5th

grade Literacy Curriculum Framework

English Language Proficiency Standards (ELPS): reference for student linguistic need(s)

College and Career Readiness Standards (CCRS): refer to vertical alignment document

Listening and Speaking Strand: refer to vertical alignment document (p.51-54)

Week

Guided Reading

Implement the NEISD 5-Day Instructional Model

SSR *minimum of 60 minutes per week

Working with Words *minimum of 60 minutes per week

Writing *minimum of 90 minutes per week

Seg

men

ts

Guided Reading-

Whole Group

1. Before Reading (activate prior

knowledge, develop

vocabulary, model

comprehension mini-

lesson, set a purpose)

2. During Reading (use

a variety of formats

and activities)

3. After Reading (respond, reflect, and

summarize)

Guided Reading- Small

Group

1. Introduce the lesson (activate prior knowledge,

discuss vocabulary and

text features)

2. Guide students during the

reading

3. Extend students’ thinking

after reading

1. Teacher Read- Aloud

2. Independent Reading and

Conferencing

3. Sharing

Goal 1: Polysyllabic Words

Goal 2: Word Wall Words

Goal 3: Visual Checking System

Goal 4: Cross-Checking

Writer’s

Workshop

1. Mini-lesson

(10 minutes)

2. Student

writing and

conferencing (20 minutes)

3. Sharing (10

minutes

Conventions

Weekly practice

using a variety of

materials including

student writing

samples.

Choose mini-lessons

based on student

need with at least

one mini-lesson a

week focused on

conventions

Co

nti

nu

ing

Th

rea

ds

Students will continue to use a flexible range of

metacognitive reading skills in both assigned and

independent reading to understand an author’s message

as found in Figure 19.

5.1 (A) read aloud grade-level stories with fluency

(rate, accuracy, expression, appropriate phrasing) and

comprehension.

5.2 (B) use context (e.g., in-sentence restatement) to

determine or clarify the meaning of unfamiliar or

multiple meaning words

(Click on icons)

5.1 (A) read aloud grade-level

stories with fluency (rate,

accuracy, expression, appropriate

phrasing) and comprehension.

5.9 (A) read independently for a

sustained period of time and

summarize or paraphrase what the

reading was about, maintaining

meaning and logical order (e.g.,

generate a reading log or journal;

participate in book talks).

5.18 (C) write responses to literary

or expository text and provide

evidence from the text to

demonstrate understanding

5.2 (A) determine the meaning of grade

level academic English words derived

from Latin, Greek and other linguistic

roots and affixes (RS)

5.2 (B) use context (e.g., in-sentence

restatement) to determine or clarify the

meaning of unfamiliar or multiple

meaning words (RS)

5.2 (C) produce analogies with known

antonyms and synonyms

5.2(E) use a dictionary or glossary to

determine the meanings, syllabication, and

pronunciation of unknown words. (RS)

Handwriting Continue to write legibly by selecting

cursive script or manuscript printing as

appropriate

Review cursive handwriting as word

wall words are introduced.

Use cursive handwriting when

modeling in the classroom (charts,

word wall words, Nifty Thrifty Fifty,

etc.)

Expect students to use cursive

handwriting as appropriate.

5.15 (D) edit drafts for grammar,

mechanics, and spelling

Just a

reminder…

WWW are two

week lessons.

2

5th

grade Suggested Resources

Guided Reading Whole Group Instruction

Guided Reading Small Group Instruction

TE

Leveled Library National Benchmark Ed

Geographic

SG Questioning Guide

Writing

Self Selected Reading Working with Words

3

5th

grade- Week 1.1 Reading

Writing Workshop

TE

KS

Guided Reading- Whole Group

Self-Selected Reading

Working with Words

Unit: Becoming An Active Reader: Procedural

Lessons

SE: Fig. 19 (A) establish purposes for reading

selected texts based upon own or others’ desired

outcome to enhance comprehension

Genre: Fiction/Expository

Students use a flexible range of

metacognitive reading skills in both

assigned and independent reading to

understand an author’s message.

