). | |
| |DEA Resources: |
|SPI 0501.6.3 Locate information using available text features (e.g., maps, charts, graphics) |Finding Information with Thomas Jefferso... |
| |... |
|GLE 0501.6.1 Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension |... |
|strategies, graphic organizers, questioning text). |Previewing a Book |
| |A Closer Look at Previewing Resources |
|0501.6.7 Skim text to develop a general overview of content or to locate specific information |Sources of Information |
| |Finding Information with Thomas Jefferso... |
| |Parts of a Book |
| | |
| |Headings Lesson |
| |Graphic Organizer |
| | |
| |Endless Sky Way, Golden Valley |
| |Adjectives: Describing Yellowstone |
| |1776-1783: A French Hero and the Peace T... |
| |Choosing a Book |
| |Two Reasons to Read |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. (Comma Rules) | |
| |HM English |
|0501.1.6 Demonstrate knowledge of the meaning and function of certain marks of punctuation, including colons (between the hour and minute |Graphic Organizers |
|and after the greeting of a business letter), semicolons, apostrophes, quotation marks, and commas used in these ways: direct address, | |
|items in a series, following introductory words, in dates and addresses, quotations, parts of a letter, and before coordinating |Friendly Letter |
|conjunctions in compound sentences. |The Tanaka Twins |
| |Mixed Practice |
|SPI 0501.1.5 Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, |PowerPoint Quotations and Quotation Marks |
|coordinating conjunctions, and introductory words) and of colons within context. | |
| |DEA Resources: |
| |Commas with Mild Interjections & Transit... |
| |Commas with Salutations & Direct Address... |
| |Punctuation Use in a List Perfect Punctu... |
| |Commas with Appositives Perfect Punctuat... |
| |Commas with Independent Clauses Perfect ... |
| |Comma |
| |Meeting Dark Marker |
| |Australia's Great Barrier Reef |
| |Dark Marker's Second Message |
| |Saving the Day |
| | |
| |When to Use |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.4.1 Conduct research to access and present information. | |
| | |
|0501.4.1 Define and narrow a topic for research. | |
| | |
|GLE 0501.4.2 Collect, organize, determine reliability, and use information researched. |Narrow the Topic |
| |Analogy Dominoes |
|0501.4.7 Develop a note taking system that includes important concepts, paraphrases, summaries, and identification of reference sources. |Are you About to do Research? |
| |Biography Research and Topic Acquisition |
|GLE 0501.4.2 Collect, organize, determine reliability, and use information researched. |From Article to Acrostic: Note-Taking and Poem-Making with |
| |worksheet |
|SPI 0501.4.2 Identify information that should or should not be included in a citation. | |
| |Exploring Plagiarism, Copyright, and Paraphrasing |
| | |
| |Note Taker Graphic Organizer |
| |Note Taking |
| |Gary Paulsen: His Life in His Fiction with worksheet |
| |Sum it Up with worksheet |
| |From Article to Acrostic: Note-Taking and Poem-Making with |
| |worksheet |
| | |
| |Exploring Plagiarism, Copyright, and Paraphrasing |
| | |
| |DEA Resources: |
| |Space Shuttle Citing |
| |Space Shuttle Citing |
| |Research: Cite Your Source |
| |Copying from the Web |
| |Copying |
| | |
| | |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 7 ( Sept. 26-30)
Academic Vocabulary: Oral Presentation
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases |SF Reading |
| |“Inside Out” |
|0501.1.3 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary. | |
|SPI 0501.1.15 Recognize and use grade appropriate vocabulary within context. |DEA Resources: |
| |Common Spanish Phrases |
|SPI 0501.1.11 Determine word meanings within context. |Famous People |
| |The Power of Language |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |Colorful Packaging |
| |Avoiding the Tricks of Advertisers |
|0501.8.6 Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration. |Word Jungle |
|0501.8.1 Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific |Homophone Challenge, |
|information/facts}, utilize reference sources to build background for reading, preview text features) |No Headache Homophones |
| |Adjective/Adverb Quiz |
|SPI 0501.8.1 Identify setting, characters, plot, and theme. |Word Meaning Quiz |
| |... |
|SPI 0501.8.4 Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved. |.... |
| |Spelling: A Supermarket Sweep |
| |Reading Strategies |
| |Context Clues |
| |Reading Strategies: Four Steps |
| |A Closer Look at Context Clues |
| |Context Clues |
| |Context is Key |
| |Multiple Meanings |
| |More Multiple Meanings |
| |Context is Key |
|GLE 0501.8.2 Experience various literary genres, including fiction and nonfiction, poetry, drama, chapter books, biography/autobiography, short |Multiple Meaning Words |
|stories, folk tales, myths, science fiction |Words with Multiple Meanings |
| | |
|0501.8.12 Make connections among various texts showing similarities and differences. |Study Card Set |
| |Interactive Story Map |
| |Story Map |
| |Interactive Story Elements Using Cinderella |
| |Preview Text |
| |Anticipation Guide |
| |Template Anticipation Guide |
| | |
| |DEA Resources: |
| |Parts of a Story: Huck and Jim |
| |The Story of Huck and Jim |
| |Angus in the Suburbs |
| |Angus in the Woods |
| |Angus Leaves Home |
| |Researching: A Dog History |
| |Story Structure: A Tiny Tale |
| |Main Idea: Pyramid Plunder |
| |Cats, Traps, and Thermometers: Mouse Loo... |
| |Boy Meets Mouse |
| | |
| |PPT |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| |HM English |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. (Quotations) |Friendly Letter |
|0501.1.6 Demonstrate knowledge of the meaning and function of certain marks of punctuation, including colons (between the hour and minute and after |The Tanaka Twins |
|the greeting of a business letter), semicolons, apostrophes, quotation marks, and commas used in these ways: direct address, items in a series, |Mixed Practice |
|following introductory words, in dates and addresses, quotations, parts of a letter, and before coordinating conjunctions in compound sentences. |PowerPoint Quotations and Quotation Marks |
| | |
|0501.1.7 Demonstrate the correct use of quotation marks in conversation, including their use with capitalization, end marks, and explanatory |Quotation Practice |
|material. | |
| |Lab Practice Using Quotations |
| | |
|0501.1.4 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly letters and |Friendly letter Quiz |
|business letters. | |
| |Letter Generator |
|SPI 0501.1.6 Choose the correct use of quotation marks and commas in direct quotations. | |
| |DEA Resources: |
| |Punctuation in Titles Perfect Punctuatio... |
| |Quotation Marks & Punctuation with Direc... |
| |Lesson 2: More Uses for Quotation Marks |
| |Pendemonium at The Point |
| |Lesson 1: Quotation Marks |
| |Battle with Dark Marker |
| |Mission Accomplished |
| | |
| |Mindy’s Minute Mysteries |
| | |
| | |
| | |
| | |
| |DEA Resources: |
| |Reading Strategies |
| |Researching: A Dog History |
| |Looking Up Words |
|GLE 0501.2.2 Continue to develop strategies for expressing thoughts and ideas clearly and effectively |A Closer Look at Reading Strategies |
| |Parts of a Book |
|0501.2.10 Create and deliver an oral presentation using visual aids or props |Leadership |
| |A Special Book on Leadership |
|SPI 0501.2.4 Organize ideas in the most effective order for an oral presentation. |Part Three: Interpersonal Skills |
| | |
|GLE 0501.2.4 Participate in teams for work and discussion. | |
| | |
|0501.2.12 Formulate the criteria needed in selecting a good group leader (e.g., understands the group task, works well with others, keeps the group | |
|on task ). | |
| | |
|SPI 0501.2.2 Identify the criteria necessary for a good group leader appropriate to a particular task (i.e., understands the group task, works well | |
|with others, keeps the group on task) | |
| | |
| | |
|GLE 0501.2.3 Explore the organizational structures of speeches. | |
| | |
|0501.2.11 Recognize common organizational structures of speeches (e.g., sequential, chronological, problem-solution, comparison-contrast, | |
|cause-effect). | |
| | |
| | |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 8 ( Oct. 3-5) 3 day week
Academic Vocabulary: Affixes
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |Rooting Out Words |
| |Root Words |
| |Prefix/Suffix Game |
|0501.1.16 Use a variety of previously learned strategies (e.g., roots and affixes, context, reference sources) to determine the meaning of unfamiliar|Root Word practice |
|words. |Root Word Game |
| |Suffix Game |
| |Prefix Game |
|0501.1.15 Define and recognize word synonyms, antonyms, and homonyms. |Quia Synonyms |
| |DEA Resources: |
| |Root Words: Off to Italy |
|SPI 0501.1.12 Recognize root words, prefixes, and syllabication as aids in determining meaning within context. |Segment 2: Roots |
| |Segment 3: Prefixes and Suffixes |
|SPI 0501.1.13 Select appropriate synonyms, antonyms, and homonyms within context. |Suffixes: Decoding Another Clue |
| |Review: A Fight at the Roman Coliseum |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |Pendemonium at The Point |
| |Understanding Root Words |
|0501.1.9 Form and spell correctly contractions, plurals, and possessives. |Looking Up Synonyms in a Thesaurus or Di... |
| |Types of Words |
|0501.1.10 Abbreviate words correctly. |A Closer Look at Types of Words |
| |Homonyms: To, Too, and Two |
|SPI 0501.1.14 Identify compound words, contractions, and common abbreviations within context. | |
| | Synonyms |
| | Antonyms |
| | Antonyms |
| | Homonyms |
| | Homonyms |
| | |
| |English Zone |
| |Abbreviation Station |
| | |
| |DEA Resources: |
| |Apostrophe |
| |Space Launch: Apostrophes |
| |Battle Stations: Fighting Dark Marker |
| |Mission to Mars:Contractions |
| |Compound Words |
| | |
| | Compound Words |
| | Compound Words |
| | Compound Words |
| | Compound Words WS |
| | Contractions Lesson and Quiz |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| |HM English |
| |To, two, too |
| |their, there, they’re |
| |lie/lay |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |sit/set |
| |DEA Resources: |
| |Mystery Word: Homophones |
|0501.1.2 Recognize usage errors (e.g., double negatives, troublesome words: {to/to/two, their/there/they’re, its/it’s, sit/set, lie/lay, |A Closer Look at Reviewing Your Writing |
|affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn}). |Reviewing Your Writing: Sacagawea |
| |Review |
| |Editing |
|SPI 0501.1.4 Recognize usage errors occurring within context (e.g., double negatives, troublesome words: {to/too/two, their/there/they’re, lie/lay, |Section D: Interjections |
|sit/set, leave/let, learn/teach}). | |
| |To, two, too |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |their, there, they’re |
| |lie/lay |
|0501.1.8 Spell correctly high-frequency and commonly misspelled words appropriate to grade level. |sit/set |
| | |
| |Spellaroo |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 9 (Oct. 11-14) 4 day week
Academic Vocabulary: Prompt, Preposition
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.8.3 Understand the basic characteristics of the genres (e.g., narratives, prose, poetry, drama) studied. |SF Reading |
| |“Passage to Freedom” |
|0501.8.16 Identify how culture, ethnicity, and historical eras are represented in literary text |DEA Resources: |
| |... |
|SPI 0501.8.3 Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, |... |
|autobiographies). |... |
| |... |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |... |
| |A Forefather, a Princess, and a Warrior |
|0501.8.3 Check for understanding after reading (e.g., indicate sequence of events, identify the author’s purpose). |1920: A Grand Monument Is Built to Honor... |
| |Stories of Persecution |
|SPI 0501.8.9 Identify the author’s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade). |Sources of Information |
| |Choosing a Book |
| |Poetry Quiz |
| |Genre Guide for Students |
| |Lesson Plan |
| |Point of View |
| |... |
| |... |
| |... |
| |Layers of Meaning |
| |Introducing the Alphonse the Shoe Maker |
| |The Author's Purpose |
| |A Closer Look at the Author's Purpose |
| |Author's Purpose |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |Study Card Set |
| |Author’s Purpose |
| |Tuck Everlasting Comprehension Flipchart |
| |HM English |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, |List |
|predicate nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), |Quiz |
|pronouns (e.g., agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate |Quiz II |
|adjectives, demonstrative adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), |worksheet Possessive Nouns |
|conjunctions (e.g., coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). |DEA Resources: |
| |Segment Four: Using Pronouns with Both t... |
| |Segment One: What Are Pronouns? |
|(Do brief introduction to all parts of speech) |Reviewing Words in the Lesson |
| |Looking Back at the Story: Looking at th... |
|SPI 0501.1.1 Identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects) and pronouns (i.e., |Noun |
|agreement, subject, object) within context. |Singular and Plural Nouns |
| |Nounsense |
|SPI 0501.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, tenses) within context. |Pendemonium at the Point |
| |Ion Field: Double Negatives |
|SPI 0501.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative forms, predicate adjectives) and adverbs (i.e., |Section A: Adverbs |
|comparative forms, negatives) within context. |Adverbs at the Center of the World |
| |Victory Over Dark Marker |
|SPI 0501.1.7 Identify correctly or incorrectly spelled words in context, including the correct spelling of plurals and possessives. |Snail Race Sportscast |
| |Ad for G.O. Travel |
| |The Late, Late Show |
| |Olympic Relay |
| |Verbs: Where the Action Is |
| |Action Verbs |
| |Lesson Two: Action Verbs |
| |Verbs in the Desert |
| |Adjectives in the Desert |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and |Adverbs in the Desert |
|imaginative. |Harry Helping Verb |
| |How to Look Up a Word The Animated Refer... |
|0501.3.8 Compose and respond in writing to original questions and/or problems from all content areas |Researching: A Dog History |
| |Spelling |
|0501.3.9 Explore writing in the expository mode. |Spelling: A Supermarket Sweep |
| |No-Excuse Words: Words You Should Always... |
|GLE 0501.3.1 Write for a variety of purposes and to a variety of audiences. |Reviewing Misspellings |
| |Singular plural quiz |
|0501.3.1 Determine an audience and purpose for writing. | |
| |Expository Writing |
|SPI 0501.3.1 Identify the audience for which a text is written. |Tutorial |
| |Types of Writing - BrainPop Movie |
|GLE 0501.2.1 Continue to develop critical listening skills necessary for comprehension and task completion. |DEA Resources: |
