The library provides teachers with effective, research ...



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning. In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block teachers should use the following times: Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills or concepts, which often includes teacher modeling and practice.Small-Group Instruction (estimated time 45-60 minutes)- During this time students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills previously learned. Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning. The above represents guidelines, but professional judgment should always be used when planning and instructing. 5943600-4635500How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.(3) Building knowledge through content-rich nonfiction.Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:The Tennessee State ELA StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards): can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Read Alouds, Shared Reading, Guiding Reading to planning interactive read alouds. can use this resource to learn about the components of a Balanced Literacy Program. Literacy Work Stations can learn about why literacy workstations are important for Balanced Literacy, and gain tips for setting up literacy workstations. library provides teachers with effective, research-based classroom strategies to help build and strengthen literacy skills in print awareness, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. Each strategy in the library includes instructions on how to use the strategy, downloadable templates, examples, recommended children's books to use with the strategy, differentiation for second language learners, students of varying reading skill, students with learning disabilities, younger learners and supporting research.Using the Curriculum Maps, Grades 3-5Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students.Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text: CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the R Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the evidence statements and sample objectives as a guide. Be sure to plan your own objectives to meet the needs of your students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning). Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards. When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.Remember to include differentiated activities for small group instruction. When planning keep in mind that foundational skills are taught both explicitly and implicitly. For further support on foundational skills instructional practices see the following links: at a Glance (TWAG) OutlinesBeginning in the 2016-17 school year, the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. SCS teachers and coaches in partnership developed TWAG outlines with Student Achievement Partners and other districts across the country. For further information regarding grade level TWAGs see the following: Extended Texts WeeksIn further efforts to build knowledge in harmony with literacy shift 3, Extended Text Weeks have been added to the maps. Like the TWAG, Extended Text Weeks allow more time to dig deeply into a high-quality, complex anchor text from the Journeys series. In order to build student knowledge around the topic of the anchor text, links to a variety of text/media have been included. By studying a high-leverage topic over two weeks or more, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills.Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. Sentence frames aligned with the related Reading standard are also provided in the Speaking and Listening domain. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.Key Terms:Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.Foundational Skills: The Foundational Skills are focused on developing students’ understanding and working- knowledge of print concepts, phonological awareness, phonics and word recognition and fluency. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.Skills Based and Meaning Based CompetenciesIn early grade classrooms especially, there is a need for both skills-based and meaning-based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary. Gradual Release of ResponsibilityOur comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.Weeks 1 and 2- Lesson 23 *TWAG (Lesson Supplement- )Reading Selections:“Vaqueros: America’s First Cowboys” (Lexile Level 770)“Rhyme on the Range” (Not rated)*Text complexity measures, including qualitative information, can be found on page T156. This information can be useful when planning for parts of the text that may be challenging to students.Instructional Resources for Building KnowledgeRelated Texts“Cowboys Yesterday, Today, and Tomorrow (Lexile Level 1030) All About the Rodeo: The Rodeo (Lexile Level 1090) The ancient art of the cattle roundup (Lexile Level 900) Non Print TextsNext Exit - Los Vaqueros: history of vaqueros and rodeos (5 min, 9 sec) Photographs of the Rodeo Cowgirl (Timeline) Question: How has the Vaquero culture developed and changed over time?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem).RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.7-Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Related WIDA StandardsRL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem).Related Science StandardsGLE 0307.1.1 Use magnifiers to make observations of specific plant and animal body parts and describe their functions. GLE 0307.5.1 Explore the relationship between an organism’s characteristics and its ability to survive in a particular environment.Provides an analysis of how visual elements or a multimedia presentation contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).Provides a statement of two or more main ideas of a text.Provides an explanation of how two or more main ideas are supported by key ?details.Provides a summary of the text. Provides an answer to a question or solution to a problem that draws on information from multiple print or digital sources.Provides an explanation of how an author uses reasons or evidence to support particular points in a text.Identifies which reasons and/or evidence support which points. Sample Objectives (I Can…):Quote accurately when explaining what the text “Vaqueros: America’s First Cowboys” says explicitly and when drawing inferences.Determine two or more main ideas and explain how they are supported by details.Explain how the author uses reasons and evidence to support points in the text “Vaqueros: America’s First Cowboys”.Use graphic features to derive understanding from text.Explain how a poet uses words that appeal to the senses, citing specific examples from the poem “Rhyme on the Range”. Performance AssessmentsJourneys Grab-and-Go Comprehension AssessmentsJourneys Reader’s Notebook, Lesson 23Anecdotal evidence from classroom discussionsOption for ReteachingText and Graphic Features T226Scaffold Close Reading T210(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsThe author uses a combination of drawings and photographs in the selection “Vaqueros: America’s First Cowboys.” How do these graphic features help you understand the text? (General Understanding)According to the text, how did the invention of barbed wire affect the life and culture of the vaqueros? (Key Details)Why do you think the author included the movie poster on p. 705? (Author’s Craft and Purpose)What does the word “conquerors” mean on p. 699? (Vocabulary)What does the adage the author uses on p. 707 tell you about the lifestyle of cowboys? (Inference)The author of “The Cowboy’s Life” uses several words that relate to sound. Why do you think he/she chose to do that? (Opinion)*See TWAGLeveled ReadersAdvanced: How Barbed Wire Changed the West (970L)On-level: The Goodnight- Loving Trail (780L)- Building Knowledge and InterventionStruggling Readers: Rodeo! (680L)- Building Knowledge and InterventionVocabulary Reader: In the Days of Missions and Ranchos (6600L)- Building Knowledge and InterventionEnglish Language Support: Blazing a Cattle Trail (520L)- Building Knowledge and InterventionLiteracy Station ActivitiesComprehension station-Journeys flip chart for Lesson 23, write answers to text-dependent questions, Activity Comprehension Part 2, C.016-Detail Delight from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem).Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingMatch images to teacher-selected vocabulary words to analyze how visuals contribute to the meaning of a text using word bank support. Match sentences or paragraphs from the text to illustrations and multimedia elements to analyze how visuals and multimedia elements contribute to the meaning and tone of a text with a partner.Analyze the contributions of visuals and multimedia elements towards enhancing the meaning and tone of a text after reading an excerpt with a partner.Analyze the tone set in the text and determine the contributions of visuals and multimedia elements towards enhancing the meaning, tone, or beauty of a text with partner support.Interpret the tone set by multimedia elements within the text to analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.5.3a- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally W.5.3b- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations W.5.3e- Provide a conclusion that follows from the narrated experiences and eventsAddresses the prompt and provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Write a narrative story that uses detailed descriptions and has a clear order of events.Establish a narrator for my story.Routine WritingNarrative WritingPerformance Task- Culminating*See TWAGSpeaking and ListeningSL.5.4- Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.SL.5.5- Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task or situation.Reports on a topic or text, sequencing ideas logically.Uses appropriate facts and relevant, descriptive details to support main ideas and/or themes.Speaks clearly at an understandable pace. Provides multimedia components (e.g., graphics, sound) in presentations when appropriate to enhance development of main ideas or themes.Provides visual displays in presentations when appropriate to enhance development of main ideas or themes. Adapts speech to a variety of contexts and tasks.Uses formal English when appropriate to task and situation. Sample Objectives (I Can…):Restate, sequentially, the main idea/events/points from a story.Stay on topic by making comments about information being discussed.Present my ideas and/or opinions with facts and details.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsOral reportsAdding audio and visual informationUsing formal English in appropriate situationsTeacher observation Sentence Frames to Support Reading StandardsRL.5.7The ___________________ (visual or multimedia element) contributes to the meaning of the text by…The ___________________ (visual or multimedia element) contributes to the tone of the text by…The ___________________ (visual or multimedia element) contributes to the beauty of the text by…LanguageL.5.1a- Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases.L.5.5b- Recognize and explain the meaning of common idioms, adages, and proverbs.Explains the function of conjunctions, prepositions, and interjections in sentences.Uses standard English capitalization, punctuation, and spelling when writing.Consults reference materials to find pronunciation and determine or clarify meaning of key words and phrases.Recognizes and explains the meaning of common idioms, adages, and proverbs.Sample Objectives (I Can…):Explain the functions of prepositions in sentencesAnalyze a sentence for correct use of prepositions and prepositional phrases.Use reference materials to find pronunciations and word meanings.I can recognize and explain the meaning of adages, and proverbs.VocabularyAdages and Proverbs Option for ReteachingAdages and Proverbs T226Vocabulary for Explicit InstructionDominated, extending, sprawling, hostile, acknowledged, flourished, residents, prospered, acquainted, decline, adventurer, fleet (Supplemental Resources, click Vocabulary Quadrant)Language ArtsPrepositions and Prepositional PhrasesLiteracy Station ActivitiesVocabulary station-Journeys flip chart for Lesson 23, Activities for adages and proverbs: ; Performance Assessments Edit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher created vocabulary assessment Additional ResourcesLearning grammar through writing of common proverbs: Plans; Reading Foundational SkillsRF.5.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.5.4a- Read grade-level text with purpose and understandingRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsUses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Read on-level text with purpose and understanding.Read orally with purpose and understanding.Read orally with accuracy, appropriate rate, and expression. Phonics and FluencyExpressionUnstressed Syllables (schwa sound)Performance assessmentsOral reading fluency checks/running recordsSpelling of grade-appropriate words in daily/weekly writingUse of learned patterns to decode unfamiliar wordsOption for ReteachingUnstressed Syllables T227Literacy Station ActivitiesDecoding/word study station; activities with schwa ; Fluency station (optional)- Journeys flip chart for lesson 23; partner reading to practice expression, Activity Fluency Part 2, F.013-Chunk It Up from Weeks 3 and 4- Lesson 25 *TWAG (Lesson Supplement- )Reading Selections:“Lewis and Clark” (Lexile Level 1020)“A Surprise Reunion” (NP)*Text complexity measures, including qualitative information, can be found on page T304. This information can be useful when planning for parts of the text that may be challenging to students.Instructional Resources for Building KnowledgeRelated TextsLouisiana Purchase, quick video and article Non Print TextsAn infographic concerning the Louisiana Purchase facts about the Louisiana Purchase: Essential Question: What made Lewis and Clarks’ journey a success?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.6- Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.RL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.Related WIDA StandardsRI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Provides a statement of two or more main ideas of a text.Provides an explanation of how two or more main ideas are supported by key ?details.Provides a summary of the text. Provides an analysis of multiple accounts of the same event or topic, noting important similarities and/or differences in the point of view they represent.Provides a statement of a theme of the text, including how characters in a story or drama respond to challenges or how a speaker in a poem reflects upon a topic.Provides a summary of the text. Sample Objectives (I Can…):Determine several main ideas and explain how they are supported by key details.Tell how and why the events of a text “Lewis and Clark” are influenced by either the narrator’s or speaker’s viewpoint.Discuss how the actions and words of characters help convey the theme in “A Surprise Reunion”. Performance AssessmentsJourneys Grab-and-Go Comprehension AssessmentsJourneys Reader’s Notebook, Lesson 25Anecdotal evidence from classroom discussionsOption for ReteachingMain Idea and Details T378Scaffold Close Reading T210(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsWhat is the main idea of p. 763 and how does this relate to the main ideas of p. 754? (General Understanding)Why did the Shoshone women fear Lewis when they first met him? (Key Details)How does the term “river branches” on p. 756 help you understand the meaning of “tributaries?” (Vocabulary)On p. 758 the author uses a direct quote from Lewis. How does this quote help you understand what happens next? (Author’s Craft and Purpose)How do the words and actions of the characters help establish the theme of the play “A Surprise Reunion?” (Author’s Craft and Purpose) What do you think President Jefferson meant when he said, “Lewis and Clarke have entirely fulfilled my expectations?” Cite evidence from the text