(Fig. 19)

Self Selected Reading

Focus: Context Clues

5.2 (B) use context (e.g., in-sentence

restatement) to determine or clarify the

meaning of unfamiliar or multiple

meaning words (RS)

Unit: Launching the Writing Workshop:

Focus: Building a Writing Community

Writing Process: Prewriting, Editing

SE: 5.17 (A) Students write about their own

experiences. Students are expected to write a

personal narrative that conveys thoughts and

feelings about an experience

Convention: Editor’s Checklist

SE: 5.15 (D) edit drafts for grammar,

mechanics, and spelling

Su

gges

ted

Res

ou

rces

Becoming An Active Reader packet

Getting to Know Myself As A Reader, p. 2

Guiding Readers & Writers grades 3rd

-6th

Procedural Minilessons

Thinking and Talking About Your Reading,

p.147

How to Buzz with Each Other, p.148

Guiding Readers & Writers 3rd

-6th

Procedural Minilessons Selecting Books and Enjoying Silent

Reading, p.146

How Readers Choose Books, p.146

Making Good Book Choices, p.146

Treasures- TE

Unit 1, Start Smart Reading Interest Inventory, p. S32

Optional Read Alouds:

Picture Books: The Top Ten Ways to Ruin the First

Day of School (Kenneth Derby)

Read All About It! ¡Leer para creer!

(Bush/Hager)

Ruby's Wish (Shirin Yim Bridges)

My Name is María Isabel./ Me llamo

María Isabel (Alma Flor Ada)

The Teacher from the Black Lagoon

(Mike Thaler)

Developing Readers Grades 5:

Strategies for Reading Comprehension

(Educational Bridge)

Context Clues, p. 39

Comprehension Toolkit- Strategy

Book 4

Lesson 10: Infer the Meaning of

Unfamiliar Words: Use context clues to

unpack vocabulary

Developing Readers Grades 5:

Strategies for Reading Comprehension (Educational Bridge) Best Definition, p. 49

5th grade Writing Mini Lessons packet The Art of Storytelling, p. 2

Introducing the Workshop, p. 3

Treasures- TE

Unit 1, Week 1 Start Smart - Introduce and Use a Writer’s

Notebook, p. S23

Lesson Links:

Personalizing Notebooks

5th

grade Conventions Mini Lessons

Building an Editor’s Checklist, p. 2 End Punctuation: Period, Question Mark,

and Exclamation Point, p. 3-5

Writing Mini Lessons for Upper Grades

Using a Think Aloud for Beginning

Capitalization & Ending Punctuation,

p. 22-23

Lesson Links Simple Capitalization and Punctuation

Writing Captions with Capitals and

Punctuation

Punctuate This! (SMART Board)

Important Info

on Introducing

Context Clues

in the Words

Block

Begin

Preparing for

Literacy

Stations

Important Info

on Becoming

an Active

Reader Unit

4

5th

grade- Week 1.2 Reading

Writing Workshop

TE

KS

Guided Reading- Whole Group

Self-Selected Reading

Working with Words

Unit: Becoming An Active Reader

Focus: Monitor & Adjust Comprehension/

Activate & Connect

SE: Figure 19 (C) monitor and adjust

comprehension (e.g., using background knowledge,

creating sensory images, rereading a portion aloud,

generating questions)

Figure 19 (F) make connections (e.g., thematic links,

author analysis) between and across multiple texts of

various genres and provide textual evidence. (RS)

Genre: Fiction/Expository

Students use a flexible range of

metacognitive reading skills in both

assigned and independent reading to

understand an author’s message.

(Fig. 19)

Read Aloud Bookmark

Focus: Context Clues

5.2 (B) use context (e.g., in-sentence

restatement) to determine or clarify the

meaning of unfamiliar or multiple

meaning words (RS)

Unit: Launching the Writing Workshop:

Procedures

Mode: Personal Narrative

Writing Process: Prewriting, Editing

SE: 5.17 (A) Students write about their own

experiences. Students are expected to write a

personal narrative that conveys thoughts and

feelings about an experience

Convention: Editor’s Checklist

SE: 5.15 (D) edit drafts for grammar, mechanics,

and spelling

Su

gges

ted

Res

ou

rces

Comprehension Connections

Metacognition:

Metacognition, When Books and Brains Collide,

p. 17

Color Cards, p. 22

Schema:

Concentric Circles Connection: “Rachel

Delevoryas”, p. 36

Comprehension Toolkit

Strategy Book 1: Monitor Comprehension

Lesson 2: Notice When You Lose Your Way:

Monitor your inner voice to focus your thinking

Lesson 3: Read, Write, and Talk: Think your way

through the text

Strategy Book 2: Activate and Connect

Lesson 6: Connect the New to the Known: Activate

and build background knowledge

Guiding Readers & Writers 3rd

-6th

Procedural Minilessons Distinguishing Between Fiction and

Nonfiction, p.148

Abandoning Books, p.148

Different Kinds of

Fiction/Nonfiction, p.149-150

Optional Read Alouds:

Treasures- Interactive Read-Aloud The Great Mall Memorials, p. 48

Monitoring Comprehension, Think

Aloud Master 8, p. 239

Make Connections, Think Aloud

Master 8, p. 233

Picture Books: The Secret Knowledge of Grown-

Ups (David Wisniewski)

My Diary From Here to There/Mi

diario de aqui hasta alla (Amada

Irma Perez)

Getting through Thursday (Melrose

Cooper)

Developing Readers Grades 5:

Strategies for Reading Comprehension

(Educational Bridge)

Context Clues, p. 39

Comprehension Toolkit- Strategy

Book 4

Lesson 10: Infer the Meaning of

Unfamiliar Words: Use context clues to

unpack vocabulary

Developing Readers Grades 5:

Strategies for Reading Comprehension (Educational Bridge) Best Definition, p. 49

5th

grade Writing Mini Lessons packet Writing Workshop Procedural Mini Lesson,

p. 4-5

Writing Workshop Procedural Mini Lesson-

Listening & Responding, p. 6

5th

grade Conventions Mini Lessons packet

Building an Editor’s Checklist, p. 2 End Punctuation: Period, Question Mark,

and Exclamation Point, p. 3-5

Writing Mini Lessons for Upper Grades Using a Think Aloud for Beginning

Capitalization & Ending Punctuation, p. 22-

23

Lesson Links Writing Captions with Capitals and

Punctuation (scroll down, lesson found after

unit plan title)

Punctuate This! (SMART Board)

Copy Editor’s Symbols

Important Info

on Introducing

Context Clues

in the Words

Block

Introducing

Literacy

Stations

5

5th

grade- Week 1.3

Reading

Writing Workshop

TE

KS

Guided Reading- Whole Group

Self-Selected Reading

Working with Words

Unit: Becoming An Active Reader

Focus: Ask Questions/Infer Meaning

SE: Fig. 19 (B) ask literal, interpretive,

evaluative, and universal questions of text

Fig. 19 (D) make inferences about text and use

textual evidence to support understanding (RS)

Genre: Fiction/Expository

Students use a flexible range of

metacognitive reading skills in both

assigned and independent reading to

understand an author’s message.(Fig.

19)

Goal 1: Polysyllabic Words

Focus: Prefixes, Suffixes and Spelling

Changes; Greek and Latin Roots

SE: 5.22 (B) spell words with: (i) Greek Roots (e.g., tele, photo, graph, meter)

(ii) Latin Roots (e.g., spec, scrib, rupt, port,

ject, dict) (iii) Greek suffixes (e.g., -ology, -phobia, -ism,

-ist)

(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence)

5.2 (A) determine the meaning of grade

level academic English words derived

from Latin, Greek and other linguistic

roots and affixes (RS)

Unit: Personal Narrative

Focus: Gathering Ideas

Writing Process: Prewriting, Editing

SE: 5.15 (A) plan a first draft by selecting a genre

appropriate for conveying the intended meaning to an

audience, determining appropriate topics through a range of strategies (e.g., discussion, background

reading, personal interests, interviews), and developing

a thesis or controlling idea

5.17 (A) Students write about their own experiences.

Students are expected to write a personal narrative

that conveys thoughts and feelings about an experience.

Convention: Collective Nouns

SE: 5.20 (A) use and understand the function of the

following parts of speech in the context of reading,

writing, and speaking: (ii) collective nouns (e.g., class, public)

Su

gges

ted

Res

ou

rces

Comprehension Connections Questioning:

Q:24/7, p. 66

Wonder-full Songs, p.69

David Wiesner, p. 70

Inferring

Shoes, p. 52

Why You’ve Been Saving Those Old Magazines! p.

55

Listen Between the Lines, p. 56

Comprehension Toolkit Strategy Book 3: Ask Questions

Lesson 7: Question the Text: Learn to ask questions

as you read

Lesson 9: Ask Questions to Expand Thinking:

Wonder about the text to understand big ideas

Lesson Links Making Inference (SMART Board)

Guiding Readers & Writers 3rd

-6th

Procedural Minilessons Keeping a Record of Your Reading,

p.150

Guidelines for Self-Selected Reading,

p.151

Writing Responses to Your Reading,

p. 152

Optional Read Alouds:

Treasures- Interactive Read-Aloud Generate Questions, Think Aloud

Copying Master, p. 232

Draw Inferences, Think Aloud Copying

Master , p. 235

Picture Books: Miss Rumphius (Barbara Cooney)

The Wall (Eve Bunting)

Pink and Say/Pink y Say (Patricia

Polacco)

The Man Who Walked Between the

Towers (Mordicai Gerstein)