| |Write for Your Audience |
|0501.2.5 Identify the targeted audience and purpose for a speech. |... |
| |A Closer Look at Writing for Your Audien... |
| 0501.2.6 Construct a summary of a speech. |Consider Your AudienceWrite for Your Audience |
| |... |
|SPI 0501.2.1 Identify the audience for a given speech. |Drafting |
| |Prewriting |
|SPI 0501.2.3 Choose the best summary of a speech |A Closer Look at Writing for Your Audien... |
| |Write for Your Audience |
| |Listen Up |
| |Everyday Language: Let's Do Lunch |
| |Active Listening |
| |Group Discussions |
| | |
| | |
| |Paraphrasing |
| |Paraphrasing |
| |Lesson, Quiz |
| |“What? Me Give a Speech?” PowerPoint on Speeches |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 10 (Oct. 17-21)
Academic Vocabulary: Figurative Language, Onomatopoeia, Metaphor, Simile, Personification, Hyperbole, Idiom
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.8.3 Understand the basic characteristics of the genres (e.g., narratives, prose, poetry, drama) studied |SF Reading |
| |Unit 1 Poetry |
|0501.8.5 Recognize varying forms of text (e.g., poems {lines and stanzas), plays {acts, stage directions}, novels {chapters |Pages 134-137 |
| | |
|SPI 0501.8.3 Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, |Giggle Poetry |
|autobiographies). |Recommended Historical Fiction picture books |
| |American Historical Fiction in picture book form- lists by era |
|GLE 0501.2.2 Continue to develop strategies for expressing thoughts and ideas clearly and effectively |Multicultural Picture book list |
| |DEA Resources: |
|0501.2.9 Participate in recitations of assigned/self-selected passages. |... |
| |... |
|GLE 0501.8.4 Recognize and understand basic literary terms (e.g., simile, metaphor, setting, point of view, alliteration, onomatopoeia). |... |
| |... |
|0501.8.14 Know and use basic literary devices (e.g., imagery, metaphor, simile, personification, hyperbole). |... |
|0501.8.15 Recognize sound devices in poetry (e.g., onomatopoeia, alliteration, rhythm, rhyme, repetition). |A Forefather, a Princess, and a Warrior |
| |1920: A Grand Monument Is Built to Honor... |
|SPI 0501.8.7 Identify similes, metaphors, personification, and hyperbole in context. |Stories of Persecution |
| |Sources of Information |
|SPI 0501.8.8 Identify the effect of sound within context (i.e., onomatopoeia, alliteration, rhythm, rhyme, repetition). |Choosing a Book |
| |Poetry Quiz |
| |Genre Guide for Students |
| |Lesson Plan |
| | |
| |PowerPoint O Captain! My Captain! Reciting Poetry |
| |PowerPoint Reciting Poetry2 with Classic Poems |
| |Imagery Lesson Plans and Resources, |
| |Hyperbole PowerPoint |
| | Onomatopoeia |
| |alliteration |
| |simile |
| |metaphor |
| |Giggle Poetry |
| | |
| |DEA Resources: |
| |Introducing Lisa and Jenny: Best Friends |
| |In a Manner of Speaking |
| |A Vain Little Mouse Eats the Replacement... |
| |Rodent Room Service and Livery |
| |Rikki Tikki Is a Proud Mongoose |
| |Metaphors |
| |Alliteration or Simile? |
| |Personification |
| |Examples |
| |Hyperbole Ideas |
| |Hyperbole PowerPoint |
| |Elements that Give Poetry a Musical Qual... |
| |Rhyme & Rhythm Just the Facts: Understan... |
| |Figurative Language: Polar Penguins |
| |A Closer Look at Figurative Language |
| |Life in the Pond in Summer |
| |Figurative Language |
| |Boris the Lifeguard |
| |Effects of Sound |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| | |
| |HM English |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, |List |
|predicate nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), |Quiz |
|pronouns (e.g., agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate |Quiz II |
|adjectives, demonstrative adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), |worksheet Possessive Nouns |
|conjunctions (e.g., coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). |Friendly letter Quiz |
| |Letter Generator |
| |Abbreviation Station |
|0501.1.4 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly | DEA Resources: |
|letters and business letters. |How to Look Up a Word The Animated Refer... |
| |Researching: A Dog History |
| |Spelling |
| |Spelling: A Supermarket Sweep |
|0501.1.10 Abbreviate words correctly. |No-Excuse Words: Words You Should Always... |
| |Reviewing Misspellings |
|SPI 0501.1.7 Identify correctly or incorrectly spelled words in context, including the correct spelling of plurals and possessives. |Singular plural quiz |
| |Apostrophe |
|SPI 0501.1.14 Identify compound words, contractions, and common abbreviations within context. |Space Launch: Apostrophes |
| |Battle Stations: Fighting Dark Marker |
|GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure. |Mission to Mars:Contractions |
| |Compound Words |
|501.1.14 Eliminate reliance on simple sentences by combining independent clauses, by creating compound subjects and/or predicates, by using|Compound Words WS |
|introductory phrases or clauses, or by appropriate use of a semi-colon. |Contractions Lesson and Quiz |
| |Sentence Structure |
|SPI 0501.1.8 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma+ coordinating conjunction, use of |... |
|semicolon, introductory phrases and/or clauses). |... |
| |Writing a Letter: The Fourth of July |
| |Prewriting: A Visit to the Fire Station |
| |Think Big: An Elephant's Tale |
| |A Closer Look at Sentences |
| |A Closer Look at Revising a First Draft |
| |Quiz |
| |BBC Quiz |
| | |
| |Sentence sort Combining sentences Subject-verb mix-up |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 11 (Oct. 24-28)
Academic Vocabulary: Implied, Theme
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |SF Reading |
| |“The Chi-lin Purse” |
|0501.8.9 Distinguish between a stated an implied theme. | |
| |Study Card Set |
|0501.8.10 Analyze the plot structure of a narrative (story) including identifying the problem (conflict) and determining how the problem is |PPT |
|resolved. |Interactive Story Map |
| |Story Map |
|0501.8.6 Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration. |Interactive Story Elements Using Cinderella |
| |DEA Resources: |
|SPI 0501.8.6 Determine whether the theme is stated or implied within a passage. |Analyzing Moby Dick |
| |The Family Worries While the Boy and the... |
|SPI 0501.8.9 Identify the author’s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade). |A Snow and Wind Storm Stops the Journey |
| |A Decision Is Made to Sell the Goat |
|SPI 0501.8.1 Identify setting, characters, plot, and theme. |Angela Teaches the Residents of New York... |
| |A Closer Look at Analyzing a Story |
|GLE 0501.5.1 Refine logic skills to facilitate learning and to enhance thoughtful reasoning. |Point of View |
| |... |
|0501.5.1 Distinguish between fact/ opinion, between cause/effect, and between fantasy/reality |... |
| |... |
|SPI 0501.5.2 Identify stated or implied cause and effect relationships in text. |Layers of Meaning |
| |Introducing the Alphonse the Shoe Maker |
|SPI 0501.5.3 Distinguish between fact/opinion and reality/fantasy. |The Author's Purpose |
| |A Closer Look at the Author's Purpose |
| |Author's Purpose |
| |Parts of a Story: Huck and Jim |
| |The Story of Huck and Jim |
| |Angus in the Suburbs |
| |Angus in the Woods |
| |Angus Leaves Home |
| |Practice |
| |Practice II |
| |Character Outline |
| |Plot Activity |
| |Story Structure: A Tiny Tale |
| |Ben Franklin: His Years in Government |
| |A Decision Is Made to Sell the Goat |
| |A Snow and Wind Storm Stops the Journey |
| |The Chain of Events that Create the Tall... |
| |Benjamin Franklin: His Last Big Idea |
| |Cause and Effect |
| |Cause and Effect- teacher suggestions |
| |Using What We Know |
| |... |
| |.... |
| | |
| |Reasons to Read |
| |Knowing the Facts |
| |Point of View |
| |A Closer Look at Reasons to Read |
| |Name That Genre |
| |Fact or Opinion Quiz |
| |Fact/Opinion Quiz2, |
| |Fact/Opinion |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |HM English |
| |List |
| |Quiz |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, predicate|Quiz II |
|nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), pronouns (e.g., |worksheet Possessive Nouns |
|agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate adjectives, demonstrative|English Zone |
|adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), conjunctions (e.g., |Friendly Letter |
|coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). |The Tanaka Twins |
| |Mixed Practice |
| |PowerPoint Quotations and Quotation Marks |
|0501.1.9 Form and spell correctly contractions, plurals, and possessives. |PowerPoint Sentence Punctuation |
| |Mark-It Punctuation worksheet |
|0501.1.6 Demonstrate knowledge of the meaning and function of certain marks of punctuation, including colons (between the hour and minute and|DEA Resources: |
|after the greeting of a business letter), semicolons, apostrophes, quotation marks, and commas used in these ways: direct address, items in |Segment Four: Using Pronouns with Both t... |
|a series, following introductory words, in dates and addresses, quotations, parts of a letter, and before coordinating conjunctions in |Segment One: What Are Pronouns? |
|compound sentences. |Reviewing Words in the Lesson |
| |Looking Back at the Story: Looking at th... |
| |Noun |
|0501.1.5 Use correct end of sentence punctuation (e.g., period, question mark). |Singular and Plural Nouns |
| |Nounsense |
| |How to Look Up a Word The Animated Refer... |
|SPI 0501.1.1 Identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects) and pronouns (i.e., |Researching: A Dog History |
|agreement, subject, object) within context. |Spelling |
| |Spelling: A Supermarket Sweep |
|SPI 0501.1.7 Identify correctly or incorrectly spelled words in context, including the correct spelling of plurals and possessives. |No-Excuse Words: Words You Should Always... |
| |Reviewing Misspellings |
| |Singular plural quiz |
| | |
| | |
| | |
| |Writing/Journal Prompts |
| |55 Picture Prompts Flipchart |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and |6 Traits Ideas |
|imaginative. |Introduction to Poetry Flipchart |
| |Poetry and Figurative Language Flipchart Diamante |
|0501.3.3 Practice writing to narrative and descriptive prompts within a specified time. |Poem |
| |Reading Response Journals |
|0501.3.4 Write poems, stories, and essays based upon personal reflections, observations, and experiences |Editing Practice |
| |Proofreading Makes Perfect |
|0501.3.6 Make written responses to literature studied (e.g., critique, journal, group project). |[pic]Rings of Inspiration |
| | Story Map |
|GLE 0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. |Active vs. Passive WS |
| |Worksheets, Lesson Plan |
|0502.3.16 Use precise language, including vivid words and figurative language. |Figurative Language Flipchart |
| |Figurative Language Flipchart 2 |
| |Color Words Flipchart |
|SPI 0501.3.8 Select vivid and active words for a writing sample. |DEA Resources: |
| |In a Manner of Speaking |
| |Point of View |
| |What is Green? |
| |What is Red? |
| |What is Yellow? |
| |Tricks Used by Advertisers on Television |
| |Mosquito and the Tall Tale |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 12 (Oct. 31-Nov.4)
Academic Vocabulary: Introductory Paragraph
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |SF Reading |
| |“The Midnight Ride of Paul Revere” |
|0501.8.11 Discuss similarities and differences in events and/or characters, using evidence cited in two or more texts. | |
| |Study Card Set |
|0501.8.3 Check for understanding after reading (e.g., indicate sequence of events, identify the author’s purpose). |Comparing Cinderellas |
| |Author’s Purpose |
|0501.8.6 Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration. |Tuck Everlasting Comprehension Flipchart |
| |Interactive Story Map |
|SPI 0501.8.4 Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are |Story Map |
|resolved. |Interactive Story Elements Using Cinderella |
| |DEA Resources: |
|SPI 0501.8.2 Recognize reasonable predictions of future events within a given context. |Researching: A Dog History |
| |Story Structure: A Tiny Tale |
|GLE 0501.8.3 Understand the basic characteristics of the genres (e.g., narratives, prose, poetry, drama) studied. |Main Idea: Pyramid Plunder |
| |Cats, Traps, and Thermometers: Mouse Loo... |
|0501.8.15 Recognize sound devices in poetry (e.g., onomatopoeia, alliteration, rhythm, rhyme, repetition). |Boy Meets Mouse |
| |PPT |
| |A Closer Look at Making Predictions |
|0501.8.5 Recognize varying forms of text (e.g., poems {lines and stanzas), plays {acts, stage directions}, novels {chapters |... |
| |Life for Paul Revere After the Big Ride |
| SPI 0501.8.3 Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, |Mosquito and the Tall Tale |
|autobiographies). |Lion Resolves the Conflict |
| |Previewing Skills |
|GLE 0501.8.4 Recognize and understand basic literary terms (e.g., simile, metaphor, setting, point of view, alliteration, onomatopoeia). |Conflict With England |
| | |
|0501.8.14 Know and use basic literary devices (e.g., imagery, metaphor, simile, personification, hyperbole). | |
| | |
|0501.8.15 Recognize sound devices in poetry (e.g., onomatopoeia, alliteration, rhythm, rhyme, repetition). |Onomatopoeia |
| |alliteration |
|SPI 0501.8.8 Identify the effect of sound within context (i.e., onomatopoeia, alliteration, rhythm, rhyme, repetition). |simile |
| |metaphor |
|SPI 0501.8.7 Identify similes, metaphors, personification, and hyperbole in context. |Giggle Poetry |
| | Recommended Historical Fiction picture books |
| |American Historical Fiction in picture book form- lists by era |
| |Multicultural Picture book list |
| | |
| |DEA Resources: |
| |... |
| |... |
| |... |
| |... |
| |... |
| |A Forefather, a Princess, and a Warrior |
| |1920: A Grand Monument Is Built to Honor... |
| |Stories of Persecution |
| |Sources of Information |
| |Choosing a Book |
| |Poetry Quiz |
| |Genre Guide for Students |
| |Lesson Plan |
| | |
| |Imagery Lesson Plans and Resources, |
| |Hyperbole PowerPoint |
|Reading Resources Continued |DEA Resources: |
| |Elements that Give Poetry a Musical Qual... |
| |Rhyme & Rhythm Just the Facts: Understan... |
| |Figurative Language: Polar Penguins |
| |A Closer Look at Figurative Language |
| |Life in the Pond in Summer |
| |Figurative Language |
| |Boris the Lifeguard |
| | |
| | Effects of Sound |
| |Introducing Lisa and Jenny: Best Friends |
| |In a Manner of Speaking |
| |A Vain Little Mouse Eats the Replacement... |
| |Rodent Room Service and Livery |
| |Rikki Tikki Is a Proud Mongoose |
| | |
| |Metaphors |
| |Alliteration or Simile? |
| |Personification |
| |Examples |
| |Hyperbole Ideas |
| |Hyperbole PowerPoint |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| |HM English |
| | |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, |List |
|predicate nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), |Quiz |
