Professional Documents
Culture Documents
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text
(e.g., how characters interact).
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors
and similes.
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama,
or poem.
Describe how a narrators or speakers point of view influences how events are described.
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). (Not applicable to literature)
Reading
Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text
(e.g., how characters interact).
Read with sufficient accuracy and fluency to support comprehension.
- Read on-level text with purpose and understanding.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically
grouped to support the writers purpose.
- Provide logically ordered reasons that are supported by facts and details.
- Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
- Provide a concluding statement or section related to the opinion presented.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- 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.
- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the
topic.
- Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
- Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Provide a concluding statement or section related to the information or explanation presented.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences.
- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that
unfolds naturally.
- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the
responses of characters to situations.
- Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
- Use concrete words and phrases and sensory details to convey experiences and events precisely.
- Provide a conclusion that follows from the narrated experiences or events.
Speaking
and
Listening
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on
grade 5 topics and texts, building on others ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks
of others.
- Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the
development of main ideas or themes.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
- 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]).
- Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to
support particular points in a text, identifying which reasons and evidence support which point[s]).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Language
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
- Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
- Use verb tense to convey various times, sequences, states, and conditions.
- Recognize and correct inappropriate shifts in verb tense.*
- Use correlative conjunctions (e.g., either/or, neither/nor).
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
- Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Interpret figurative language, including similes and metaphors, in context.
- Recognize and explain the meaning of common idioms, adages, and proverbs.
- Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the
words.
Focus
Unit
using
Tuck
Everlasting
Monday
Tuesday
Wednesday
Thursday
Component Parts:
The purpose of word study is to expand a students vocabulary within the context
of academics, morpheme families, character, and shared reading. After reading Maddie
Witters Reading Without Limits: Teaching Strategies to Build Independent Readers I
have chosen to focus on five words per week, ten minutes a day because research shows
that less is more when it comes to vocabulary because there will be a higher rate of
mastery. Maddie Witter has adapted a vocabulary schedule from Dr. Robert Marzano to
fit it into a busy teacher schedule. The first day is to explicitly introduce the words
with a kid friendly meaning within context. It is then suggested to set up a chant that
includes echoing the word, spelling the word, defining the word, and doing a charade of
the word. The second day is for reviewing the chant eventually without the definition
written on the board. The third day is for synonym slides, which I implemented in one of
my instructional sequences and the students loved them. The fourth day is a buddy check
that is set up as a study guide. Students fold a piece of paper in half on the left is the
word and on the right is the definition and example. These will be kept in a spiral
notebook so that it is easy to flip around. Throughout the week small assignments are to
be completed for homework or down-time work which include sentence stems,
examples, context clues and illustrations that will be included in the assessment. The
final day of the week will be an assessment of the words using illustrations, nonexamples, and higher-level thinking.
The purpose of a focus unit is to use a central book for teaching specific reading
strategies that can be used in throughout independent reading. For the majority of this
unit I have chosen shared reading for the method of completing the book so that the
teacher can thoroughly demonstrate specific skills that were introduced through mini
lessons. Similar to a practice for a sport or performing art; skills and strategies must be
taught in isolation with feedback in order to improve. I chose to have a grand
conversation after the conclusion of group reading so that students can practice
productive discourse and collaboration skills. I think that a conversation can also be
effective because the text is more that likely outside of a students ZPD so a conversation
may help students understand the story better. After the grand conversation the students
often have various assignments to complete. The assignments should not be strenuous if
they have been actively engaged in the read-aloud and think-aloud. Students will also be
responsible for reflecting in his or her connection journal on the iPad that is returned to
either the parent or teacher for a response. I believe this holds students even more
accountable than the completion of an assignment.
Following the assignment, students are to read independently. During this time
the teacher could provide students with reading strategy feedback by conferencing with
them one on one. Students should practice talking to the text during independent reading.
To hold the students responsible to independent reading they will keep a reading journal
to log their reading and post their sticky notes into. The journal can be expressed in
anyway and students should be honest. In another two-week unit I may choose to
incorporate a reading workshop where there is a central theme using different books so
that I could discuss with the students how they feel about their reading and monitor their
progress. I think that I would implement the reading-focused unit prior to the writingfocused unit because the students would hopefully have a love for reading as well as
understand what it takes to be an author.
Friday
Week
One
Word
study:
Buddy
check
using
notebook
(Sentence
Stems)
Introduce
book
with
journal
entry:
If
you
had
the
chance
to
live
forever
would
you?
8:20 ML:
How
to
pick
-8:30
appropriate
quotes
to
support
a
thought
8:30- Read
chapters
1-
8:40
4
as
a
class
Focus:
Feelings
Read
chapters
5-7
as
a
class
8:40
-
8:50
In
small
groups,
create
a
simile
and
metaphor
for
what
they
read
Share
and
compare
similes
and
metaphors
Reflect
on
reading
through
grand
conversation
Students
may
choose
Journal
entry:
Imagine
to
complete
(the
other
you
are
in
the
woods;
find
will
be
homework
or
objects
that
have
magical
completed
throughout
the
powers.
day):
Simile
and
metaphor
-
Read
chapters
13-
-Assignment:
center
16
as
a
class
Reflection
questions
-
Journal
entry:
using
direct
quotes
Reflect
on
the
-
Independent
differences
reading
between
two
different
similes
or
metaphors
that
were
on
the
same
event.
I
can
quote
accurately
from
a
text.
I
can
use
direct
quotes
and
the
authors
words
to
support
my
answers.
8:10-
8:20
8:50
-
9:00
-Reflect
on
reading
through
grand
conversation
9:00 Students
may
-9:30
choose
to
complete
(the
other
will
be
homework
or
completed
throughout
the
day):
-Assignment:
Draw
a
picture
of
Mae
with
supporting
quotes
and
details
-Independent
reading
-
Reflect
on
reading
through
grand
conversation
-
Journal
entry:
If
you
were
Winnie
how
would
you
be
feeling
right
now?
-
Assignment:
Reflection
questions
based
on
reading
and
mini
lesson
-
Independent
reading
Focus
Unit
using
Tuck
Everlasting
Week
Two
Monday
Tuesday
Wednesday
Thursday
Friday
8:00-
8:10
Word
study:
Introduce
five
new
words
(Example/non
example)
8:10-
8:20
Read
chapter
19
as
a
class
Word
study:
Buddy
check
using
notebook
(Sentence
Stems)
Fill
in
the
book
side
of
the
comparison
sheet
Word
study:
Assessment
(Context
clues
for
next
weeks
vocabulary)
Finish
the
movie
8:20-
8:30
8:30-
8:40
Reflect
on
reading
through
grand
conversation
-
Using
the
iPads
create
an
advertisement
for
the
spring
water
-
ML:
Strategies
to
organizing
an
opinion
piece
-
Reflect
on
reading
through
grand
conversation
Writing
workshop:
-
Assignment:
Write
an
opinion
piece
about
the
magic
water
after
hearing
the
opinions
of
Jesse,
Tuck,
and
the
man
in
the
yellow
suit
*Remember
strategies
for
-
Teacher
will
meet
with
choosing
appropriate
individuals
while
others
quotes
work
on
on
opinion
piece
-
While
other
are
waiting
Students
may
choose
they
should
be
to
complete
(the
other
independently
reading
will
be
homework
or
8:40-
8:50
8:50-
9:00
9:00-
9:30
-
Assignment:
Organize
and
opinion
piece
using
outline
-
Independent
reading