to support your opinion. (Opinion)*See TWAGLeveled ReadersAdvanced: Friends Along the Way (910L)On-level: History of the Fur Trade (860L)Struggling Readers: The Corps of Discovery (700L)- Building Knowledge and InterventionVocabulary Reader: River Travel (720L)English Language Support: The American Fur Trade (600L)Literacy Station ActivitiesComprehension station-main idea and details graphic organizer, written summary of the text, Journeys flip chart for Lesson 25, Activity Comprehension Part 2, C.018- What’s the Big Idea? from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingList single word details from the text for an illustrated main idea to explain how the main idea is supported by key details using a bubble map and word bank support.Identify the main ideas and supporting details using sentence frames and a word bank with graphic organizer support.Produce the main ideas and supporting details to explain how the main idea is supported by key details using a graphic organizer with peer support.Summarize main ideas and supporting details to explain how the main idea is supported by key details using a graphic organizer.Summarize two or more main ideas of a text and explain how they are supported by key details.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.Addresses the prompt and provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Draft, revise, and publish an informative/explanatory essay.Develop a topic with facts, definitions, details and quotations. Make logical connections between ideas in a text.Routine WritingUsing linking wordsHaving a clear topic sentenceWriting a clear concluding statementCiting evidence to support key ideasPerformance Task- Culminating*See TWAGSpeaking and ListeningSL.5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orallySL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenceSL.5.4- Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak Demonstrates ability to summarize a written text read aloud.Demonstrates ability to summarize text presented in diverse media formats.Demonstrates ability to summarize the points a speaker makes.Demonstrates ability to explain how each claim is supported by reasons and evidence. Demonstrates ability to report on a topic or text, sequencing ideas logically.Demonstrates ability to use appropriate facts and relevant, descriptive details to support main ideas and/or themes.Demonstrates ability to speak clearly at an understandable pace. Sample Objectives (I Can…):Restate, sequentially, the main idea/events/points from a story.Stay on topic by making comments about information being discussed.Present my ideas and/or opinions with facts and details.Summarize information I have heard.Performance AssessmentsParticipate in and conduct discussions, read alouds, and question/answer sessionsDeliver a short speech comparing the two accounts of the meeting between Sacajawea and her brother (Optional, see Reading Performance Task)Using formal English in appropriate situationsSentence Frames to Support Reading StandardsRI.5.2One main idea in the story is _________________________. Another main idea is ________________._____________ is a detail that supports the main idea that __________, and __________ is a detail that supports the main idea that ______________._______________________ is a detail that tells about the main idea._______________ and __________________ are both details that support one of the main ideas.___________________ is a detail that does not support a main idea. Details are important because…Some details about ___(one main idea)__________ are ____________________, _____________________, and ______________________.LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.5c- Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Demonstrates command of standard English grammar and usage conventions when writing or speaking.Explains the function of conjunctions, prepositions, and interjections in sentences.Demonstrates the commands of standard English capitalization, punctuation, and spelling when writing.Uses the relationship between words to better understand the word.Sample Objectives (I Can…):Edit writing for comma, capitalization errors and spelling errors.Explain the functions of conjunctions in writing.Use word relationships, like analogies, to better understand words. VocabularyAnalogiesOption for ReteachingAnalogies T378Vocabulary for Explicit InstructionExpedition, tributaries, trek, barrier, despite, fulfilled, range, techniques, resumed, edible (Supplemental Resources, click Vocabulary Quadrant)Language ArtsConjunctionsLiteracy Station ActivitiesVocabulary Station-Journeys flip chart for Lesson 25, select from: Assessments Edit draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Journeys Grab-and-Go Weekly Vocabulary AssessmentTeacher created vocabulary assessmentReading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4a -Read grade-level text with purpose and understanding.RF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Use knowledge of letter-sound correspondences, syllabication patterns, and morphology to read accurately.Read on-level text with purpose and understanding.Read orally with accuracy, appropriate rate, and expression.Phonics and FluencyPhrasing: punctuationConsonant Alternations (elect-elections, produce-production, etc.)Performance assessmentsJourneys Cold ReadsChoral readingReader’s Theater presentation of “A Surprise Reunion”Option for ReteachingConsonant Alternations T379Literacy Station ActivitiesDecoding/word study station- , ; Fluency station (optional)-Journeys flip chart Lesson 25, prepare for Reader’s Theater, Activity Fluency Part 2, F.019-Connected Text from Week 5- Lesson 26Reading Selections:“Animals on the Move” (NP)“Skywoman’s Rescue” (play)“The Whale” (poetry) “Wild Geese” (poetry)*Text complexity measures, including qualitative information, can be useful when planning for parts of the text that may be challenging to students.Qualitative MeasuresText Structure: Moderately ComplexLanguage: Moderately ComplexKnowledge Demands: Moderately ComplexMeaning/Purpose: Moderately ComplexInstructional Resources for Building KnowledgeRelated Texts“The Dino Express” (Lexile Level 890) Non Print TextsAnimals on the Move NASA Space Place - on the Move Scholastic News Online- Butterfly Amazing Migration (video)- Fly Together, National Geographic (2 min, 33 sec) Essential Question (Target): What can people learn by reading about how different animals adapt and survive?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.3- Explain the relationships or interactions between two or more individuals, evens, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area.Related WIDA StandardsRI.5.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area.Related Science StandardsGLE 0507.4.2- Recognize that some characteristics are inherited while others result from interactions with the environment.SPI 0507.4.2- Distinguish between inherited traits and those that can be attributed to the environment.Provides a statement of a theme of the text, including how characters in a story or drama respond to challenges or how a speaker in a poem reflects upon a topic.Summarizes the text. Provides a statement of two or more main ideas of a text. Provides an explanation of how two or more main ideas are supported by key ?details. Provides an explanation of the relationships or interactions between two or more individuals, events, or ideas in a historical, scientific, or technical text.Demonstrates the ability to determine the meaning of general academic or domain-specific words or phrases in a text relevant to grade 5 topics or subject area.Sample Objectives (I Can…):Determine the meaning of key vocabulary using the text “Animals on the Move”.I can determine two or more main ideas from a text based on key details from a text.I can summarize the text “Animals on the Move”.