|pronouns (e.g., agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate |Quiz II |
|adjectives, demonstrative adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), |worksheet Possessive Nouns |
|conjunctions (e.g., coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). |English Zone |
| |Spellaroo |
| |DEA Resources: |
|0501.1.9 Form and spell correctly contractions, plurals, and possessives. |Segment Four: Using Pronouns with Both t... |
| |Segment One: What Are Pronouns? |
|0501.1.8 Spell correctly high-frequency and commonly misspelled words appropriate to grade level. |Reviewing Words in the Lesson |
|SPI 0501.1.1 Identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects) and pronouns (i.e., |Looking Back at the Story: Looking at th... |
|agreement, subject, object) within context. |Noun |
| | |
|SPI 0501.1.7 Identify correctly or incorrectly spelled words in context, including the correct spelling of plurals and possessives. |Singular and Plural Nouns |
| |Nounsense |
| |How to Look Up a Word The Animated Refer... |
| |Researching: A Dog History |
| |Spelling |
| |Spelling: A Supermarket Sweep |
| |No-Excuse Words: Words You Should Always... |
| |Reviewing Misspellings |
| | |
| |Singular plural quiz |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. | |
| |Editing Practice |
|0501.3.14 Develop a paragraph with a topic sentence, supporting details, and a concluding sentence. |Proofreading Makes Perfect |
| |[pic]Rings of Inspiration |
|0501.3.21 Demonstrate confidence and competence in using the Tennessee Writing Assessment rubric while evaluating one’s own writing and the| Story Map |
|writing of others. |Lesson |
| |PowerPoint: Writing Your Story |
|0501.3.18 Use correct page format (e.g., paragraphs, margins, indentations, title). |DEA Resources: |
| |Definition of a Paragraph The Perfect Pa... |
|SPI 0501.3.5 Select an appropriate concluding sentence for a well-developed paragraph. |The Clincher Sentence The Perfect Paragr... |
| |A Closer Look at Revising a First Draft |
|SPI 0501.3.7 Select details that support a topic sentence. |Powerful Paragraphs |
| |A Closer Look at Reasons for Writing |
|SPI 0501.3.9 Choose the sentence that best supports the topic sentence and fits the flow of ideas in a paragraph. |Activities |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 13 (Nov.7-9) 3 day week
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.8.3 Understand the basic characteristics of the genres (e.g., narratives, prose, poetry, drama) studied. |SF Reading |
| |Poetry |
|0501.8.5 Recognize varying forms of text (e.g., poems {lines and stanzas), plays {acts, stage directions}, novels {chapters |Pages 254-257 |
| |Giggle Poetry |
|SPI 0501.8.3 Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, | Recommended Historical Fiction picture books |
|autobiographies). |American Historical Fiction in picture book form- lists by era |
| |Multicultural Picture book list |
|GLE 0501.2.2 Continue to develop strategies for expressing thoughts and ideas clearly and effectively. |DEA Resources: |
| |... |
|0501.2.9 Participate in recitations of assigned/self-selected passages. |... |
| |... |
|GLE 0501.8.4 Recognize and understand basic literary terms (e.g., simile, metaphor, setting, point of view, alliteration, onomatopoeia). |... |
| |... |
|0501.8.14 Know and use basic literary devices (e.g., imagery, metaphor, simile, personification, hyperbole). |A Forefather, a Princess, and a Warrior |
| |1920: A Grand Monument Is Built to Honor... |
|0501.8.15 Recognize sound devices in poetry (e.g., onomatopoeia, alliteration, rhythm, rhyme, repetition). |Stories of Persecution |
| |Sources of Information |
|SPI 0501.8.7 Identify similes, metaphors, personification, and hyperbole in context. |Choosing a Book |
| | |
|SPI 0501.8.8 Identify the effect of sound within context (i.e., onomatopoeia, alliteration, rhythm, rhyme, repetition). |Poetry Quiz |
| |Genre Guide for Students |
| |Lesson Plan |
| |PowerPoint O Captain! My Captain! Reciting Poetry |
| |PowerPoint Reciting Poetry2 with Classic Poems |
| |Onomatopoeia |
| |alliteration |
| |simile |
| |metaphor |
| |Giggle Poetry |
| | |
| |Imagery Lesson Plans and Resources, |
| |Hyperbole PowerPoint |
| |DEA Resources: |
| |Introducing Lisa and Jenny: Best Friends |
| |In a Manner of Speaking |
| |A Vain Little Mouse Eats the Replacement... |
| |Rodent Room Service and Livery |
| |Rikki Tikki Is a Proud Mongoose |
| |Metaphors |
| |Alliteration or Simile? |
| |Personification |
| |Examples |
| |Hyperbole Ideas |
| |Hyperbole PowerPoint |
| |Elements that Give Poetry a Musical Qual... |
| |Rhyme & Rhythm Just the Facts: Understan... |
| |Figurative Language: Polar Penguins |
| |A Closer Look at Figurative Language |
| |Life in the Pond in Summer |
| |Figurative Language |
| |Boris the Lifeguard |
| |Effects of Sound |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| | |
| | |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, |HM English |
|predicate nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), |List |
|pronouns (e.g., agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate |Quiz |
|adjectives, demonstrative adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), |Quiz II |
|conjunctions (e.g., coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). |worksheet Possessive Nouns |
| |DEA Resources: |
| |Verbs: Where the Action Is |
|SPI 0501.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, tenses) within context. |Action Verbs |
| |Lesson Two: Action Verbs |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |Verbs in the Desert |
| |Adjectives in the Desert |
| |Adverbs in the Desert |
|0501.1.2 Recognize usage errors (e.g., double negatives, troublesome words: {to/to/two, their/there/they’re, its/it’s, sit/set, lie/lay, | |
|affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn}). |Harry Helping Verb |
| | |
| |To, two, too |
|SPI 0501.1.4 Recognize usage errors occurring within context (e.g., double negatives, troublesome words: {to/too/two, their/there/they’re, |their, there, they’re |
|lie/lay, sit/set, leave/let, learn/teach}). |lie/lay |
| |sit/set |
|GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure. | |
| |DEA Resources: |
|0501.1.13 Recognize incomplete sentences and run-on sentences and edit appropriately. |Mystery Word: Homophones |
| |A Closer Look at Reviewing Your Writing |
|SPI 0501.1.9 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate |Reviewing Your Writing: Sacagawea |
|elements) within context. |Review |
| |Editing |
|SPI 0501.1.10 Select the best way to correct incomplete sentences within context. |Section D: Interjections |
| | |
| |To, two, too |
| |their, there, they’re |
|GLE 0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. |lie/lay |
| |sit/set |
|0501.3.22 Use technology to publish and present. | |
| |Run-on repair |
|0501.3.23 Identify and explore opportunities for publication (e.g., local/national contests, Internet websites, newspapers, periodicals, | |
|school displays). |DEA Resources: |
| |Part Four: Other Middle Marks |
| |Section A: The Semicolon |
| | |
| |Sentence sort Combining sentences Subject-verb mix-up |
| |Part Four: The Best of the Rest: Adverbs... |
| |Battle With Dark Marker |
| |Prepositional Phrases |
| |Part Three: Prepositions |
| |Section A: Sentence Fragments |
| | |
| |What’s Missing? |
| | |
| |Editing Practice |
| |Proofreading Makes Perfect |
| |[pic]Rings of Inspiration |
| | Story Map |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 14 (Nov.14-18)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.5.1 Refine logic skills to facilitate learning and to enhance thoughtful reasoning |SF Reading |
| |“Wings for the King” |
|0501.5.1 Distinguish between fact/ opinion, between cause/effect, and between fantasy/reality. |DEA Resources: |
| |A Closer Look at the Author's Purpose |
|SPI 0501.5.1 Locate information to support opinions, predictions, and conclusions. |Author's Purpose |
| |The Author's Purpose |
|GLE 0501.8.2 Experience various literary genres, including fiction and nonfiction, poetry, drama, chapter books, biography/autobiography, |Mosquito and the Tall Tale |
|short stories, folk tales, myths, science fiction |Conflict With England |
| | |
|0501.8.12 Make connections among various texts showing similarities and differences. | |
| |Predictions |
|GLE 0501.8.3 Understand the basic characteristics of the genres (e.g., narratives, prose, poetry, drama) studied. |Lesson Plan, |
| |Graphic Organizer |
|0501.8.5 Recognize varying forms of text (e.g., poems {lines and stanzas), plays {acts, stage directions}, novels {chapters |Story Board |
| |Game |
|0501.8.13 Recognize elements peculiar to dramatic literature (e.g., time constraints, organizational structure, stage directions, | |
|dialogue). |Giggle Poetry |
| | |
|SPI 0501.8.3 Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, | Recommended Historical Fiction picture books |
|autobiographies). | |
| |American Historical Fiction in picture book form- lists by era |
|GLE 0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. | |
| |Multicultural Picture book list |
|SPI 0501.3.13 Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing. |DEA Resources: |
| |... |
| |... |
| |... |
| |... |
| |... |
| |A Forefather, a Princess, and a Warrior |
| |1920: A Grand Monument Is Built to Honor... |
| |Stories of Persecution |
| |Sources of Information |
| |Choosing a Book |
| |Editing and Publishing |
| |Write and Revise: A Medieval Practice |
| |Prewriting Skills |
| |... |
| | |
| |Printables |
| | |
| |Poetry Quiz |
| |Genre Guide for Students |
| |Lesson Plan |
| | |
| | |
| | Editing Practice |
| |Proofreading Makes Perfect |
| |[pic]Rings of Inspiration |
| | Story Map |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| | |
| | |
| | |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, |HM English |
|predicate nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), |List |
|pronouns (e.g., agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate |Quiz |
|adjectives, demonstrative adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), |Quiz II |
|conjunctions (e.g., coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). |worksheet Possessive Nouns |
| | |
| |DEA Resources: |
|SPI 0501.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, tenses) within context. |Verbs: Where the Action Is |
| |Action Verbs |
|GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure. |Lesson Two: Action Verbs |
| |Verbs in the Desert |
|0501.1.12 Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound |Adjectives in the Desert |
|sentences, correct syntax, correct placement of modifiers). |Adverbs in the Desert |
| | |
|501.1.14 Eliminate reliance on simple sentences by combining independent clauses, by creating compound subjects and/or predicates, by |Harry Helping Verb |
|using introductory phrases or clauses, or by appropriate use of a semi-colon. | |
| |Subject Verb Quiz |
| |Worksheet |
|SPI 0501.1.5 Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, |PPT |
|coordinating conjunctions, and introductory words) and of colons within context. | |
| |Sentence sort Combining sentences Subject-verb mix-up |
|SPI 0501.1.8 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma+ coordinating conjunction, use of|DEA Resources: |
|semicolon, introductory phrases and/or clauses). |Commas with Mild Interjections & Transit... |
| |Commas with Salutations & Direct Address... |
| |Punctuation Use in a List Perfect Punctu... |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and |Commas with Appositives Perfect Punctuat... |
|imaginative. |Commas with Independent Clauses Perfect ... |
| |Comma |
|0501.3.5 Compare and contrast two persons, places, things, or ideas. |Meeting Dark Marker |
| |Australia's Great Barrier Reef |
|GLE 0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. |Dark Marker's Second Message |
| |Saving the Day |
|0502.3.16 Use precise language, including vivid words and figurative language. | |
| |When to Use |
|SPI 0501.3.8 Select vivid and active words for a writing sample. |Sentence Structure |
| |... |
| |... |
| |Writing a Letter: The Fourth of July |
| |Prewriting: A Visit to the Fire Station |
| |Think Big: An Elephant's Tale |
| |A Closer Look at Sentences |
| |A Closer Look at Revising a First Draft |
| |Quiz |
| |BBC Quiz |
| | |
| |Overview With Writing Guide |
| | Graphic Organizers |
| | |
| |Active vs. Passive WS |
| |Worksheets, Lesson Plan |
| |Figurative Language Flipchart |
| |Figurative Language Flipchart 2 |
| |Color Words Flipchart |
| |DEA Resources: |
| |In a Manner of Speaking |
| |Point of View |
| |What is Green? |
| |What is Red? |
| |What is Yellow? |
| |Tricks Used by Advertisers on Television |
| |Mosquito and the Tall Tale |
| | |
| | |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 15 (Nov. 28-Dec. 2)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.5.1 Refine logic skills to facilitate learning and to enhance thoughtful reasoning |SF Reading |
| |“Weslandia” |
|0501.5.1 Distinguish between fact/ opinion, between cause/effect, and between fantasy/reality. | |
| |DEA Resources: |
|SPI 0501.5.1 Locate information to support opinions, predictions, and conclusions. |A Closer Look at the Author's Purpose |
| |Author's Purpose |
|SPI 0501.5.3 Distinguish between fact/opinion and reality/fantasy. |The Author's Purpose |
| |Mosquito and the Tall Tale |
| |Conflict With England |
| |Predictions |
| |Lesson Plan, |
| |Graphic Organizer |
| |Story Board |
| |GameUsing What We Know |
| |... |
| |.... |
| | |
| |Reasons to Read |
| |Knowing the Facts |
| |Point of View |
| |A Closer Look at Reasons to Read |
| |Name That Genre |
| |Fact or Opinion Quiz |
| |Fact/Opinion Quiz2, |
| |Fact/Opinion |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |HM English |
| | |
| |List |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, predicate|Quiz |
|nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), pronouns (e.g., |Quiz II |
|agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate adjectives, demonstrative|worksheet Possessive Nouns |
|adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), conjunctions (e.g., | |
|coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). |DEA Resources: |
| |Verbs: Where the Action Is |
| |Action Verbs |
|SPI 0501.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, tenses) within context. |Lesson Two: Action Verbs |
| |Verbs in the Desert |
|GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure. |Adjectives in the Desert |
| |Adverbs in the Desert |
|0501.1.12 Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound | |
|sentences, correct syntax, correct placement of modifiers). |Harry Helping Verb |
| | |
| |Subject Verb Quiz |
| |Worksheet |
| |PPT |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. | |
| | |
|0501.3.17 Use appropriate time-order or transitional words and phrases. | |
