EAST ALLEN COUNTY SCHOOLS

Bundle 6

Grade 5

Language Arts

Big Idea: A Standard Unit Test-Taking

Enduring Understandings Essential Questions Good writers tell a story within a story. Interpretations of text involve linking information within and across parts of a text and determining importance of the information presented.

A response to literature requires careful reading and interpretation.

Analytical test-takers focus on relevant information before answering questions.

What strategies can I apply when responding to a prompt? How can I effectively respond to literature? Why is it important to take the time to think? What are the rewards of my effort?

CC/Learning Targets Core Vocabulary Links to Technology RI.1 RI.3 a,b RI.7 a,b RI.8 5.2.1

5.2.6 RL.1 RL.2 5.3.2 W.1

W.9 a 5.5.4 L.2 d L.4 b 5.6.4 5.5.2

colon generalization semicolons

-Picture Collage (app)

-Dictionary (app) -Spelling Challenge (app)

Bundle Performance Task(s) Students will use the strategies learned in this bundle, combined with prior knowledge, to complete multiple types of assessment, including ISTEP. While reading, students will:

Ask/answer questions to demonstrate understanding

Describe relationships between events, ideas/concepts, or steps

Use information from illustrations and words in the text for comprehension

Recall major point in the text

Follow multiple-step written instructions

Determine theme/author’s message

Refer to evidence in the text

Distinguish their own point of view

Know and use word families when reading

Grade 5 LA Bundle 6

Quarter 3 Feb.-Mar.

While writing, students will:

Produce writing appropriate to task and purpose

Write routinely over extended and shorter time frames for a range of tasks, purposes, and audiences

Students will also :

Form/use regular and irregular plural nouns

Determine meanings of words (homophones/homographs)

Use context clues

Page 1 of 1

Recommended Read-Alouds G5 - Bundle 6

Big Idea: Interpreting Evidence Title Author Relates to…

Fly Away Home Bunting, Eve Calkins: visualization

Because of Winn-Dixie DiCamillo, Kate Calkins: read deeply

An American Childhood Dillard, Annie Calkins: what the story is really about

“Things” in Honey, I Love, and Other Love Poems Greenfield, Eloise Calkins: author’s craftsmanship

Come On, Rain Hesse, Karen Calkins: summary

Frog and Toad Are Friends Lobel, Arnold Calkins: write inside the story to help you read well

The Monument Paulsen, Gary Calkins: read deeply by identifying with characters

“Boar Out There” in Every Living Thing Rylant, Cynthia Calkins: about the character

“Slower Than the Rest” in Every Living Thing Rylant, Cynthia Calkins: about the character

“Spaghetti” in Every Living Thing Rylant, Cynthia Calkins: write inside the story to help you read well

“The Marble Champ” in Baseball and Other Stories Soto, Gary Calkins: reading with empathy

Papa’s Mark Battle-Lavert, Gwendolyn Determination

The Dot Reynolds, Peter Determination

Around the House the Fox Chased the Mouse Walton, Rick Prepositional phrases

White Socks Only Coleman, Evelyn Story within a story

Hooray for Diffendoofer Day Dr. Seuss Testing

Testing Miss Malarkey Finchler, Judy Testing

Reading Workshop G5 - Bundle 6

CC/Learning Targets Resource of Ideas Evidence of Learning RI.1 (5.2.4)

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Use prior knowledge with the specific details to make conclusions

-Inference Riddles Reading Wonders – Unit 5 -(WK 2) pp. T67-T89, R/W Workshop The Day the Rollets Got Their Moxie Back” pp. 324-327 -(WK 2) pp. T89A-T89T, Anthology Bud, Not Buddy pp. 364-377

-Reading Wonders assessments -Quiz -Anecdotal records from Guided Reading -Teacher observation during whole class read-alouds

RI.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. a. Explain the relationships or interactions between two or more individuals, events, or ideas. b. Explain concepts in a historical, scientific, or technical text based on specific information in the text.

-The Writing Fix

-Social studies textbook -Science textbook -can be taught and assessed with companion pieces within Reading Wonders

-Readers Notebooks -Observation during content-area reading

RI.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. a. Identify appropriate sources (print or digital) to answer questions. b. Identify multiple sources to solve a problem.

-Strategies that Work pp.162-169, 219-231 -The Writing Fix

-Activities during Science and/or Social Studies -Observation during content-area reading

RI.8 (5.2.3)

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and

-Strategies That Work pp.166-169 -The Dot by Peter Reynolds

-Reading Wonders assessments -Quiz -Graphic organizer

Reading Workshop G5 - Bundle 6

evidence support which point(s).