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 26Journeys Reader’s Notebook, Lesson 26Anecdotal evidence from classroom discussionsOption for ReteachingText and Graphic Features T247, T303, T359Scaffold Close Reading T14(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsWhat does infrasound mean? What clues in the text helped you determine the meaning of the word? (Vocabulary)Why do bees “sing” and “dance”? or What 3 senses do bees use to help them find food? How do they use those 3 senses? (Key Details)What have scientists learned about how birds migrate? (key details)Why is the journey of the Pacific salmon considered amazing? (Inference)Choose one of the animals and summarize how they use their senses and abilities to navigate their world. (General Understanding)Literacy Station ActivitiesComprehension station-main idea and details graphic organizer, summary or paraphrase of a text, Activity Comprehension Part 2, C.019-In My Own Words from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.5.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingLabel illustrations that represent academic and domain-specific words and phrases based on a pose sentences using general academic and domain-specific words to demonstrate an understanding of their meanings using a word bank and sentence pose sentences using general academic and domain-specific words to demonstrate an understanding of their meanings using expanded sentence frames. Produce expository text that incorporates academic and domain-specific vocabulary appropriately in expanded sentences based on text and modeled support.Produce expository text that incorporates academic and domain-specific vocabulary appropriately in complex, expanded discourse to determine the meaning of words and phrases. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.5.3- Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3a- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.3b- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. W.5.3c- Use a variety of transitional words, phrases, and clauses to manage the sequence of events.W.5.3d- Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3e- Provide a conclusion that follows from the narrated experiences and events.Addresses the prompt and provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Write a narrative story that uses detailed descriptions and has a clear order of events.Establish a narrator for my story.Routine WritingNarrative WritingPerformance Task- CulminatingChoose an animal from the article or another animal you have learned about. Write a story about an adventure it has while traveling. Use a story map to plan the story elements, including a problem and solution, and include dialogue.Use scoring rubric from TDOE: Speaking and ListeningSL.5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orally.SL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.SL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.Summarizes a written text read aloud.Summarizes text presented in diverse media formats.Demonstrates ability to summarize the points a speaker makes. Explains how each claim is supported by reasons and evidence. Reports on a topic or text, sequencing ideas logically. Uses appropriate facts and relevant, descriptive details to support main ideas and/or themes. Speaks clearly at an understandable pace. Sample Objectives (I Can…):Restate, sequentially, the main idea/events/points from a story.Stay on topic by making comments about information being discussed.Present my ideas and/or opinions with facts and details.Summarize information I have heard.Performance AssessmentsTeacher observation Reader’s Theater performance of “The Raven”Audio or video recording of a portion of the performanceSentence Frames to Support Reading StandardsRI.5.4The (word, phrase) means ______________ based on _____________ from the text.The (word, phrase) means ______________ based on what I understand about ______________ from the text.LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.1d- Recognize and correct inappropriate shifts in verb tense.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.2a- Use punctuation to separate items in a series. Demonstrates command of standard English grammar and usage conventions when writing or speaking.Recognizes and corrects inappropriate shifts in verb tense.Demonstrates the command of standard English capitalization, punctuation, and spelling when writing.Punctuates items in a series to show separation.Learning Targets (I Can…)Identify and write singular and plural possessive nouns.Practice combining sentences.Edit writing for comma, capitalization errors and spelling errors.VocabularyMultiple-Meaning WordsOption for ReteachingMultiple-Meaning Words T245, T301, T357Vocabulary for Explicit InstructionNavigate, landmarks, routine, navigation, flock (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station- select from: Language ArtsTense ShiftsPerformance Assessments Edit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.Teacher created vocabulary assessmentReading Foundational SkillsRF.5.4- Read with sufficient accuracy and fluency to support comprehension.RF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Reads with sufficient accuracy and fluency to support comprehension.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Sample Objectives (I Can…):Understand to group words into phrases to guide pauses.Pause at appropriate places in a text.Sound prefixes and root words.Read on-level text with purpose and understanding.Read orally with accuracy, appropriate rate, and expression.Phonics and FluencyPhrasing: pausesPrefixes and root wordsPerformance AssessmentsOral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly writingReader’s Theater performance of “The Raven”Option for ReteachingCompound Words T468Literacy Station ActivitiesDecoding/word study station- Sort words with roots and affixes, build words with roots and affixes, Select activities from Advanced Phonics Part 3, AP.016-AP.022 from Fluency station (optional)- Journeys flip chart for Lesson 26, partner reading, echo reading, timed readingWeek 6- Lesson 27Reading Selections:“Mysteries at Cliff Palace” (play)“Cave of the Crystals” (Lexile Level not determined)“Places and Names: A Traveler’s Guide” (poetry)“Los libros/Books” (poetry)*Text complexity measures, including qualitative information, can be useful when planning for parts of the text that may be challenging to students.Qualitative FeaturesText Structure: Moderately ComplexLanguage: Moderately ComplexKnowledge Demands: Moderately ComplexMeaning/Purpose: Moderately ComplexInstructional Resources for Building KnowledgeRelated Texts“The Cities in the Cliffs: An Old American Indian Mystery in Colorado Remains Unsolved” (Lexile Level 910) Non Print TextsMesa Verde Cliff Dwellings Website Palace Mesa Verde National Park (5 min, 16 sec) Amazing Crystal Cave (1 min, 21 sec) Essential Question (Target): What lessons can we learn from other cultures?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.5.2- Determine theme from details; summarize the text.RL.5.3- Compare and contrast characters, settings, or events drawing on details.RL.5.4- Determine the meaning of words and phrases, including figurative language.RL.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.Related WIDA StandardsRL.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.Provides a statement of a theme of the text, including how characters in a story or drama respond to challenges or how a speaker in a poem reflects upon a topic. Summarizes the text. Provides a comparison and contrast of two or more characters, settings, or details in a story or drama, drawing on specific details in the text (e.g., how characters interact). Explains how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.Provides an analysis of how visual elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).Provides an analysis of how a multimedia presentation contributes to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Sample Objectives (I Can…):Identify the theme of the play “Mysteries at Cliff Palace”.Analyze and evaluate details in a text to understand theme.Determine the meaning of words and phrases in context.Explain how visual elements contribute to the meaning of the text.