| | |
|SPI 0501.3.10 Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample. |Editing Practice |
| |Proofreading Makes Perfect |
| |[pic]Rings of Inspiration |
| | Story Map |
| | |
| |Lesson |
| |List, |
| |Lesson Plan |
| |Transitional Words flipchart [pic] |
| | |
| |DEA Resources: |
| |... |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 16 (Dec. 5-9)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. |SF Reading |
| |“Stretching Ourselves” |
|0501.3.11 Construct an outline with main ideas and supporting details. | |
| |Editing Practice |
|0501.3.13 Compose clear, coherent, well-organized multi-paragraphed works. |Proofreading Makes Perfect |
| |[pic]Rings of Inspiration |
| | Story Map |
|SPI 0501.3.7 Select details that support a topic sentence. |Supporting Details Lesson, Practice |
| |Graphic Organizer |
|SPI 0501.3.13 Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing. |Mixed-Up Paragraphs |
| |DEA Resources: |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and |Editing and Publishing |
|imaginative. |Write and Revise: A Medieval Practice |
| |Prewriting Skills |
|0501.3.7 Create a well-developed story or passage summary, as well as personal reflections and imaginative writing samples. |... |
| |Printables |
| | |
| |Story Summary Practice |
| |Recommend a Book |
| |Summarizing Visuals and Practice |
| |Story Endings Flipchart |
| |Enticing Story Leads |
| |BrainPop 5 Paragraph Essay |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| | |
| | |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, |HM English |
|predicate nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), |List |
|pronouns (e.g., agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate |Quiz |
|adjectives, demonstrative adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), |Quiz II |
|conjunctions (e.g., coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). |worksheet Possessive Nouns |
| | DEA Resources: |
| |Verbs: Where the Action Is |
|SPI 0501.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, tenses) within context. |Action Verbs |
| |Lesson Two: Action Verbs |
| |Verbs in the Desert |
| |Adjectives in the Desert |
| |Adverbs in the Desert |
| | |
| |Harry Helping Verb |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. | |
| | |
|0501.1.15 Define and recognize word synonyms, antonyms, and homonyms. | |
| | |
| | |
| |Quia Synonyms |
|0501.1.16 Use a variety of previously learned strategies (e.g., roots and affixes, context, reference sources) to determine the meaning of |Rooting Out Words |
|unfamiliar words. |Root Words |
| |Prefix/Suffix Game |
| |Root Word practice |
|SPI 0501.1.11 Determine word meanings within context. |Root Word Game |
| |Suffix Game |
|SPI 0501.1.12 Recognize root words, prefixes, and syllabication as aids in determining meaning within context. |Prefix Game |
| | |
|SPI 0501.1.13 Select appropriate synonyms, antonyms, and homonyms within context. |DEA Resources: |
| |... |
|SPI 0501.1.16 Determine the correct meaning/usage of multiple meaning words within context. |.... |
| |Spelling: A Supermarket Sweep |
| |Reading Strategies |
| |Context Clues |
| |Reading Strategies: Four Steps |
| |A Closer Look at Context Clues |
| |Context Clues |
| |Context is Key |
| |Multiple Meanings |
| |More Multiple Meanings |
| |Context is Key |
| |Multiple Meaning Words |
| |Words with Multiple Meanings |
| |Root Words: Off to Italy |
| |Segment 2: Roots |
| |Segment 3: Prefixes and Suffixes |
| |Suffixes: Decoding Another Clue |
| |Review: A Fight at the Roman Coliseum |
| |Pendemonium at The Point |
| |Understanding Root Words |
| |Looking Up Synonyms in a Thesaurus or Di... |
| |Types of Words |
| |A Closer Look at Types of Words |
| |Homonyms: To, Too, and Two |
| | Synonyms |
| | Antonyms |
| | Antonyms |
| | Homonyms |
| | Homonyms |
| |DEA Resources: |
| |... |
| |Using Context Clues |
| |Get to the Meaning, |
| |Find the Right Word |
| |Word Clues |
| |Words-In-Context |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 17 (Dec. 12-16)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and imaginative. |SF Reading |
| |“Exploding Ants” |
|0501.3.8 Compose and respond in writing to original questions and/or problems from all content areas. | |
|GLE 0501.6.3Explore the organizational structures of informational texts. |DEA Resources: |
| |Paul Revere: His Early Years |
|0501.6.8 Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, diaries, Internet |Paul as a Young Father and Entrepreneur |
|sites). |Messages in the Medium |
| |Lion Resolves the Conflict |
|0501.6.9 Follow multi-tasked instructions in informational and technical texts (e.g., follow a recipe, complete assembly instructions). |Busy Befana |
| | |
| | |
|0501.6.11 Explore the organizational structures of informational text (e.g., chronological, sequential, cause-effect, comparison-contrast, | |
|problem-solution). | |
| | |
|SPI 0501.6.6 Arrange a set of instructions in sequential order. | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| | |
| |HM English |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, predicate nouns),| |
|verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), pronouns (e.g., agreement with |List |
|antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate adjectives, demonstrative adjectives, proper |Quiz |
|comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), conjunctions (e.g., coordinating), interjections, and |Quiz II |
|prepositions (place prepositional phrases in correct location within the sentence). |worksheet Possessive Nouns |
| | |
| |DEA Resources: |
|SPI 0501.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, tenses) within context. |Verbs: Where the Action Is |
| |Action Verbs |
|SPI 0501.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative forms, predicate adjectives) and adverbs (i.e., comparative |Lesson Two: Action Verbs |
|forms, negatives) within context. |Verbs in the Desert |
| |Adjectives in the Desert |
| |Adverbs in the Desert |
| | |
| |Harry Helping Verb |
| | |
| |DEA Resources: |
| |Pendemonium at the Point |
| |Ion Field: Double Negatives |
| |Section A: Adverbs |
| |Adverbs at the Center of the World |
| |Victory Over Dark Marker |
| | |
| |Snail Race Sportscast |
| |Ad for G.O. Travel |
| |The Late, Late Show |
| |Olympic Relay |
| | |
| | |
| | |
|GLE 0501.7.1 Recognize that media can provide sources of information and entertainment. | |
| | |
|0501.7.1 Use media (e.g., photographs, films, videos, the arts, online catalogs, nonfictions books, encyclopedias, CD-ROM references, Internet) to | |
|view, read, and represent information | |
| |DEA Resources: |
|SPI 0501.7.2 Determine the main idea in a visual image. |Advertising |
| |Symbols and Logos |
| |Name That Genre |
| |Messages in the Medium |
| |Stereotypes in Media |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 18 ( Jan. 3-6) 4 day week
Academic Vocabulary: Narrative
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.8.3 Understand the basic characteristics of the genres (e.g., narratives, prose, poetry, drama) studied. |SF Reading |
| |“Stormi Giovanni Club” |
|0501.8.13 Recognize elements peculiar to dramatic literature (e.g., time constraints, organizational structure, stage directions, | |
|dialogue). |DEA Resources: |
| |... |
|SPI 0501.8.3 Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, |... |
|autobiographies). |... |
| |... |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |... |
| |A Forefather, a Princess, and a Warrior |
|0501.8.1 Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate |1920: A Grand Monument Is Built to Honor... |
|specific information/facts}, utilize reference sources to build background for reading, preview text features) |Stories of Persecution |
| |Sources of Information |
|0501.8.6 Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration. |Choosing a Book |
| | |
|SPI 0501.8.1 Identify setting, characters, plot, and theme. |Poetry Quiz |
| |Genre Guide for Students |
|SPI 0501.8.5 Recognize that a story is told from first person point of view. |Lesson Plan |
| | |
|SPI 0501.8.9 Identify the author’s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade). |Study Card Set |
| |Preview Text |
|SPI 0501.8.4 Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are |Anticipation Guide |
|resolved. |Template Anticipation Guide |
| |Interactive Story Map |
| |Story Map |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |Interactive Story Elements Using Cinderella |
| | |
|0501.1.3 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary |DEA Resources: |
| |Parts of a Story: Huck and Jim |
| |The Story of Huck and Jim |
| |Angus in the Suburbs |
| |Angus in the Woods |
| |Angus Leaves Home |
| |Practice |
| |Practice II |
| |Character Outline |
| |Plot Activity |
| |... |
| |My Galapagos Excursion |
| |A Closer Look at Autobiographical Writin... |
| |What Five Creatures Like to Eat |
| |Three Humans and Two Cats: Physical Char... |
| |A Class Field Trip to the Amusement Park |
| |Quiz |
| |Point of View |
| |... |
| |... |
| |... |
| |Layers of Meaning |
| |Introducing the Alphonse the Shoe Maker |
| |The Author's Purpose |
| |A Closer Look at the Author's Purpose |
| |Author's Purpose |
| |Researching: A Dog History |
| |Story Structure: A Tiny Tale |
| |Main Idea: Pyramid Plunder |
| |Cats, Traps, and Thermometers: Mouse Loo... |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |Boy Meets Mouse |
| |PPT |
| | |
|0501.1.2 Recognize usage errors (e.g., double negatives, troublesome words: {to/to/two, their/there/they’re, its/it’s, sit/set, lie/lay, | |
|affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn}). | |
| | |
| |HM English |
|SPI 0501.1.4 Recognize usage errors occurring within context (e.g., double negatives, troublesome words: {to/too/two, their/there/they’re, |To, two, too |
|lie/lay, sit/set, leave/let, learn/teach}). |their, there, they’re |
| |lie/lay |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |sit/set |
| |DEA Resources: |
|0501.1.7 Demonstrate the correct use of quotation marks in conversation, including their use with capitalization, end marks, and |Mystery Word: Homophones |
|explanatory material. |A Closer Look at Reviewing Your Writing |
| |Reviewing Your Writing: Sacagawea |
|0501.1.6 Demonstrate knowledge of the meaning and function of certain marks of punctuation, including colons (between the hour and minute |Review |
|and after the greeting of a business letter), semicolons, apostrophes, quotation marks, and commas used in these ways: direct address, |Editing |
|items in a series, following introductory words, in dates and addresses, quotations, parts of a letter, and before coordinating |Section D: Interjections |
|conjunctions in compound sentences. |To, two, too |
| |their, there, they’re |
|SPI 0501.1.6 Choose the correct use of quotation marks and commas in direct quotations. |lie/lay |
| |sit/set |
| | |
| |Quotation Practice |
| |Lab Practice Using Quotations |
| |Friendly Letter |
| |The Tanaka Twins |
| |Mixed Practice |
| |PowerPoint Quotations and Quotation Marks |
| |DEA Resources: |
| |Punctuation in Titles Perfect Punctuatio... |
| |Quotation Marks & Punctuation with Direc... |
| |Lesson 2: More Uses for Quotation Marks |
| |Pendemonium at The Point |
|GLE 0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. |Lesson 1: Quotation Marks |
| |Battle with Dark Marker |
|0502.3.16 Use precise language, including vivid words and figurative language. |Mission Accomplished |
| |Mindy’s Minute Mysteries |
| | |
|0501.3.17 Use appropriate time-order or transitional words and phrases. |Editing Practice |
| |Proofreading Makes Perfect |
| |[pic]Rings of Inspiration |
|SPI 0501.3.8 Select vivid and active words for a writing sample. | Story Map |
| |Active vs. Passive WS |
| |Worksheets, Lesson Plan |
|SPI 0501.3.10 Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample. |Figurative Language Flipchart |
| |Figurative Language Flipchart 2 |
| |Color Words Flipchart |
| |Lesson |
| |List, |
| |Lesson Plan |
| |Transitional Words flipchart [pic] |
| | |
| |DEA Resources: |
| |In a Manner of Speaking |
| |Point of View |
| |What is Green? |
| |What is Red? |
| |What is Yellow? |
| |Tricks Used by Advertisers on Television |
| |Mosquito and the Tall Tale |
| |... |
| | |
| | |
| | |
| | |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 19 (Jan. 9-13)
Academic Vocabulary: Comparative, Superlative
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.5.2 Use logic to make inferences and to draw conclusions in a variety of oral and written contexts. |SF Reading |
| |“The Gymnast” |
|0501 5.2 Make inferences and draw appropriate conclusions while reading, viewing, or listening to print and non-print media. | |
|SPI 0501.5.6 Make inferences and draw appropriate conclusions from text. |Poetry SF 504-507 |
| | |
|GLE 0501.7.4 Be aware of how message or meaning changes when a written work is translated into a visual presentation. |Online Activity |
| |Practice |
|SPI 0501.7.2 Determine the main idea in a visual image. |Lesson |
| |DEA Resources: |
|SPI 0501.7.3 Identify the mood created by a visual image. |Using What We Know |
| |... |
|GLE 0501.8.4 Recognize and understand basic literary terms (e.g., simile, metaphor, setting, point of view, alliteration, onomatopoeia). |The Woody Guthrie Story |
| |Introducing the Alphonse the Shoe Maker |
|0501.8.14 Know and use basic literary devices (e.g., imagery, metaphor, simile, personification, hyperbole). |Advertising |
| |Symbols and Logos |
|0501.8.15 Recognize sound devices in poetry (e.g., onomatopoeia, alliteration, rhythm, rhyme, repetition). |Name That Genre |
| |Messages in the Medium |
|SPI 0501.8.7 Identify similes, metaphors, personification, and hyperbole in context |Stereotypes in Media |
| |Creating Mental Images |
|SPI 0501.8.8 Identify the effect of sound within context (i.e., onomatopoeia, alliteration, rhythm, rhyme, repetition). |Crow Boy Wins Acceptance |
| | |
| |Imagery Lesson Plans and Resources, |
| |Hyperbole PowerPoint |
| |Onomatopoeia |
| |alliteration |
| |simile |
| |metaphor |
| |Giggle Poetry |
| |DEA Resources: |
| |Introducing Lisa and Jenny: Best Friends |
| |In a Manner of Speaking |
| |A Vain Little Mouse Eats the Replacement... |
| |Rodent Room Service and Livery |
| |Rikki Tikki Is a Proud Mongoose |
| | |
| |Metaphors |
| |Alliteration or Simile? |
| |Personification |
| |Examples |
| |Hyperbole Ideas |
| |Hyperbole PowerPoint |
| |Elements that Give Poetry a Musical Qual... |
| |Rhyme & Rhythm Just the Facts: Understan... |
| |Figurative Language: Polar Penguins |
| |A Closer Look at Figurative Language |
| |Life in the Pond in Summer |
| |Figurative Language |
| |Boris the Lifeguard |
| | |
| | Effects of Sound |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| | |
| | |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, predicate | |
|nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), pronouns (e.g., | |
|agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate adjectives, demonstrative | |
|adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), conjunctions (e.g., | |
|coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). | |
| | |
| | |
| |HM English |
|0501.1.4 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly letters | |
|and business letters. |List |
| |Quiz |
| |Quiz II |
| |worksheet Possessive Nouns |
|0501.1.5 Use correct end of sentence punctuation (e.g., period, question mark). | |
| | |
| |Friendly letter Quiz |
| |Letter Generator |
|SPI 0501.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative forms, predicate adjectives) and adverbs (i.e., | |
|comparative forms, negatives) within context. |PowerPoint Sentence Punctuation |
| |Mark-It Punctuation worksheet |
| | |
| |DEA Resources: |
| |Pendemonium at the Point |
| |Ion Field: Double Negatives |
| |Section A: Adverbs |
| |Adverbs at the Center of the World |
| |Victory Over Dark Marker |
| | |
| |Snail Race Sportscast |
| |Ad for G.O. Travel |
| |The Late, Late Show |
| |Olympic Relay |
| | |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and | |
|imaginative. | |
| | |
|0501.3.3 Practice writing to narrative and descriptive prompts within a specified time. | |
| | |
|0501.3.4 Write poems, stories, and essays based upon personal reflections, observations, and experiences | |
| | |
| | |
| | |
| |Writing/Journal Prompts |
| |55 Picture Prompts Flipchart |
| | |
| |6 Traits Ideas |
| |Introduction to Poetry Flipchart |
| |Poetry and Figurative Language Flipchart |
| |Diamante Poem |
| | |
| | |
| | |
| | |
| | |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 20 (Jan. 17-20) 4 day week
Academic Vocabulary: Interviews, newspapers
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |SF Reading |
| |“Three Century Woman” |
| | |
|0501.1.3 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary. |DEA Resources: |
| |... |
|SPI 0501.1.11 Determine word meanings within context. |.... |
| |Spelling: A Supermarket Sweep |
|SPI 0501.1.15 Recognize and use grade appropriate vocabulary within context. |Reading Strategies |
| |Context Clues |
| |Reading Strategies: Four Steps |
| |A Closer Look at Context Clues |
| GLE 0501.7.3 Understand that the choice of medium influences the message in a presentation | |
| |Context Clues |
|0501.7.6 Examine the effects of media (e.g., television, print materials, Internet, magazines) on daily life. |Context is Key |
| |Multiple Meanings |
|SPI 0501.7.1 Select the most appropriate medium or media for accessing information, writing a report, or enhancing an oral presentation. |More Multiple Meanings |
| |Context is Key |
|SPI 0501.7.4 Identify the various functions of media in daily life (i.e., communication, entertainment, information, persuasion). |Multiple Meaning Words |
| |Words with Multiple Meanings |
| |DEA Resources: |
| |Common Spanish Phrases |
| |Famous People |
| |The Power of Language |
| |Colorful Packaging |
| |Avoiding the Tricks of Advertisers |
| | |
| |Word Jungle |
| |Homophone Challenge, |
| |No Headache Homophones |
| |Adjective/Adverb Quiz |
| |Word Meaning Quiz |
| | |
| |DEA Resources: |
| |... |
| |Forever Harry |
| |Music |
| |Electronic Media |
| |Visual Resources |
| |Exploring Encyclopedias |
| | |
| |DEA Resources: |
| |Electronic Media |
| |Searching for Research Materials on the ... |
| |Introduction |
| |Letter writing |
| |Revising |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| | |
| |HM English |
| | |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, predicate |List |
|nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), pronouns (e.g., |Quiz |
|agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate adjectives, demonstrative |Quiz II |
|adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), conjunctions (e.g., |worksheet Possessive Nouns |
|coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). | |
| |DEA Resources: |
| |Segment Four: Using Pronouns with Both t... |
|SPI 0501.1.1 Identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects) and pronouns (i.e., |Segment One: What Are Pronouns? |
|agreement, subject, object) within context. |Reviewing Words in the Lesson |
| |Looking Back at the Story: Looking at th... |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |Noun |
| | |
| |Singular and Plural Nouns |
|0501.1.2 Recognize usage errors (e.g., double negatives, troublesome words: {to/to/two, their/there/they’re, its/it’s, sit/set, lie/lay, |Nounsense |
|affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn}). | |
| |To, two, too |
| |their, there, they’re |
|0501.1.15 Define and recognize word synonyms, antonyms, and homonyms. |lie/lay |
| |sit/set |
|SPI 0501.1.4 Recognize usage errors occurring within context (e.g., double negatives, troublesome words: {to/too/two, their/there/they’re, | |
|lie/lay, sit/set, leave/let, learn/teach}). |Quia Synonyms |
| | |
|SPI 0501.1.13 Select appropriate synonyms, antonyms, and homonyms within context. |DEA Resources: |
| |Mystery Word: Homophones |
| |A Closer Look at Reviewing Your Writing |
| |Reviewing Your Writing: Sacagawea |
| |Review |
| |Editing |
| |Section D: Interjections |
| | |
| |To, two, too |
| |their, there, they’re |
| |lie/lay |
| |sit/set |
| |DEA Resources: |
| |Looking Up Synonyms in a Thesaurus or Di... |
| |Types of Words |
| |A Closer Look at Types of Words |
| |Homonyms: To, Too, and Two |
| | |
| | Synonyms |
| | Antonyms |
| | Antonyms |
| | Homonyms |
| | Homonyms |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and | |
|imaginative. |6 Traits Ideas |
| |Introduction to Poetry Flipchart |
|0501.3.4 Write poems, stories, and essays based upon personal reflections, observations, and experiences |Poetry and Figurative Language Flipchart |
| |Diamante Poem |
|0501.3.5 Compare and contrast two persons, places, things, or ideas. | |
| | |
| |Overview With Writing Guide |
| |Graphic Organizers |
| | |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 21 (Jan. 23-27)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.6.2 Recognize the different text features of informational texts (e.g., separate text boxes, diagrams, captions, charts, |SF Reading |
|graphs). |“The Unsinkable Wreck of the R.M.S. Titanic” |
| | |
|0501.6.4 Use common text parts and features to enhance understanding (e.g., headings, key words, graphics, captions, side bars, chapter |Tracking a Dog’s Tale map |
|titles, glossaries). |Intro. To Text Features Flipchart |
| |DEA Resources: |
|SPI 0501.6.2 Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, sidebars). |Finding Information with Thomas Jefferso... |
| |... |
|SPI 0501.6.3 Locate information using available text features (e.g., maps, charts, graphics) |... |
| |Previewing a Book |
|SPI 0501.6.6 Arrange a set of instructions in sequential order. |A Closer Look at Previewing Resources |
| |Sources of Information |
| GLE 0501.6.3Explore the organizational structures of informational texts. |Finding Information with Thomas Jefferso... |
| |Parts of a Book |
|0501.6.1 Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate |Headings Lesson |
|specific information/facts}, utilize reference sources to build background for reading, preview text features) |Graphic Organizer |
| |DEA Resources: |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and |Endless Sky Way, Golden Valley |
|phrases. |Adjectives: Describing Yellowstone |
| |1776-1783: A French Hero and the Peace T... |
| |Choosing a Book |
|0501.1.16 Use a variety of previously learned strategies (e.g., roots and affixes, context, reference sources) to determine the meaning of|Two Reasons to Read |
|unfamiliar words. |DEA Resources: |
| |Paul Revere: His Early Years |
| |Paul as a Young Father and Entrepreneur |
|SPI 0501.1.12 Recognize root words, prefixes, and syllabication as aids in determining meaning within context. |Messages in the Medium |
| |Lion Resolves the Conflict |
| |Busy Befana |
| | |
|SPI 0501.1.11 Determine word meanings within context. |Rooting Out Words |
| |Root Words |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and |Prefix/Suffix Game |
|phrases. |Root Word practice |
| |Root Word Game |
|SPI 0501.5.7 Indicate the correct sequence of events in text. |Suffix Game |
|DEA Resources: |Prefix Game |
|... |DEA Resources: |
|.... |Root Words: Off to Italy |
|Paul as a Young Father and Entrepreneur |Segment 2: Roots |
|Paul Revere: His Early Years |Segment 3: Prefixes and Suffixes |
|Messages in the Medium |Suffixes: Decoding Another Clue |
|Lion Resolves the Conflict |Review: A Fight at the Roman Coliseum |
|Busy Befana |Pendemonium at The Point |
| |Understanding Root Words |
|Sequencing Activities |DEA Resources: |
|Chronological Order |... |
|Sequencing Fun |.... |
| |Spelling: A Supermarket Sweep |
| |Reading Strategies |
| |Context Clues |
| |Reading Strategies: Four Steps |
| |A Closer Look at Context Clues |
| |Context Clues |
| |Context is Key |
| |Multiple Meanings |
| |More Multiple Meanings |
| |Context is Key |
| |Multiple Meaning Words |
| |Words with Multiple Meanings |
| |DEA Resources: |
| |... |
| |.... |
| |Paul as a Young Father and Entrepreneur |
| |Paul Revere: His Early Years |
| |Messages in the Medium |
| |Lion Resolves the Conflict |
| |Busy Befana |
| |Sequencing Activities |
| |Chronological Order |
| |Sequencing Fun |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| |HM English |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |Friendly letter Quiz |
| |Letter Generator |
| |Quotation Practice |
|0501.1.4 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly |Lab Practice Using Quotations |
|letters and business letters. |DEA Resources: |
| |Punctuation in Titles Perfect Punctuatio... |
| |Quotation Marks & Punctuation with Direc... |
|0501.1.7 Demonstrate the correct use of quotation marks in conversation, including their use with capitalization, end marks, and |Lesson 2: More Uses for Quotation Marks |
|explanatory material. |Pendemonium at The Point |
| |Lesson 1: Quotation Marks |
|SPI 0501.1.6 Choose the correct use of quotation marks and commas in direct quotations. |Battle with Dark Marker |
| |Mission Accomplished |
| |Mindy’s Minute Mysteries |
|GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure. |Run-on repair |
| |Subject Verb Quiz |
|0501.1.13 Recognize incomplete sentences and run-on sentences and edit appropriately. |Worksheet |
| |PPT |
|0501.1.12 Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound |DEA Resources: |
|sentences, correct syntax, correct placement of modifiers). |Part Four: Other Middle Marks |
| |Section A: The Semicolon |
|SPI 0501.1.9 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate |Sentence sort Combining sentences Subject-verb mix-up |
|elements) within context. |DEA Resources: |
| |Sentence Structure |
| |... |
|SPI 0501.1.8 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma+ coordinating conjunction, use of|... |
|semicolon, introductory phrases and/or clauses). |Writing a Letter: The Fourth of July |
| |Prewriting: A Visit to the Fire Station |
| |Think Big: An Elephant's Tale |
| |A Closer Look at Sentences |
| |A Closer Look at Revising a First Draft |
| |Quiz |
| |BBC Quiz |
| | |
| |Imagery Lesson Plans and Resources, |
| |Hyperbole PowerPoint |
|GLE 0501.8.4 Recognize and understand basic literary terms (e.g., simile, metaphor, setting, point of view, alliteration, onomatopoeia). |Onomatopoeia |
| |alliteration |
|0501.8.14 Know and use basic literary devices (e.g., imagery, metaphor, simile, personification, hyperbole). |simile |
| |metaphor |
|0501.8.15 Recognize sound devices in poetry (e.g., onomatopoeia, alliteration, rhythm, rhyme, repetition). |Giggle Poetry |
| |DEA Resources: |
| |Introducing Lisa and Jenny: Best Friends |
|SPI 0501.8.7 Identify similes, metaphors, personification, and hyperbole in context. |In a Manner of Speaking |
| |A Vain Little Mouse Eats the Replacement... |
| |Rodent Room Service and Livery |
|SPI 0501.8.8 Identify the effect of sound within context (i.e., onomatopoeia, alliteration, rhythm, rhyme, repetition). |Rikki Tikki Is a Proud Mongoose |
| | |
| |Metaphors |
|GLE 0501.5.3 Explore the concept of persuasive devices. |Alliteration or Simile? |
| |Personification |
|0501.5.5 Recognize examples of persuasive devices (e.g., bandwagon, loaded terms, testimonial, name-calling). |Examples |
| |Hyperbole Ideas |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and |Hyperbole PowerPoint |
|imaginative. | |
| |DEA Resources: |
|0501.3.6 Make written responses to literature studied (e.g., critique, journal, group project). |Elements that Give Poetry a Musical Qual... |
| |Rhyme & Rhythm Just the Facts: Understan... |
| |Figurative Language: Polar Penguins |
| |A Closer Look at Figurative Language |
| |Life in the Pond in Summer |
| |Figurative Language |
| |Boris the Lifeguard |
| | |
| | Effects of Sound |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 22 (Jan. 30-Feb. 3)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |SF Reading |
| |“Talk with an Astronaut” |
|0501.8.3 Check for understanding after reading (e.g., indicate sequence of events, identify the author’s purpose). | |
| |Study Card Set |
|SPI 0501.8.9 Identify the author’s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade). |Author’s Purpose |
| |Tuck Everlasting Comprehension Flipchart |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and | |
|phrases. |DEA Resources: |
| |Point of View |
| |... |
|0501.1.3 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary. |... |
| |... |
| |Layers of Meaning |
|SPI 0501.1.15 Recognize and use grade appropriate vocabulary within context. |Introducing the Alphonse the Shoe Maker |
| |The Author's Purpose |
|SPI 0501.1.11 Determine word meanings within context. |A Closer Look at the Author's Purpose |
| |Author's Purpose |
|GLE 0501.6.1 Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension |DEA Resources: |
|strategies, graphic organizers, questioning text). |Common Spanish Phrases |
| |Famous People |
|0501.6.3 Check for understanding after reading (e.g., indicate sequence of events, identify the author’s purpose). |The Power of Language |
| |Colorful Packaging |
|SPI 0501.6.1 Select questions used to focus and clarify thinking before, during, and after reading text. |Avoiding the Tricks of Advertisers |
| |Word Jungle |
| |Homophone Challenge, |
| |No Headache Homophones |
| |Adjective/Adverb Quiz |
| |Word Meaning Quiz |
| |DEA Resources: |
| |... |
| |.... |
| |Spelling: A Supermarket Sweep |
| |Reading Strategies |
| |Context Clues |
| |Reading Strategies: Four Steps |
| |A Closer Look at Context Clues |
| |Context Clues |
| |Context is Key |
| |Multiple Meanings |
| |More Multiple Meanings |
| |Context is Key |
| |Multiple Meaning Words |