-Papa’s Mark by Gwendolyn Battle-Lavert -Testing Miss Malarkey by Judy Finchler -Hooray for Diffendoofer Day by Dr. Seuss -Expository Text pp. 7-15 -Main Idea Lesson Reading Wonders – Unit 3 -(WK 5), pp. T258-T281, R/W What Was the Purpose of the Inca’s Strange Strings?” pp. 222-225 -(WK 5), pp. T281A-T281F, Anthology Machu Picchu: Ancient City” pp.256-259 Reading Wonders – Unit 4 -(WK 2), pp. T67-89, R/W Workshop Where’s Brownie? pp. 252-255 -(WK 2), pp. T89A-T89P, Anthology A Window into History: The Mystery of the Cellar Window” pp. 282-291 -(WK 3), pp. T130-153, R/W Workshop Frederick Douglass: Freedom’s Voice pp. 266-299 -(WK 3), pp. T153A-T153V, Anthology Rosa pp. 298-313 -(WK 4), pp. T194-T217, R/W Workshop Power from Nature pp. 280-284 -(WK 4), pp. T217A-T217T, Anthology One Well pp. 320-335

-Anecdotal records from Guided Reading -Teacher observation during science/social studies class -Students “leave their tracks” on an article.

5.2.1 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding.

- Strategies That Work pp.156-159 -Scholastic 5 Day Lesson Plan -Reading Charts and Graphs -Reading Maps -Structure of Expository Text pp.1-6, -Text Features ppt. -Making Informational Text Accessible -social studies textbook -science textbook

-Reading Wonders assessment -Genre quiz/test -Teacher observation during science/social studies class -Student-created diagram, chart, illustration, or map

5.2.6 Follow multiple-step instructions in a -Teaching for Comprehending and Fluency -Reading Wonders assessment

Reading Workshop G5 - Bundle 6

basic technical manual.

RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

-Teaching for Comprehending and Fluency pp.55-56

-Teacher observation in whole group/guided reading

RL.2 (5.3.4) (5.3.8)

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.

Evidence to support an implied theme

- Strategies That Work pp.142-144 -Teaching for Comprehending and Fluency p.358 Reading Wonders – Unit 4 -(WK 5) pp. T258-T281, R/W Workshop How Do I Hold the Summer and Catching a Fly pp. 294-297 -(WK 5) pp. T281A-T281F, Anthology Words Free as Confetti and Dreams pp. 340-343

-Reader’s Notebook -Teacher observation in guided reading -Teacher observation during interactive read-aloud

5.3.2 Identify the main problem or conflict of the plot and explain how it is resolved.

Identify the protagonist.

-Guiding Readers and Writers p.135 -City of Snow: The Great Blizzard of 1888 by Linda Oatman High -Mufaro’s Beautiful Daughters by John Steptoe -Cowboy Camp by Tammy Sauer -Raymond and Nelda by Barbara Bottner -My Great-Aunt Arizona by Gloria Houston -Graphic Organizer

-Book Talk -Teacher observation/anecdotal records during literature circle -Reader’s Notebook -Quiz -Reading Wonders assessment -Interactive Read-aloud whole group discussion -Story Map

Correlating CC/Learning Targets Teacher Notes

RI.4 RI.5 RI.10 5.25 RL.3

RL.6 RL.9 a-c RL.10 RF.3 a RF.4 a-c

-Strategies that Work Chapter 15: “The Genre of Test Reading”

Writing Workshop G5 - Bundle 6

CC/Learning Targets Resource of Ideas Evidence of Learning W.9 Draw evidence from literary or

informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").

-Teaching for Comprehending and Fluency pp.445-460 -Reader’s Notebook -Teacher anecdotal notes from guided reading

W.1 (5.5.2)

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. 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. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented

-Guiding Readers and Writers pp. 169-185 -Strategies That Work pp. 185-188 -Teaching for Comprehending and Fluency pp. 372, 452-456 -Lucy Calkins edoc pp.77-96 -Common persuasive advertising techniques -TV commercial viewing guide -Persuasive technique power point -Write Source pp. 205-230 Reading Wonders - Unit 3 -(WK 3)(Ideas: Relevant Evidence) pp. T158-T161, R/W Workshop pp. 202-203 -(Book Review) pp. T344-T349 -(WK 5)(Sentence Fluency) pp. T286-T289, R/W Workshop pp. 230-231 -(Opinion Essay) pp. T 350-T353 Reading Wonders – Unit 4 -(WK 4) (Word Choice: Transitions) pp. T222-T225, R/W Workshop pp. 288-289