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 27Journeys Reader’s Notebook, Lesson 27Anecdotal evidence from classroom discussionsOption for ReteachingTheme T257, T313, T369Scaffold Close Reading T62(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsWhat is this play about? What details in the text let us know this? (General Understanding)How does the photograph contribute to your understanding of the structure of a kiva? (Key Details)What does the word alcove mean? What context clues help you define it? (Vocabulary)Compare and contrast Ruben and Rosa. What details in the text help you identify these similarities and differences? (Key Details)Why is the mystery of Cliff Palace so puzzling? (Inference)What is the theme of this story? Cite evidence from the story that supports this theme. (Inference)What is the role of the narrator in the play “Mysteries at Cliff Palace, and how does the narrator contribute to the overall structure of the play?” (Author’s Craft and Purpose)What purposes do the authors of “Mysteries at Cliff Palace” and “Cave of the Crystals” share? (Intertextual Connections)What is the key message of the two poems on pp. 30-31, and how does this message relate to the purposes of the other texts we read this week? (Intertextual Connections)Literacy Station ActivitiesComprehension Station- Activity Comprehension Part 1, C.005-Plotting the Plot from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingReproduce a sequential thinking map and then highlight transitional words with teacher modeling support.Create a labeled diorama or illustrated flow map to explain how a series of events fit together with peer support. Summarize a text to explain how a series of events fit together using a completed main idea/details graphic organizer.Describe specific events in the text and their effects to explain how a series of events fit together using a cause and effect thinking mapSummarize, in essay format, the effects of a specific event or its relevance to the text to explain how a series of events fit together. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.5.1a- Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. W.5.1b- Provide logically ordered reasons that are supported by facts and details. W.5.1c- Link opinion and reasons that are supported by facts and details. W.5.1d- Provide a concluding statement or section related to the opinion presented.Addresses the prompt and provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.Routine WritingForming a text-based opinionCiting evidence to support opinionUsing linking wordsIncluding topic sentence and concluding statementPerformance Task- CulminatingAt the conclusion of the article “Cave of the Crystals,” the author poses a question for the reader: Should the owners stop pumping out the water or should they keep pumping? Based on the information in the article and the ideas expressed in the other texts you read this week, what do you think the owners should do? Write an essay expressing your opinion as to what the owners should do. Use reasons and evidence from all texts to support your opinion. Be prepared to present your opinion to the class in the form of a speech or panel discussion.Use scoring rubric from TDOE: Speaking and ListeningSL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenceSL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task or situation.Summarizes the points a speaker makes.Explains how each claim is supported by reasons and evidence. Reports on a topic or text, sequencing ideas logically.Uses appropriate facts and relevant, descriptive details to support main ideas and/or themes.Speaks clearly at an understandable pace. Adapts speech to a variety of contexts and tasks.Uses formal English when appropriate to task and situation. Sample Objectives (I Can…):Deliver a persuasive speech.State an opinion clearly.Use reasons and evidence to support the opinion.Use transitional words and phrases to link the opinion to the evidence.Provide a strong conclusion.Speak clearly and at an understandable pace.Summarize key points from a classmate’s speech.Performance AssessmentsPersuasive speech or panel discussion (See Reading Performance Task and Writing)Discussion following speeches/panel discussionsTeacher-created rubricSentence Frames to Support Reading StandardsRL.5.5The excerpt from the _________ (chapter, scene, or stanza) adds to the overall structure of the (story, drama, or poem) to help add meaning to the text.LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. Demonstrates command of standard English grammar and usage conventions when writing or speaking.Demonstrates the command of standard English capitalization, punctuation, and spelling when writing.Learning Targets (I Can…)Edit writing for capitalization errors and spelling errors.VocabularySuffixes –ness, -less, -mentOption for ReteachingSuffixes –ness, -less, -ment T257, T313, T369Vocabulary for Explicit InstructionDwellings, ledge, descending, trek, plateaus, alcoves, drought, translucent, uninhabited (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary station- Rolling Vocabulary “Sensational Six”Students will demonstrate their understanding of vocabulary from the text by using those terms in the Performance Task- Culminating assignment. Vocabulary Station-sort words, build words, illustrate words, locate words with target prefixes in connected textSee Florida Center for Reading Research, Student Center Activities, for ideas for vocabulary stations Vocabulary Part 3, V.016- Oh, My Word! (dictionary use)Language ArtsTense ShiftsPerformance Assessments Edit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.Teacher created vocabulary assessmentReading Foundational SkillsRF. 5.3- Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4- Read with sufficient accuracy and fluency to support comprehensionRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsUses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Understand how to group words into phrases to guide pauses.Read on-level text with purpose and understanding.Read orally with accuracy, rate and expression.Pause at appropriate places in a text.Read words with common prefixes and suffixes.Phonics and FluencyPhrasing: PausesMore Familiar SuffixesPerformance AssessmentsTeacher observationsJourneys fluency lessonsReader’s Theater performance of “Mysteries at Cliff Palace”Option for ReteachingMore Familiar Suffixes S12–S21 (Lesson 27)Literacy Station ActivitiesDecoding/word study station-Sort words with roots and affixes, build words with roots and affixes, Select activities from Advanced Phonics Part 3, AP.016-AP.022 from Fluency station (optional)- practice for a Reader’s Theater presentation of “Mysteries at Cliff Palace.”Weeks 7 and 8- Lesson 28 *TWAG (Lesson Supplement- ) Reading Selection:“Fossils: A Peek Into the Past” (NP)“Trapped in Tar” (NP)“Journey of the Woolly Mammoth” (poetry)“Fossils” (poetry)*Text complexity measures, including qualitative information, can be useful when planning for parts of the text that may be challenging to students.Qualitative FeaturesText Structure: Slightly ComplexLanguage: Moderately Complex Knowledge Demands: Moderately Complex Meaning/Purpose: Slightly ComplexInstructional Resources for Building KnowledgeRelated Texts“Digging Deeper” (Lexile Level 1200) “Mammoth Fossil Found” (Lexile 860L) Non Print TextsBill Nye: Fossils (23 min, 3 sec) Question: How do scientists use fossils to learn about life long ago?