| |Words with Multiple Meanings |
| | |
| |Graphic Organizers |
| | |
| |DEA Resources: |
| |What Life Was Like for Paul Revere and B... |
| |Plymouth Rock Is Designated a Landmark |
| |Life for Paul Revere After the Big Ride |
| | |
| |Before, During, After Reading Strategies ; |
| |Questions |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |HM English |
| | |
| |Friendly letter Quiz |
|0501.1.4 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly |Letter Generator |
|letters and business letters. |PowerPoint Sentence Punctuation |
| | Mark-It Punctuation worksheet |
| |Quotation Practice |
| |Lab Practice Using Quotations |
|0501.1.5 Use correct end of sentence punctuation (e.g., period, question mark). |DEA Resources: |
| |Commas with Mild Interjections & Transit... |
| |Commas with Salutations & Direct Address... |
|0501.1.7 Demonstrate the correct use of quotation marks in conversation, including their use with capitalization, end marks, and |Punctuation Use in a List Perfect Punctu... |
|explanatory material. |Commas with Appositives Perfect Punctuat... |
| |Commas with Independent Clauses Perfect ... |
|SPI 0501.1.5 Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, |Comma |
|coordinating conjunctions, and introductory words) and of colons within context. |Meeting Dark Marker |
| |Australia's Great Barrier Reef |
|SPI 0501.1.6 Choose the correct use of quotation marks and commas in direct quotations. |Dark Marker's Second Message |
| |Saving the Day |
|GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure. |When to Use |
| |DEA Resources: |
|0501.1.12 Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound |Punctuation in Titles Perfect Punctuatio... |
|sentences, correct syntax, correct placement of modifiers). |Quotation Marks & Punctuation with Direc... |
| |Lesson 2: More Uses for Quotation Marks |
|0501.1.13 Recognize incomplete sentences and run-on sentences and edit appropriately. |Pendemonium at The Point |
| |Lesson 1: Quotation Marks |
|501.1.14 Eliminate reliance on simple sentences by combining independent clauses, by creating compound subjects and/or predicates, by |Battle with Dark Marker |
|using introductory phrases or clauses, or by appropriate use of a semi-colon. |Mission Accomplished |
| |Mindy’s Minute Mysteries |
| | |
| | |
| |Subject Verb Quiz |
| |Worksheet |
|SPI 0501.1.8 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma+ coordinating conjunction, use of| |
|semicolon, introductory phrases and/or clauses). | |
| |PPT |
|SPI 0501.1.9 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate |Run-on repair |
|elements) within context. |Sentence sort Combining sentences Subject-verb mix-up |
| | DEA Resources: |
|SPI 0501.1.10 Select the best way to correct incomplete sentences within context. |Sentence Structure |
| |... |
| |... |
| |Writing a Letter: The Fourth of July |
| |Prewriting: A Visit to the Fire Station |
| |Think Big: An Elephant's Tale |
| |A Closer Look at Sentences |
| |A Closer Look at Revising a First Draft |
| | |
| |Quiz |
| |BBC Quiz |
| | |
| |DEA Resources: |
| |Part Four: Other Middle Marks |
| |Section A: The Semicolon |
| | |
| |Sentence sort Combining sentences Subject-verb mix-up |
| |DEA Resources: |
| |Part Four: The Best of the Rest: Adverbs... |
| |Battle With Dark Marker |
| |Prepositional Phrases |
| |Part Three: Prepositions |
| |Section A: Sentence Fragments |
| | |
| |What’s Missing? |
| | |
| | |
| | |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and |Writing/Journal Prompts |
|imaginative. |55 Picture Prompts Flipchart |
| |Editing Practice |
|0501.3.3 Practice writing to narrative and descriptive prompts within a specified time. |Proofreading Makes Perfect |
| |[pic]Rings of Inspiration |
|GLE 0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. | Story Map |
| | |
|0502.3.16 Use precise language, including vivid words and figurative language. |Active vs. Passive WS |
| |Worksheets, Lesson Plan |
|0501.3.17 Use appropriate time-order or transitional words and phrases. |Figurative Language Flipchart |
| |Figurative Language Flipchart 2 |
|SPI 0501.3.8 Select vivid and active words for a writing sample. |Color Words Flipchart |
| | |
|SPI 0501.3.10 Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample. |Lesson |
| |List, |
| |Lesson Plan |
| |Transitional Words flipchart [pic] |
| | |
| |DEA Resources: |
| |In a Manner of Speaking |
| |Point of View |
| |What is Green? |
| |What is Red? |
| |What is Yellow? |
| |Tricks Used by Advertisers on Television |
| |Mosquito and the Tall Tale |
| |... |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 23 (FEB. 6-10) Feb. 7 – Writing Assessment
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |SF Reading |
| |“Journey to the Center of the Earth” |
|0501.6.1 Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate | |
|specific information/facts}, utilize reference sources to build background for reading, preview text features) |Study Card Set |
| |DEA Resources: |
|SPI 0501.8.1 Identify setting, characters, plot, and theme. |Parts of a Story: Huck and Jim |
| |The Story of Huck and Jim |
|SPI 0501.8.4 Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved. |Angus in the Suburbs |
| |Angus in the Woods |
|GLE 0501.5.1 Refine logic skills to facilitate learning and to enhance thoughtful reasoning. |Angus Leaves Home |
| | |
|0501.5.1 Distinguish between fact/ opinion, between cause/effect, and between fantasy/reality. | |
| |Practice |
|GLE 0501.5.2 Use logic to make inferences and to draw conclusions in a variety of oral and written contexts. |Practice II |
| |Character Outline |
|0501.5.3 Make and adjust predictions while reading, viewing, or listening to print and non-print media. |Plot Activity |
| |DEA Resources: |
|SPI 0501.5.4 Determine the conflict in a text and recognize its solution. |Researching: A Dog History |
| |Story Structure: A Tiny Tale |
|SPI 0501.5.6 Make inferences and draw appropriate conclusions from text. |Main Idea: Pyramid Plunder |
| |Cats, Traps, and Thermometers: Mouse Loo... |
| |Boy Meets Mouse |
| |PPT |
| | |
| |Online Activity |
| |Practice |
| |Lesson |
| | |
| |DEA Resources: |
| |A Telegram Brings Good News and a Good-B... |
| |Bon Appetit: He, Crocodile, Escapes Into... |
| |About the Star-Spangled Banner: Historic... |
| |A Bee, a Full Moon, and a Hibiscus Flowe... |
| | |
| |DEA Resources: |
| |Using What We Know |
| |... |
| |The Woody Guthrie Story |
| |Introducing the Alphonse the Shoe Maker |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| | |
| | |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, predicate |HM English |
|nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), pronouns (e.g., | |
|agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate adjectives, demonstrative |List |
|adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), conjunctions (e.g., |Quiz |
|coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). |Quiz II |
| |worksheet Possessive Nouns |
| |DEA Resources: |
|SPI 0501.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative forms, predicate adjectives) and adverbs (i.e., |Pendemonium at the Point |
|comparative forms, negatives) within context. |Ion Field: Double Negatives |
| |Section A: Adverbs |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |Adverbs at the Center of the World |
| |Victory Over Dark Marker |
| |Snail Race Sportscast |
|0501.1.2 Recognize usage errors (e.g., double negatives, troublesome words: {to/to/two, their/there/they’re, its/it’s, sit/set, lie/lay, |Ad for G.O. Travel |
|affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn}). |The Late, Late Show |
| |Olympic Relay |
| |To, two, too |
|SPI 0501.1.4 Recognize usage errors occurring within context (e.g., double negatives, troublesome words: {to/too/two, their/there/they’re, |their, there, they’re |
|lie/lay, sit/set, leave/let, learn/teach}). |lie/lay |
| |sit/set |
| |DEA Resources: |
| |Mystery Word: Homophones |
| |A Closer Look at Reviewing Your Writing |
| |Reviewing Your Writing: Sacagawea |
| |Review |
| |Editing |
| |Section D: Interjections |
| |To, two, too |
| |their, there, they’re |
| |lie/lay |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and |sit/set |
|imaginative. | |
| | |
|0501.3.3 Practice writing to narrative and descriptive prompts within a specified time. |Writing/Journal Prompts |
| |55 Picture Prompts Flipchart |
| | |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 24 (Feb. 13-17)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
| |SF Reading |
|GLE 0501.4.2 Collect, organize, determine reliability, and use information researched. |“Ghost Town of the American West” |
| | |
|0501.4.6 Organize information from text or technological sources using a graphic organizer. |Poetry pgs. 626-629 |
| | |
|SPI 0501.4.3 Complete a graphic organizer (e.g., chart, web) organizing material collected from text or technological sources. |Exploring Plagiarism, Copyright, and Paraphrasing |
| | |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |Write and Publish, report rubric |
| |Gary Paulsen: His Life in His Fiction |
|0501.8.1 Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate |DEA Resources: |
|specific information/facts}, utilize reference sources to build background for reading, preview text features) |... |
| |... |
|SPI 0501.8.9 Identify the author’s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade). |... |
| |... |
|GLE 0501.8.4 Recognize and understand basic literary terms (e.g., simile, metaphor, setting, point of view, alliteration, onomatopoeia). |... |
| |... |
|0501.8.14 Know and use basic literary devices (e.g., imagery, metaphor, simile, personification, hyperbole). |Paul Revere: His Early Years |
| |Paul as a Young Father and Entrepreneur |
|0501.8.15 Recognize sound devices in poetry (e.g., onomatopoeia, alliteration, rhythm, rhyme, repetition). |Messages in the Medium |
| |The Chain of Events that Create the Tall... |
|SPI 0501.8.7 Identify similes, metaphors, personification, and hyperbole in context. |Lion Resolves the Conflict |
| | |
| |Hamburger Organizer-Writing 6-8-Sentence Paragraphs |
|SPI 0501.8.8 Identify the effect of sound within context (i.e., onomatopoeia, alliteration, rhythm, rhyme, repetition). |Note Taker Graphic Organizer in pdf format-story elements, |
| |citing sources, character studies, Venn diagrams, etc. |
| | |
| |Preview Text |
| |Anticipation Guide |
| |Template Anticipation Guide |
| |Study Card Set |
| |DEA Resources: |
| |Point of View |
| |... |
| |... |
| |... |
| |Layers of Meaning |
| |Introducing the Alphonse the Shoe Maker |
| |The Author's Purpose |
| |A Closer Look at the Author's Purpose |
| |Author's Purpose |
| | |
| |Imagery Lesson Plans and Resources, |
| |Hyperbole PowerPoint |
| |Onomatopoeia |
| |alliteration |
| |simile |
| |metaphor |
| |Giggle Poetry |
| | DEA Resources: |
| |Introducing Lisa and Jenny: Best Friends |
| |In a Manner of Speaking |
| |A Vain Little Mouse Eats the Replacement... |
| |Rodent Room Service and Livery |
| |Rikki Tikki Is a Proud Mongoose |
| |Metaphors |
| |Alliteration or Simile? |
| |Personification |
| |Examples |
| |Hyperbole Ideas |
| |Hyperbole PowerPoint |
| | DEA Resources: |
| |Elements that Give Poetry a Musical Qual... |
| |Rhyme & Rhythm Just the Facts: Understan... |
| |Figurative Language: Polar Penguins |
| |A Closer Look at Figurative Language |
| |Life in the Pond in Summer |
| |Figurative Language |
| |Boris the Lifeguard |
| | |
| | Effects of Sound |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| | |
| | |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, |HM English |
|predicate nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), |List |
|pronouns (e.g., agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate |Quiz |
|adjectives, demonstrative adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), |Quiz II |
|conjunctions (e.g., coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). |worksheet Possessive Nouns |
| |DEA Resources: |
| |Pendemonium at the Point |
|SPI 0501.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative forms, predicate adjectives) and adverbs (i.e., |Ion Field: Double Negatives |
|comparative forms, negatives) within context. |Section A: Adverbs |
| |Adverbs at the Center of the World |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |Victory Over Dark Marker |
| |Snail Race Sportscast |
| |Ad for G.O. Travel |
|0501.1.2 Recognize usage errors (e.g., double negatives, troublesome words: {to/to/two, their/there/they’re, its/it’s, sit/set, lie/lay, |The Late, Late Show |
|affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn}). |Olympic Relay |
| |To, two, too |
| |their, there, they’re |
|SPI 0501.1.4 Recognize usage errors occurring within context (e.g., double negatives, troublesome words: {to/too/two, their/there/they’re, |lie/lay |
|lie/lay, sit/set, leave/let, learn/teach}). |sit/set |
| |Mystery Word: Homophones |
|SPI 0501.1.16 Determine the correct meaning/usage of multiple meaning words within context. |A Closer Look at Reviewing Your Writing |
| |Reviewing Your Writing: Sacagawea |
| |Review |
| |Editing |
| |Section D: Interjections |
| |... |
| |Using Context Clues |
| |Get to the Meaning, |
| |Find the Right Word |
| |Word Clues |
|GLE 0501.4.3 Present the research results in a written report, citing the resources used. |Words-In-Context |
| | |
|0501.4.8 Write a research report using and citing three or more sources. | |
| | |
|0501.4.9 Distinguish between necessary and unnecessary bibliographical information (information that should or should not be included in a |Gathering and Recording Information, links for general research |
|citation). |From Article to Acrostic: Note-Taking and Poem-Making with |
| |worksheet |
|0501.4.10 Cite three or more sources, including the title, author, and page number(s). |Author Autobiographies with worksheet |
| |Winter Solstice Research on the Web with worksheet |
|GLE 0501.7.2 Use media to publish and present information. | |
| |Citation Machine |
|0501.7.1 Use media (e.g., photographs, films, videos, the arts, online catalogs, nonfictions books, encyclopedias, CD-ROM references, |Author Autobiographies with worksheet |
|Internet) to view, read, and represent information |Winter Solstice Research on the Web with worksheet |
| | DEA Resources: |
|0501.7.3 Use media to conduct research and prepare reports. |... |
| |Forever Harry |
|0501.7.4 Use libraries/media centers to access media sources |Music |
| |Electronic Media |
|SPI 0501.7.1 Select the most appropriate medium or media for accessing information, writing a report, or enhancing an oral presentation. |Visual Resources |
| |Exploring Encyclopedias |
|SPI 0501.7.4 Identify the various functions of media in daily life (i.e., communication, entertainment, information, persuasion). |DEA Resources: |
| |Electronic Media |