-Writer’s Notebook -Persuasive paper

Writing Workshop G5 - Bundle 6

Reading Wonders – Unit 5 - (WK 5) (Organization: Strong Conclusions) pp. T286-T287, R/W Workshop pp. 374-375 Reading Wonders – Unit 6 -(WK 2)(Word Choice: Time-Order Words) pp. T94-T97, R/W Workshop pp. 404-405 -(Book Review) pp. T344-T349 -(WK 4)(Ideas: Focus on a Topic) pp. T222-T225, R/W Workshop pp. 432-433 -(Opinion Letter) pp. T 350-T355

5.5.4 Write persuasive letters or compositions that: • state a clear position in support of a proposal • support a position with relevant evidence and effective emotional appeals • follow a simple organizational pattern, with the most appealing statements first and the least powerful ones last • address reader concerns

-Write Source pp. 199-236 -Earrings by Judith Viorst -Dear Mrs. LaRue by Mark Teague -I Wanna Iguana by Karen Kaufman Orflof -The Salamander Room by Anne Mazer -Graphic Organizer -Read,Write,Think -Introductory lesson -see Reading Wonders resources in W.1

-Persuasive Writing Checklist and Rubric (each writing genre available) -Persuasive writing graphic organizer -Claim/Idea list -Teacher anecdotal records from conferencing with group

Correlating CC/Learning Targets Teacher Notes

W.4 W.5 W.6 W.7

W.10 5.4.7 5.5.5 5.5.7

-Units of Study for Teaching Writing for Grades 3 and Up by Lucy Calkins – Book 5: Literary Essays: Writing About Reading

Language and Word Study G5 - Bundle 6

CC/Learning Targets Resource of Ideas Evidence of Learning L.2 (5.6.5)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

d. Use underlining, quotation marks, or italics to indicate titles of works.

+Use a colon to separate hours and minutes and to introduce a list.

+Use semi-colons and commas for transitions.

-Punctuating Titles -Punctuation Rules -Write Source p. 429, pp. 500-501 -Write Source pp. 494-495 Reading Wonders – Unit 3 -(WK 4)(punctuating titles) pp. T226-T227, Grammar Practice pp. 66-70

-Quiz -Reader’s Notebook letters -Students’ writing -Students work in groups of 3. One student says a complete sentence, a second student says, “semi-colon-however-comma” and the third student ends with another complete sentence. -Quiz -Evidence in Writer’s Notebook and Reader’s Notebook

L.4 (5.1.4)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Deduce the meaning of more complex words using knowledge of Greek and Latin roots

-Guided Readers and Writers p. 386 (cloze) -Guiding Readers and Writers Weekly Buddy Study Activities pp. 32-35 -Strategies that Work pp.139-140 -The Comprehension Toolkit Lessons 10-12

-Baloney by John Scieszka -Taxi: A Book of City Words by Betsy Maestro

-Multiple Context Clues Websites -Greek Roots Games

-embedded through vocabulary strategies within Reading Wonders -Write Source p.469

-Buddy Study Spelling -Teacher observation in guided reading/social studies/science

Language and Word Study G5 - Bundle 6

5.6.4 Identify and correctly use modifiers (comparative/superlative and proper adjectives, and adverbs) and pronouns (singular/plural and subject/object).

-The Boy Who Cried Fabulous by Leslea Newman -Suddenly Alligators by Rick Watton -200 Breathtaking Adjectives -Write Source pp. 412-415 Reading Wonders – Unit 5 -(WK 3)(Adjectives) pp. T162-T163, Grammar Practice pp. 111-115 -(WK 4)(Adjectives) pp. T226-T227, Grammar Practice pp. 116-120 -(WK 5)(Good and Bad) pp. T290-T291, Grammar Practice pp.121-125 Reading Wonders – Unit 6 -(WK 1)(Adverbs) pp. T34-T35, Grammar Practice pp. 126-130 -(WK 2)(Adverbs) pp. T98-99, Grammar Practice pp. 131-135 -(WK 3)(Negatives) pp. 162-163, Grammar Practice pp. 136-140

-Make flip books with word/s and pictures (example: 3 index cards stapled on side; first card has adjective, second card has comparative form, third card has superlative form -Quiz -Evidence in Writer’s Notebook and Reader’s Notebook

Correlating CC/Learning Targets Teacher Notes

l.1 a-e L.2 a-c, e L.3 a,b L.4 a c L.5 b,c (5.6.6)

5.1.1 SL.1 a-d SL.2 SL.5 SL.6