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.RI.5.8- Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Related WIDA StandardRI.5.8- Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Related Science Standard (Review Standard)GLE 0507.5.2- Analyze fossils to demonstrate the connection between organisms and environments that existed in the past and those that currently exist.Provides a statement of a theme of the text, including how characters in a story or drama respond to challenges or how a speaker in a poem reflects upon a topic.Provides a summary of the text. Provides a statement of two or more main ideas of a text.Provides an explanation of how two or more main ideas are supported by key ?details.Provides a summary of the text. Demonstrates the ability to determine the meaning of general academic words, domain- specific words or phrases in a text relevant to grade 5 topics or subject area.Provides an explanation of how an author uses reasons or evidence to support particular points in a text.Identifies which reasons and/or evidence support which points. Sample Objectives (I Can…):Determine the main idea of the text “Fossils: A Peek Into the Past”.Explain the relationships or interactions between two people, events, ideas, or concepts based on information in the text.Determine the meaning of general academic or domain specific words and phrases. Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 28Journeys Reader’s Notebook, Lesson 28Anecdotal evidence from classroom discussionsOption for ReteachingFact and Opinion T267, T323, T379Scaffold Close Reading T106(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsHow did Mary Anning’s fossils help scientists gain new knowledge about the world? (General Understanding)How does the illustration on p. 37 help you understanding the meaning of the word “canine?” (Vocabulary)What are some reasons the author of “Trapped in Tar!” provides to support that opinion that the tar pits have meant “good luck” for paleontologists? (Author’s Craft and Purpose)What do the two poems reveal about the poets’ views of fossils? (Author’s Craft and Purpose)How do the details about fossils differ across the texts we read this week, and why do they differ? (Intertextual Connections)How might modern tools like those described in “Digging Deeper” have changed the way Mary Anning studied fossils? (Intertextual Connections)*See TWAGLiteracy Station ActivitiesComprehension station-Activities Comprehension Part 2, C017-Main Idea Mania or C.018-What’s the Big Idea? From WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingMatch supporting evidence to main points using single, illustrated words with peer assistance.Match illustrated main points with supporting evidence based on a teacher model and with small group support.Classify main points with supporting evidence using a graphic organizer in a small group.Analyze the evidence the author provides to determine whether or not it supports his/her claims with a small group.Evaluate the evidence provided by the author to determine the degree to which it supports his/her claims. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.Addresses the prompt and provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Select and narrow a topic for a research paper.Locate reliable sources of information about the topic.Take notes on the topic.Routine WritingTaking notesCreating a graphic organizer or outlineExplanatory essay (Reading Performance Task) Performance Task- Culminating*See TWAG Speaking and ListeningSL 5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orally.SL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.Summarizes a written text read aloud.Summarizes text presented in diverse media formats.Reports on a topic or text, sequencing ideas logically.Uses appropriate facts and relevant, descriptive details to support main ideas and/or themes.Speaks clearly at an understandable pace. Learning Targets (I Can…)Gather information from visual or digital sources.Prepare notes for a presentation.Performance AssessmentsParticipating in and conducting discussions, read alouds, and question/answer sessionsTake notes from visual or digital sourcesSentence Frames to Support Reading StandardsRI.5.8One point the author makes is ___________________________. The author’s main point is _____________________. The author’s opinion that supports the main point is ____________________. A fact that supports the author’s main point is ___________________________. LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.2b- Use a comma to separate an introductory element from the rest of the sentence.L.5.2c- Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).Demonstrates command of standard English grammar and usage when writing or speaking.Demonstrates the command of standard English capitalization, punctuation, and spelling when writing.Uses commas to separate an introductory element from the rest of the sentence.Uses a comma to set off the words yes and no.Sample Objectives (I Can…):Use commas with introductory words and phrases, names, and to combine sentences. Edit writing for capitalization errors and spelling errors.VocabularyIdiomsOption for ReteachingIdioms T265, T321, T377Vocabulary for Explicit InstructionEngravings, underside, canine, molars, donate, ancestors, tons, dedication, blundered, pillared, tread, tundra, enshrined (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station-Word sorts and word building with Greek and Latin roots, locating Greek and Latin roots in text, Activities for Greek and Latin roots-, , Activity Vocabulary Part 2, V.014 from Language ArtsCommas in SentencesPerformance Assessments Edit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.Teacher created vocabulary assessment Additional ResourcesLearning grammar through writing Reading Foundational SkillsRF.5.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4a- Read grade-level text with purpose and understanding.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Sample Objectives (I Can…):Read on-level text with purpose and understanding.Read orally with accuracy, rate and expression.Use context clues to determine word meaning.Phonics and FluencyMore Greek and Latin roots (saur, ped, vor, ichth, terr, etc.)Performance AssessmentsTeacher created assessmentsOral reading fluency checks/running recordsOption for ReteachingGreek Word Roots S22- S31 (Lesson 28)Literacy Station ActivitiesDecoding/word study station-Sort words with roots and affixes, build words with roots and affixes, Select activities from Advanced Phonics Part 3, AP.016-AP.022 from ; also select activities from Fluency station (optional)-partner reading, echo reading, timed reading, practice reading poetry fluently with a partnerWeek 9- Lesson 30Reading Selections:“Get Lost! The Puzzle of Mazes” (Lexile Level not determined)“Journey to Cuzco” (Lexile Level not determined)“The Best Paths” (poetry) “Compass” (poetry)*Text complexity measures, including qualitative information, can be useful when planning for parts of the text that may be challenging to students.Qualitative FeaturesText Structure: Very ComplexLanguage: Very ComplexKnowledge Demands: Moderately ComplexMeaning/Purpose: Moderately ComplexInstructional Resources for Building KnowledgeRelated Texts“Aztecs, Incas, and Mayans- Cuzco: City of Gold” (Lexile Level 820) “A-mazing Way for Family Farms to Make More Money” (Lexile Level 910) Print TextsThe History of Mazes and Labyrinths Website- Labyrinths and Mazes Resource Centre- Over Machu Picchu (3 min, 39 sec) Essential Question (Target): What traits help make a person good at solving problems?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.3- Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.Related WIDA StandardsRI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Provides a statement of a theme of the text, including how characters in a story or drama respond to challenges or how a speaker in a poem reflects upon a topic. Provides a summary of the text. Provides a statement of two or more main ideas of a text. Provides an explanation of how two or more main ideas are supported by key ?details.Provides a summary of the text. Provides an explanation of the relationships or interactions between two or more individuals, events, or concepts in a historical, scientific, or technical text.Sample Objectives (I Can…):Identify main ideas and details in an informational text.Summarize “Get Lost! The Puzzle of Mazes”.Explain the relationships between things based on information in the text.Determine the meaning of words in context.