|GLE 0501.7.3 Understand that the choice of medium influences the message in a presentation |Searching for Research Materials on the ... |
| |Introduction |
|0501.7.5 Use media to enhance reports and oral presentations |Letter writing |
| |Revising |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 25 (Feb. 21-24) 4 day week
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |SF Reading |
| |“At the Beach” |
|0501.8.10 Analyze the plot structure of a narrative (story) including identifying the problem (conflict) and determining how the problem is | |
|resolved. |Study Card Set |
| |DEA Resources: |
|SPI 0501.8.1 Identify setting, characters, plot, and theme. |Parts of a Story: Huck and Jim |
| |The Story of Huck and Jim |
|SPI 0501.8.2 Recognize reasonable predictions of future events within a given context. |Angus in the Suburbs |
| |Angus in the Woods |
| |Angus Leaves Home |
| | |
| | |
| |Practice |
| |Practice II |
| |Character Outline |
| |Plot Activity |
| | |
| |DEA Resources: |
| |A Closer Look at Making Predictions |
| |... |
| |Life for Paul Revere After the Big Ride |
| |Mosquito and the Tall Tale |
| |Lion Resolves the Conflict |
| |Previewing Skills |
| |Conflict With England |
| | |
| | |
| | |
| | |
| |HM English |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |Friendly Letter |
| |The Tanaka Twins |
|0501.1.6 Demonstrate knowledge of the meaning and function of certain marks of punctuation, including colons (between the hour and minute and |Mixed Practice |
|after the greeting of a business letter), semicolons, apostrophes, quotation marks, and commas used in these ways: direct address, items in a|PowerPoint Quotations and Quotation Marks |
|series, following introductory words, in dates and addresses, quotations, parts of a letter, and before coordinating conjunctions in compound |Friendly letter Quiz |
|sentences. |Letter Generator |
| |Abbreviation Station |
| |DEA Resources: |
|0501.1.4 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly letters |Commas with Mild Interjections & Transit... |
|and business letters. |Commas with Salutations & Direct Address... |
| |Punctuation Use in a List Perfect Punctu... |
| |Commas with Appositives Perfect Punctuat... |
|0501.1.10 Abbreviate words correctly. |Commas with Independent Clauses Perfect ... |
| |Comma |
|SPI 0501.1.5 Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating|Meeting Dark Marker |
|conjunctions, and introductory words) and of colons within context. |Australia's Great Barrier Reef |
| |Dark Marker's Second Message |
| |Saving the Day |
|SPI 0501.1.14 Identify compound words, contractions, and common abbreviations within context. |When to Use |
| |Apostrophe |
| |Space Launch: Apostrophes |
| |Battle Stations: Fighting Dark Marker |
| |Mission to Mars:Contractions |
| |Compound Words |
| | Compound Words |
| | Compound Words |
| | Compound Words |
| | Compound Words WS |
| | Contractions Lesson and Quiz |
| | |
| |Story Summary Practice |
| |Recommend a Book |
| |Summarizing Visuals and Practice |
| |Story Endings Flipchart |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and |Enticing Story Leads |
|imaginative. |BrainPop 5 Paragraph Essay |
| | |
|0501.3.7 Create a well-developed story or passage summary, as well as personal reflections and imaginative writing samples. |Online Activity |
| |Practice |
|GLE 0501.5.2 Use logic to make inferences and to draw conclusions in a variety of oral and written contexts. |Lesson |
| | |
|0501.5.4 Construct and complete analogies using synonyms, antonyms, homonyms, categories, and subcategories. |Analogies |
| |Analogies(more) |
|SPI 0501.5.5 Select a logical word to complete an analogy using synonyms, antonyms, homonyms, categories, and subcategories. |Play Ball - analogies |
| |Ad Techniques Quiz- Worksheet |
| |Cereal Box Advertisement Activity |
| | |
| |DEA Resources: |
| |Your Word Bank |
| |Alphabet Pet: Making Changes |
| |Radical Riddles (Suffixes) |
| |Types of Words |
| |A Closer Look at Types of Words |
| | |
| |Analogy Dominoes |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 26 (Feb. 27-March 2)
Academic Vocabulary: Interjections
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.5.1 Refine logic skills to facilitate learning and to enhance thoughtful reasoning |SF Reading |
| |“The Mystery of Saint Matthew Island” |
|0501.5.1 Distinguish between fact/ opinion, between cause/effect, and between fantasy/reality | |
| |DEA Resources: |
|SPI 0501.5.2 Identify stated or implied cause and effect relationships in text. |Story Structure: A Tiny Tale |
| |Ben Franklin: His Years in Government |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |A Decision Is Made to Sell the Goat |
| |A Snow and Wind Storm Stops the Journey |
|0501.8.6 Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration. |The Chain of Events that Create the Tall... |
| |Benjamin Franklin: His Last Big Idea |
|SPI 0501.8.1 Identify setting, characters, plot, and theme. | |
| | |
|SPI 0501.8.4 Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved. |Cause and Effect |
| |Cause and Effect- teacher suggestions |
| | |
| |Study Card Set |
| | |
| |Interactive Story Map |
| |Story Map |
| |Interactive Story Elements Using Cinderella |
| | |
| |DEA Resources: |
| |Parts of a Story: Huck and Jim |
| |The Story of Huck and Jim |
| |Angus in the Suburbs |
| |Angus in the Woods |
| |Angus Leaves Home |
| | |
| | |
| |Practice |
| |Practice II |
| |Character Outline |
| |Plot Activity |
| | |
| |DEA Resources: |
| |Researching: A Dog History |
| |Story Structure: A Tiny Tale |
| |Main Idea: Pyramid Plunder |
| |Cats, Traps, and Thermometers: Mouse Loo... |
| |Boy Meets Mouse |
| | |
| | |
| |PPT |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| |HM English |
| |List |
| |Quiz |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |Quiz II |
| |worksheet Possessive Nouns |
| |English Zone |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, predicate nouns),|Friendly Letter |
|verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), pronouns (e.g., agreement with |The Tanaka Twins |
|antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate adjectives, demonstrative adjectives, proper |Mixed Practice |
|comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), conjunctions (e.g., coordinating), interjections, and |PowerPoint Quotations and Quotation Marks |
|prepositions (place prepositional phrases in correct location within the sentence). |Friendly letter Quiz |
| |Letter Generator |
| |DEA Resources: |
|0501.1.9 Form and spell correctly contractions, plurals, and possessives. |Segment Four: Using Pronouns with Both t... |
| |Segment One: What Are Pronouns? |
|0501.1.6 Demonstrate knowledge of the meaning and function of certain marks of punctuation, including colons (between the hour and minute and after |Reviewing Words in the Lesson |
|the greeting of a business letter), semicolons, apostrophes, quotation marks, and commas used in these ways: direct address, items in a series, |Looking Back at the Story: Looking at th... |
|following introductory words, in dates and addresses, quotations, parts of a letter, and before coordinating conjunctions in compound sentences. |Noun |
| |Singular and Plural Nouns |
| |Nounsense |
|0501.1.4 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly letters and |DEA Resources: |
|business letters. |How to Look Up a Word The Animated Refer... |
| |Researching: A Dog History |
| |Spelling |
|SPI 0501.1.1 Identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects) and pronouns (i.e., agreement,|Spelling: A Supermarket Sweep |
|subject, object) within context. |No-Excuse Words: Words You Should Always... |
| |Reviewing Misspellings |
|SPI 0501.1.7 Identify correctly or incorrectly spelled words in context, including the correct spelling of plurals and possessives. |Singular plural quiz |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and imaginative. | |
| | |
|0501.3.8 Compose and respond in writing to original questions and/or problems from all content areas. | |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 27 (March 7-9) 3 day week
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |SF Reading |
| |“King Midas and the Golden Touch” |
|0501.1.3 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary. | |
| |DEA Resources: |
|SPI 0501.1.15 Recognize and use grade appropriate vocabulary within context. |Common Spanish Phrases |
| |Famous People |
|SPI 0501.1.11 Determine word meanings within context. |The Power of Language |
| |Colorful Packaging |
|GLE 0501.6.1 Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension strategies, |Avoiding the Tricks of Advertisers |
|graphic organizers, questioning text). | |
| |Word Jungle |
|0501.6.1 Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific |Homophone Challenge, |
|information/facts}, utilize reference sources to build background for reading, preview text features) |No Headache Homophones |
| |Adjective/Adverb Quiz |
|SPI 0501.6.1 Select questions used to focus and clarify thinking before, during, and after reading text. |Word Meaning Quiz |
| |DEA Resources: |
|GLE 0501.8.2 Experience various literary genres, including fiction and nonfiction, poetry, drama, chapter books, biography/autobiography, short |... |
|stories, folk tales, myths, science fiction |.... |
| |Spelling: A Supermarket Sweep |
|0501.8.12 Make connections among various texts showing similarities and differences. |Reading Strategies |
| |Context Clues |
| |Reading Strategies: Four Steps |
| |A Closer Look at Context Clues |
| | |
| |Context Clues |
| |Context is Key |
| |Multiple Meanings |
| |More Multiple Meanings |
| |Context is Key |
| |Multiple Meaning Words |
| |Words with Multiple Meanings |
| | |
| |Graphic Organizers |
| | |
| |DEA Resources: |
| |What Life Was Like for Paul Revere and B... |
| |Plymouth Rock Is Designated a Landmark |
| |Life for Paul Revere After the Big Ride |
| | |
| |Before, During, After Reading Strategies ; |
| |Questions |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| |HM English |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |Handwriting Practice Worksheets |
| | |
|0501.1.11 Write legibly in manuscript and cursive. |DEA Resources: |
| |Verbs: Where the Action Is |
|SPI 0501.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, tenses) within context. |Action Verbs |
| |Lesson Two: Action Verbs |
| |Verbs in the Desert |
| |Adjectives in the Desert |
| |Adverbs in the Desert |
| | |
| |Harry Helping Verb |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and imaginative. |Expository Writing |
| | |
|0501.3.9 Explore writing in the expository mode. | |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 28 (March 12-16)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |SF Reading |
| |“The Hindenburg” |
|0501.1.10 Abbreviate words correctly. | |
| |Abbreviation Station |
| | |
|SPI 0501.1.14 Identify compound words, contractions, and common abbreviations within context. |DEA Resources: |
| |Apostrophe |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |Space Launch: Apostrophes |
| |Battle Stations: Fighting Dark Marker |
|0501.8.7 Explore the various kinds of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology). |Mission to Mars:Contractions |
| |Compound Words |
|SPI 0501.8.4 Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are | |
|resolved. | Compound Words |
| | Compound Words |
|SPI 0501.8.9 Identify the author’s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade). | Compound Words |
| | Compound Words WS |
| | Contractions Lesson and Quiz |
| | |
| |Study Card Set |
| |Using Picture Books to Show Conflict |
| |DEA Resources: |
| |Researching: A Dog History |
| |Story Structure: A Tiny Tale |
| |Main Idea: Pyramid Plunder |
| |Cats, Traps, and Thermometers: Mouse Loo... |
| |Boy Meets Mouse |
| |PPT |
| | |
| |DEA Resources: |
| |Point of View |
| |... |
| |... |
| |... |
| |Layers of Meaning |
| |Introducing the Alphonse the Shoe Maker |
| |The Author's Purpose |
| |A Closer Look at the Author's Purpose |
| |Author's Purpose |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. |HM English |
| | |
| |PowerPoint Sentence Punctuation |
|0501.1.5 Use correct end of sentence punctuation (e.g., period, question mark). |Friendly Letter |
| |The Tanaka Twins |
| |Mixed Practice |
|0501.1.6 Demonstrate knowledge of the meaning and function of certain marks of punctuation, including colons (between the hour and minute and|PowerPoint Quotations and Quotation Marks |
|after the greeting of a business letter), semicolons, apostrophes, quotation marks, and commas used in these ways: direct address, items in |Abbreviation Station |
|a series, following introductory words, in dates and addresses, quotations, parts of a letter, and before coordinating conjunctions in | DEA Resources: |
|compound sentences. |Commas with Mild Interjections & Transit... |
| |Commas with Salutations & Direct Address... |
|0501.1.10 Abbreviate words correctly. |Punctuation Use in a List Perfect Punctu... |
| |Commas with Appositives Perfect Punctuat... |
| |Commas with Independent Clauses Perfect ... |
| SPI 0501.1.5 Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, |Comma |
|coordinating conjunctions, and introductory words) and of colons within context. |Meeting Dark Marker |
| |Australia's Great Barrier Reef |
|SPI 0501.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative forms, predicate adjectives) and adverbs (i.e., |Dark Marker's Second Message |
|comparative forms, negatives) within context. |Saving the Day |
| | |
| |When to Use |
| |DEA Resources: |
| |Pendemonium at the Point |
| |Ion Field: Double Negatives |
| |Section A: Adverbs |
| |Adverbs at the Center of the World |
| |Victory Over Dark Marker |
| |Snail Race Sportscast |
| |Ad for G.O. Travel |
| |The Late, Late Show |
| |Olympic Relay |
| |Writing/Journal Prompts |
| |55 Picture Prompts Flipchart |
| | |
| | |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and | |
|imaginative. | |
| | |
|0501.3.3 Practice writing to narrative and descriptive prompts within a specified time. | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 29 (March 19-23)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.6.3 Explore the organizational structures of informational texts. |SF Reading |
| |“Sweet Music in Harlem” |
|0501.6.11 Explore the organizational structures of informational text (e.g., chronological, sequential, cause-effect, comparison-contrast, | |
|problem-solution). |Study Card Set |
| |Author’s Purpose |
|GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after reading. |Tuck Everlasting Comprehension Flipchart |
| |DEA Resources: |
|0501.8.3 Check for understanding after reading (e.g., indicate sequence of events, identify the author’s purpose). |A Closer Look at Making Predictions |
| |... |
|SPI 0501.8.2 Recognize reasonable predictions of future events within a given context. |Life for Paul Revere After the Big Ride |