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 30Journeys Reader’s Notebook, Lesson 30Anecdotal evidence from classroom discussionsOption for ReteachingMain Idea and Details T287, T343, T399Scaffold Close Reading T202(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsWhat is the main idea of the first paragraph? What details support the main idea in the first paragraph? (General Understanding)How are hedge mazes and maize mazes alike? How are they different? Use information from the text in your answer. (Key Details)What is the difference between a multicursal and unicursal mazes? What clues did you use to help understand the meanings? (Vocabulary)Why do you think the author includes aerial photos as well as photos from inside the different mazes? (Author’s Purpose)What tone does the author use throughout the text? What evidence from the text supports your conclusion? (Inference)After reading about the different types of mazes, which one do you think would be the most challenging to successfully complete? Use details from the text to support your opinion. (Opinion)Literacy Station ActivitiesComprehension station- written answers to text-dependent questions, written summary of one of the texts, Activity Comprehension Part 2, C.020-Super Summary from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the textLevel 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingList single word details from the text for an illustrated main idea to explain how the main idea is supported by key details using a bubble map and word bank support.Identify the main ideas and supporting details using sentence frames and a word bank with graphic organizer support.Produce the main ideas and supporting details to explain how the main idea is supported by key details, using a graphic organizer with peer support.Summarize main ideas and supporting details to explain how the main idea is supported by key details using a graphic organizer.Summarize two or more main ideas of a text and explain how they are supported by key details.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.Addresses the prompt and provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Write an informative essay that uses detailed descriptions and has a clear order of events.Use vocabulary from a text to explain a topic.Routine WritingTake notes from readingSummarize information from a variety of textsPerformance Tasks- CulminatingWrite an essay in which you explain how the themes of “The Best Paths” and “Compass” are similar, and analyze how the themes from both poems are related to key ideas from “Lost! The Puzzle of Mazes.” Pay particular attention to the ways in which the speakers in the poems reflect upon the topic.Use scoring rubric from TDOE: and ListeningSL 5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orally.SL 5.3- Summarize the points a speaker make and explain how each claim is supported by reasons and evidence.SL 5.4- Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.Summarizes a written text read aloud.Summarizes text presented in diverse media formats.Summarizes the points a speaker makes.Explains how each claim is supported by reasons and evidence. Reports on a topic or text, sequencing ideas logically. Uses appropriate facts and relevant, descriptive details to support main ideas and/or themes.Speaks clearly at an understandable pace. Sample Objectives (I Can…):Restate, sequentially, the main idea/events/points from a story.Present my ideas and/or opinions with facts and details.Summarize information I have heard.Use accountable talk to participate in discussions about classmates’ presentations.Report on a research topic in a logical and organized manner.Speak clearly and at an understandable pace.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesSentence Frames to Support Reading StandardsRI.5.2The main idea is _______________________. The most important details are ______________________, ______________________ and ________________.The details that support the main idea are _____________, _____________ and ____________.A detail that supports the main idea is _____________________.Summary Paragraph Frame:The text is about ______________________. The main idea is that _____________________. One detail that supports this main idea is ________________________________ . Another detail is ____________________________. The last detail that supports this main idea is ______________. LanguageL 5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L 5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. Demonstrates the command of standard English grammar and usage when writing or speaking.Demonstrates the conventions of standard English capitalization, punctuation, and spelling when writing.Sample Objectives (I Can…):Edit writing for comma, capitalization errors and spelling errors.VocabularyWord OriginsOption for ReteachingWord Origins T285, T341, T397Vocabulary for Explicit InstructionHemmed, compass, hedge, Jubilee, balcony, mythical (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary station- Rolling Vocabulary “Sensational Six”Students will demonstrate their understanding of vocabulary from the text by using those terms in the Performance Task- Culminating assignment. Vocabulary Station-Word building with prefix non- and roots, word sorts using prefixes and suffixes that have been taught, illustrate vocabulary words, Journeys Comprehension and Vocabulary flip chart for Lesson 21. Language ArtsComparative AdverbsPerformance Assessments Edit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.Teacher created vocabulary assessmentReading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4a –Read grade-level text with purpose and understanding.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Sample Objectives (I Can…):Identify syllable patterns.Read on-level text with purpose and understanding.Read orally with accuracy, appropriate rate, and expression.Use context clues to determine word meaning.Phonics and FluencyAccuracyIdentifying VCV, VCCV, and VCCCV syllable patternsOption for ReteachingVCV, VCCV, and VCCCV S42- S55 (Lesson 30)Literacy Station ActivitiesDecoding/word study station-build words with target patterns, sort words with target patterns, ; Fluency station (optional)-Performance reading, paired reading, Activity Fluency Part 2, F.018-Follow My Lead from Performance AssessmentsUse of learned phonics patterns to decode unfamiliar words.Oral reading fluency checks/running records.Weeks 1 and 2: Vaqueros: America’s First Cowboys (Unit 5, Lesson 23)WEEK 1Essential Question: How has the Vaquero culture developed and changed over time?Day 1Day 2Day 3Day 4Day 5Anchor Text (Text type, Lexile)Text based comprehensionText based discussion(Whole and Small Group)Anchor Text: Vaqueros (Informational, 770)All activities and discussions should be guided by the Text X-ray (Zoom in on Key Ideas & Academic Language)Think Through the Text Questions # 3, 5, 8, 9 Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole and Small Group)VocabularyDrawn from the textsdominated, extending, sprawling, hostile, acknowledged, flourished, residents, prospered, acquainted, decline, lazo (lasso, lariat), vaqueros (cow men, buckaroo), rodeo (round-up), mestenos (mustangs), sombreros (shade), chaparreras (chaps)Foundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesWeeks 1 and 2: Vaqueros: America’s First Cowboys (Unit 5, Lesson 23)WEEK 1Essential Question: How has the Vaquero culture developed and changed over time?Day 1Day 2Day 3Day 4Day 5Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekChoose one of the following based on the type of writing to be highlighted:Although the lives of the vaqueros changed over time, they had a lasting effect on America. Write a paragraph in which you explain what changes the vaqueros went through (adding on in week 2 and how they had a strong influence on culture in the United States). Use specific details, direct quotations, and other text evidence to support your explanation. Describe the rise and fall of the vaquero culture. StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational TextRI.5.1, RI.5.2, RI.5.4, RI.5.10WritingW.5.2Speaking and ListeningSL.5.1, SL5.2Weeks 1 and 2: Vaqueros: America’s First Cowboys (Unit 5, Lesson 23)WEEK 2Essential Question: Why does the cowboy lifestyle and tradition still appeal to many Americans?Day 1Day 2Day 3Day 4Day 5Anchor TextRereading for fluency practice, additional comprehension support or independent reading practiceWriting SupportOptional Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole/Small Group, and Independent work)All students experience all texts and resources regardless of levelFrom Leveled Readers: Rodeo! (below level)How Barbed Wire Changed the West (above level)Other resources: All About the Rodeo: The Rodeo Photographs : Modern Day Western Cowboys cattle rounded up just like in Old West days of the Rodeo Cowgirl (timeline) from the textsComplete Rolling Vocabulary ActivityWeeks 1 and 2: Vaqueros: America’s First Cowboys (Unit 5, Lesson 23)WEEK 2Essential Question: Why does the cowboy lifestyle and tradition still appeal to many Americans?Day 1Day 2Day 3Day 4Day 5Foundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekComplete the Writing Process (edit, revise, and publish) with the Culminating Task from the previous week.Recommended task: Although the lives of the vaqueros changed over time, they had a lasting effect on America. Write a paragraph in which you explain what changes the vaqueros went through and how they had a strong influence on culture in the United States. Use specific details, direct quotations, and other text evidence to support your explanationStandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational TextRI5.1, RI5.2, RI 5.4, RI 5.10WritingW.5.2Speaking and ListeningSL.5.1, SL5.2Weeks 3 and 4: Lewis and Clark (Unit 5, Lesson 25)WEEK 3Essential Question: What made Lewis and Clarks’ journey a success?Day 1Day 2Day 3Day 4Day 5Anchor Text (Text type, Lexile)Text based comprehensionText based discussion(Whole and Small Group)Anchor Text: Lewis and Clark (narrative nonfiction 1020L)Reader’s Notebook pages 349-350 (students should summarize the major events of the text and focus on whether it was a success or failure for the expedition.) T322 Question 2T328 Question 8, 9, 10 Quick write page T337Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole and Small Group)VocabularyDrawn from the textsExpedition, tributaries, trek, barrier, despite, fulfilled, range, techniques, resumed, edible, thrill, perilHave students complete Target Vocabulary review at their centers on page T337Foundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesWeeks 3 and 4: Lewis and Clark (Unit 5, Lesson 25)Grades 3-5DAYSEssential Question: What made Lewis and Clarks’ journey a success?12345Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekThe Reader’s Notebook (independent reading and written response to text) Choose one of the following based off of the type of writing to be highlighted. Although Lewis and Clark did not accomplish their goal, what made their journey a success?What do you think President Jefferson meant when he said, “Lewis and Clark have entirely fulfilled my expectations?” Cite evidence form the text to support your opinion (opinion).The author said that “Although they faced many dangers, the thrill—not the peril—of the expedition bursts forth from the pages of the journals they kept.” Describe some of the “perils” of this trip that was also a “thrill” for Lewis/members of the expedition.What evidence does the author use to support his belief that Lewis and Clark found the experience something that “they would cherish for the rest of their lives?” (T330)StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational TextRI.5.1, RI.5.3, RI.5.4, RI.5.10 WritingW.5.2Weeks 3 and 4: Lewis and Clark (Unit 5, Lesson 25)WEEK 4Essential Question: What were the dangers and rewards of Westward Expansion?Day 1Day 2Day 3Day 4Day 5Anchor TextRereading for fluency practice, additional comprehension support or independent reading practiceWriting SupportOptional Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole/Small Group, and Independent work)All students experience all texts and resources regardless of levelAmerican Fur Trade Friends Along the WayCorps Of Discovery Louisiana Purchase, quick video and article An infographic concerning the Louisiana Purchase facts about the Louisiana Purchase: VocabularyDrawn from the textsComplete Rolling Vocabulary activity Weeks 3 and 4: Lewis and Clark (Unit 5, Lesson 25)WEEK 4Essential Question: What were the dangers and rewards of Westward Expansion?Day 1Day 2Day 3Day 4Day 5Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekComplete the Writing Process (edit, revise, and publish) with the culminating task from the previous weekFoundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesStandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational TextRI.5.1, RI.5.3, RI.5.4, RI.5.10WritingW.5.2Weeks 7 and 8: Fossils: A Peek Into the Past (Unit 6, Lesson 28)WEEK 7Essential Question: How do scientists use fossils to learn about life long ago?Day 1Day 2Day 3Day 4Day 5Anchor Text (Text type, Lexile)Text based comprehensionText based discussion(Whole and Small Group)Anchor Text: “Fossils: A Peek Into the Past”Summarize the text- reference/review summarizing page T136Respond to text questions orally - Think through the text questions 2 and 4.T117- Why does the writer think that fossils are nature’s memory keepers?Reader’s Notebook page 384Text X-Ray- (2017 edition) T101 Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole and Small Group)VocabularyDrawn from the textsFoundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesWeeks 7 and 8: Fossils: A Peek Into the Past (Unit 6, Lesson 28)WEEK 7Essential Question: How do scientists use fossils to learn about life long ago?Day 1Day 2Day 3Day 4Day 5Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekGraphic OrganizersVenn Diagram- Question #1Main Idea and Details Web- Questions #3Choose one of the following based on the type of writing to be highlighted:Describe the fossils found by Mary and Jared. What did these fossils tell scientists about life long ago?How did woolly mammoth fossils provide information about the animal?What evidence supports the idea that Mary Anning was an expert fossil finder? Provide details to support this idea.Based on what you have read in the text, why are fossils important? Why is the work of fossil finders valuable?StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational TextRI.5.2, RI. 5.10WritingW.5.2b, W.5.4Weeks 7 and 8: Fossils: A Peek Into the Past (Unit 6, Lesson 28)WEEK 8Essential Question: How do scientists use fossils to learn about life long ago?Day 1Day 2Day 3Day 4Day 5Anchor TextRereading for fluency practice, additional comprehension support or independent reading practiceWriting SupportOptional “Sue Tells a Story”- This is a teacher read aloud that can be used during this week as independent reread. T106 and T107Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole/Small Group, and Independent work)All students experience all texts and resources regardless of levelPaired Text-“Trapped in Tar” Other Resources:“Digging Deeper” (Lexile 1200L) “Mammoth Fossil Found” (Lexile 860L) Video -Bill Nye: Fossils from the textsTheorized, extract, techniques, extinct, carnivores, herbivores, paleontologist, engravings Weeks 7 and 8: Fossils: A Peek Into the Past (Unit 6, Lesson 28)WEEK 8Essential Question: How do scientists use fossils to learn about life long ago?Day 1Day 2Day 3Day 4Day 5Foundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekComplete the Writing process (edit, revise, and publish) with the culminating task from the previous week.StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational Text RI.5.2, RI.5.10WritingW.5.2b, W.5.4 ................
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