| |Mosquito and the Tall Tale |
| |Lion Resolves the Conflict |
| |Previewing Skills |
| |Conflict With England |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| |HM English |
| |Friendly letter Quiz |
|0501.1.4 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly letters |Letter Generator |
|and business letters. | |
| |Friendly Letter |
| |The Tanaka Twins |
|0501.1.6 Demonstrate knowledge of the meaning and function of certain marks of punctuation, including colons (between the hour and minute and |Mixed Practice |
|after the greeting of a business letter), semicolons, apostrophes, quotation marks, and commas used in these ways: direct address, items in a|PowerPoint Quotations and Quotation Marks |
|series, following introductory words, in dates and addresses, quotations, parts of a letter, and before coordinating conjunctions in compound |Quotation Practice |
|sentences. |Lab Practice Using Quotations |
| |List |
|0501.1.7 Demonstrate the correct use of quotation marks in conversation, including their use with capitalization, end marks, and explanatory |Quiz |
|material. |Quiz II |
| |worksheet Possessive Nouns |
| |DEA Resources: |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, predicate |Commas with Mild Interjections & Transit... |
|nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), pronouns (e.g., |Commas with Salutations & Direct Address... |
|agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate adjectives, demonstrative |Punctuation Use in a List Perfect Punctu... |
|adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), conjunctions (e.g., |Commas with Appositives Perfect Punctuat... |
|coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). |Commas with Independent Clauses Perfect ... |
| |Comma |
| |Meeting Dark Marker |
|SPI 0501.1.5 Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating|Australia's Great Barrier Reef |
|conjunctions, and introductory words) and of colons within context. |Dark Marker's Second Message |
| |Saving the Day |
|SPI 0501.1.6 Choose the correct use of quotation marks and commas in direct quotations. | |
| |When to Use |
| |DEA Resources: |
| |Punctuation in Titles Perfect Punctuatio... |
| |Quotation Marks & Punctuation with Direc... |
| |Lesson 2: More Uses for Quotation Marks |
| |Pendemonium at The Point |
| |Lesson 1: Quotation Marks |
| |Battle with Dark Marker |
| |Mission Accomplished |
| | |
| |Mindy’s Minute Mysteries |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| |6 Traits Ideas |
| |Introduction to Poetry Flipchart |
| |Poetry and Figurative Language Flipchart |
| |Diamante Poem |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and | |
|imaginative. | |
| | |
|0501.3.4 Write poems, stories, and essays based upon personal reflections, observations, and experiences | |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 30 (March 26-30)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.6.2 Recognize the different text features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs). |SF Reading |
| |“Special Effects in Film and Television” |
|0501.6.4 Use common text parts and features to enhance understanding (e.g., headings, key words, graphics, captions, side bars, chapter | |
|titles, glossaries). |Tracking a Dog’s Tale map |
| | |
|SPI 0501.6.2 Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, sidebars). |Intro. To Text Features Flipchart |
| |DEA Resources: |
|SPI 0501.6.3 Locate information using available text features (e.g., maps, charts, graphics) |Finding Information with Thomas Jefferso... |
| |... |
| |... |
| |Previewing a Book |
| |A Closer Look at Previewing Resources |
| |Sources of Information |
| |Finding Information with Thomas Jefferso... |
| |Parts of a Book |
| | |
| |Headings Lesson |
| |Graphic Organizer |
| |DEA Resources: |
| |Endless Sky Way, Golden Valley |
| |Adjectives: Describing Yellowstone |
| |1776-1783: A French Hero and the Peace T... |
| |Choosing a Book |
| |Two Reasons to Read |
| | |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| | |
| |HM English |
| | |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, |List |
|predicate nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), |Quiz |
|pronouns (e.g., agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate |Quiz II |
|adjectives, demonstrative adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), |worksheet Possessive Nouns |
|conjunctions (e.g., coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). |Friendly letter Quiz |
| |Letter Generator |
| |English Zone |
| | |
|0501.1.4 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly |DEA Resources: |
|letters and business letters. |Segment Four: Using Pronouns with Both t... |
| |Segment One: What Are Pronouns? |
| |Reviewing Words in the Lesson |
|0501.1.9 Form and spell correctly contractions, plurals, and possessives. |Looking Back at the Story: Looking at th... |
| |Noun |
|SPI 0501.1.1 Identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects) and pronouns (i.e., | |
|agreement, subject, object) within context. |Singular and Plural Nouns |
| |Nounsense |
| | |
|SPI 0501.1.7 Identify correctly or incorrectly spelled words in context, including the correct spelling of plurals and possessives. |DEA Resources: |
| |How to Look Up a Word The Animated Refer... |
| |Researching: A Dog History |
| |Spelling |
| |Spelling: A Supermarket Sweep |
| |No-Excuse Words: Words You Should Always... |
| |Reviewing Misspellings |
| | |
| |Singular plural quiz |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and |Overview With Writing Guide |
|imaginative. |Graphic Organizers |
| | |
|0501.3.5 Compare and contrast two persons, places, things, or ideas. | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 31 (April 2-4) 3 day week
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.6.1 Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension |SF Reading |
|strategies, graphic organizers, questioning text). |“Mahalia Jackson” |
| | |
|0501.6.3 Check for understanding after reading (e.g., indicate sequence of events, identify the author’s purpose). |Graphic Organizers |
| | |
|0501.6.5 Understand sequence of events from text. |Find the Main Idea, |
| |Identify Main Idea |
|0501.6.6 Determine the main idea and supporting details from text. | Quiz |
| |Reading Quest Strategies |
|0501.6.7 Skim text to develop a general overview of content or to locate specific information |DEA Resources: |
| |Main Idea: Pyramid Plunder |
|0501.6.10 Summarize information presented in text. |... |
| |... |
|SPI 0501.6.4 Identify the stated main idea and supporting details in text. |Conflict With England |
| |Ben Franklin: His Years in Government |
|SPI 0501.6.5 Select the best summary of a text. |Benjamin Franklin: The Early Years |
| |Benjamin Franklin: The Years of Experime... |
| |1920: A Grand Monument Is Built to Honor... |
| | |
| |DEA Resources: |
| |Benjamin Franklin: His Last Big Idea |
| |Finding a Home for Plymouth Rock |
| |In Summary: The Story of Tom Thumb |
| |Asking About Avalanches |
| |Knowing the Facts |
| | |
| | Make a Long Story Short |
| | |
| | |
|GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. | |
| |HM English |
| | |
|0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., common/proper, singular/plural, possessives, |List |
|predicate nouns), verbs (e.g., action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), |Quiz |
|pronouns (e.g., agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (e.g., common/proper, predicate |Quiz II |
|adjectives, demonstrative adjectives, proper comparative forms), adverbs (e.g., proper comparative forms, adverbs of degree {too, very}), |worksheet Possessive Nouns |
|conjunctions (e.g., coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence). | |
| |DEA Resources: |
| |Verbs: Where the Action Is |
|SPI 0501.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, tenses) within context. |Action Verbs |
| |Lesson Two: Action Verbs |
|SPI 0501.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative forms, predicate adjectives) and adverbs (i.e., |Verbs in the Desert |
|comparative forms, negatives) within context. |Adjectives in the Desert |
| |Adverbs in the Desert |
| | |
| |Harry Helping Verb |
| |DEA Resources: |
| |Pendemonium at the Point |
| |Ion Field: Double Negatives |
| |Section A: Adverbs |
| |Adverbs at the Center of the World |
| |Victory Over Dark Marker |
| | |
| |Snail Race Sportscast |
| |Ad for G.O. Travel |
| |The Late, Late Show |
| |Olympic Relay |
| | |
| | |
| | |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and | |
|imaginative. | |
| | |
|0501.3.9 Explore writing in the expository mode. | |
| |Expository Writing |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 32 (April 10-13) and 33 (April 16-20)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
| | |
|Review for T-CAP | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 34 (April 23-27)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
| | |
| | |
|T-CAP Test | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 35 (April 30-May 4)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.6.1 Apply appropriate skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension |SF Reading |
|strategies, graphic organizers, questioning text). |“Leonardo’s Horse” |
| | |
|0501.6.6 Determine the main idea and supporting details from text. |Graphic Organizers |
| |Find the Main Idea, |
|0501.6.10 Summarize information presented in text. |Identify Main Idea |
| | Quiz |
|SPI 0501.6.4 Identify the stated main idea and supporting details in text. |Reading Quest Strategies |
| |DEA Resources: |
|SPI 0501.6.5 Select the best summary of a text. |Main Idea: Pyramid Plunder |
| |... |
| |... |
| |Conflict With England |
| |Ben Franklin: His Years in Government |
| |Benjamin Franklin: The Early Years |
| |Benjamin Franklin: The Years of Experime... |
| |1920: A Grand Monument Is Built to Honor... |
| |DEA Resources: |
| |Benjamin Franklin: His Last Big Idea |
| |Finding a Home for Plymouth Rock |
| |In Summary: The Story of Tom Thumb |
| |Asking About Avalanches |
| |Knowing the Facts |
| | |
| | Make a Long Story Short |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. |To, two, too |
| |their, there, they’re |
| |lie/lay |
|0501.1.2 Recognize usage errors (e.g., double negatives, troublesome words: {to/to/two, their/there/they’re, its/it’s, sit/set, lie/lay, |sit/set |
|affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn}). |DEA Resources: |
| |Mystery Word: Homophones |
| |A Closer Look at Reviewing Your Writing |
|SPI 0501.1.4 Recognize usage errors occurring within context (e.g., double negatives, troublesome words: {to/too/two, their/there/they’re, |Reviewing Your Writing: Sacagawea |
|lie/lay, sit/set, leave/let, learn/teach}). |Review |
| |Editing |
| |Section D: Interjections |
| | |
| |To, two, too |
| |their, there, they’re |
| |lie/lay |
| |sit/set |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and | |
|imaginative. | |
| | |
| | |
|0501.3.6 Make written responses to literature studied (e.g., critique, journal, group project). | |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 36 (May 7-11)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.5.1 Refine logic skills to facilitate learning and to enhance thoughtful reasoning |SF Reading |
| |“The Dinosaurs of Waterhouse Hawkins” |
|0501.5.1 Distinguish between fact/ opinion, between cause/effect, and between fantasy/reality. | |
| |DEA Resources: |
|SPI 0501.5.3 Distinguish between fact/opinion and reality/fantasy. |Using What We Know |
| |... |
|SPI 0501.5.2 Identify stated or implied cause and effect relationships in text. |.... |
| | |
| |Reasons to Read |
| |Knowing the Facts |
| |Point of View |
| |A Closer Look at Reasons to Read |
| |Name That Genre |
| | |
| |Fact or Opinion Quiz |
| |Fact/Opinion Quiz2, |
| |Fact/Opinion |
| |DEA Resources: |
| |Story Structure: A Tiny Tale |
| |Ben Franklin: His Years in Government |
| |A Decision Is Made to Sell the Goat |
| |A Snow and Wind Storm Stops the Journey |
| |The Chain of Events that Create the Tall... |
| |Benjamin Franklin: His Last Big Idea |
| | |
| | |
| |Cause and Effect |
| |Cause and Effect- teacher suggestions |
| |Story Summary Practice |
|GLE 0501.7.2 Use media to publish and present information. | |
| |Recommend a Book |
|0501.7.4 Use libraries/media centers to access media sources. | |
| |Summarizing Visuals and Practice |
| | |
| |Story Endings Flipchart |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and | |
|imaginative. |Enticing Story Leads |
| | |
|0501.3.7 Create a well-developed story or passage summary, as well as personal reflections and imaginative writing samples. |BrainPop 5 Paragraph Essay |
| | |
Grade 5 Reading/Language Arts Pacing Guides
Instructional Week 37 (May 14-18)
Academic Vocabulary:
|Grade Level Expectations/Checks for Understanding/State Performance Indicators |Resources |
|GLE 0501.7.2 Use media to publish and present information. | |
| |Gathering and Recording Information, links for general|
|0501.7.1 Use media (e.g., photographs, films, videos, the arts, online catalogs, nonfictions books, encyclopedias, CD-ROM references, Internet) to |research |
|view, read, and represent information. | |
| |From Article to Acrostic: Note-Taking and Poem-Making|
|0501.7.3 Use media to conduct research and prepare reports |with worksheet |
| | |
|0501.7.4 Use libraries/media centers to access media sources. |Author Autobiographies with worksheet |
| |Winter Solstice Research on the Web with worksheet |
| | |
|GLE 0501.4.3 Present the research results in a written report, citing the resources used. |Citation Machine |
| |Author Autobiographies with worksheet |
|0501.4.8 Write a research report using and citing three or more sources. |Winter Solstice Research on the Web with worksheet |
| | |
|0501.4.9 Distinguish between necessary and unnecessary bibliographical information (information that should or should not be included in a | |
|citation). | |
| | |
|0501.4.10 Cite three or more sources, including the title, author, and page number(s). | |
| | |
|GLE 0501.3.2 Write in a variety of modes and genres, including narration, literary response, personal expression, description, and imaginative. | |
| | |
|0501.3.8 Compose and respond in writing to original questions and/or problems from all content areas. | |
[pic]
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
Related searches
- getroman com reviews
- acurafinancialservices.com account management
- https www municipalonlinepayments
- acurafinancialservices.com account ma
- getroman.com tv
- http cashier.95516.com bing
- http cashier.95516.com bingprivacy notice.pdf
- connected mcgraw hill com lausd
- education.com games play
- rushmorelm.com one time payment
- autotrader.com used cars
- b com 2nd year syllabus