Month by Month Phonics & Vocabulary

Introduce Nifty Thrifty Fifty Words:

composer, discovery, encouragement,

hopeless, impossible, musician, richest,

unfriendly, p. 22-23

Nifty Thrifty Fifty Review

Activities Nifty Thrifty Fifty Riddles, p. 23

Beyond Nifty Thrifty Fifty Nifty Thrifty Fifty Cards, p. 24-25

Making Words, p. 25-28

Word Detectives, p. 28-30

5th

grade Writing Mini Lessons packet Gathering Seeds- Using Books to Spark Ideas,

p. 7

Heart Mapping, p. 8-9

Twenty Questions, p. 10

Treasures- Grammar & Writing Handbook

Personal Narrative, p. 8-11

Lesson Links

The Noun

The Collective Noun

Thinking

Stems

Continue to

Introduce Literacy

Stations

Sample Pacing

Guide for

Words Block

Instruction

6

5th

grade- Week 1.4 Reading

Writing Workshop

TE

KS

Guided Reading- Whole Group

Self-Selected Reading

Working with Words

Unit: Becoming An Active Reader:

Determine Importance/Synthesize

SE: Fig. 19 (E) summarize & paraphrase texts in

ways that maintain meaning and logical order

within a text and across texts (RS)

Genre: Fiction/Expository

Students use a flexible range of

metacognitive reading skills in both

assigned and independent reading to

understand an author’s message.(Fig. 19)

Goal 1: Polysyllabic Words

Focus: Prefixes, Suffixes and Spelling

Changes; Greek and Latin Roots

SE: 5.2 (A) determine the meaning of

grade level academic English words

derived from Latin, Greek and other

linguistic roots and affixes (RS)

5.2 (E) use a dictionary, a glossary, or a

thesaurus (printed or electronic) to

determine the meanings, syllabication,

pronunciations, alternate word choices,

and parts of speech of words. (RS)

Unit: Personal Narrative

Focus: Narrowing & Developing Ideas Writing Process: Prewriting, Editing

Convention: Irregular Verbs

5.20 (A) use and understand the function of

the following parts of speech in the context

of reading, writing, and speaking:

(i) verbs (irregular verbs and active voice)

Su

gges

ted

Res

ou

rces

Comprehension Connections Determining Importance:

Just Add Water! p. 80

Listening for Importance, p. 82

Synthesizing:

Nesting Dolls, p. 104

Spiraling Out of Control! p. 105

Go on a Synthesizing Spree, p. 107

National Geographic Kit

Level B-Determining

Importance//Informational Text

Strategies That Work

Sifting the Topic from the Details, p. 167 (2nd

ed)

Using FQR Think Sheets to Understand

Information, p. 171 (2nd

ed)

Guiding Readers & Writers 3rd

-6th

Procedural Minilessons Use Stick-On Notes, p. 156

Creating a List of Your Reading

Interests, p. 156-157

How to Write Book Recommendations,

p. 157-158

Optional Read Alouds:

Treasures- Interactive Read-Aloud

Who’s There? p. 26

Barry: The Dog Who Saved

People, p. 33

A Visit with Kids Voting USA, p. 64 Determine Importance in Text, Think

Aloud Copying Master, p. 237

Summarize, Think Aloud Copying

Master, p. 238

Picture Books: Passage to Freedom: The Sugihara

Story/ Pasaje a La Libertad, (Ken

Mochizuki)

Smoky Night ( Eve Bunting)

Lincoln: A Photobiography (Russell

Freedman)

Month by Month Phonics & Vocabulary

Introduce Nifty Thrifty Fifty Words:

composer, discovery,

encouragement, hopeless,

impossible, musician, richest,

unfriendly, p. 22-23

Nifty Thrifty Fifty Review

Activities Nifty Thrifty Fifty Riddles, p. 23

Beyond Nifty Thrifty Fifty Nifty Thrifty Fifty Cards,

p. 24-25

Making Words, p. 25-28

Word Detectives, p. 28-30

Developing Readers Grades 5:

Strategies for Reading Comprehension (Educational Bridge) Dictionary Entry, p. 59

Treasures- Grammar & Writing

Handbook

Study Skills: Dictionary, p. 238

5th

grade Writing Mini Lessons packet Focusing on a Slice of the Pie, p. 11-12

Treasures- TE

Unit 1, Weeks 1& 2 Focus on a Single Moment, p. 31A-31B

Strong Paragraphs: Focus on a Moment,

p. 57A-57B

Treasures- Grammar & Writing Handbook

Personal Narrative - Prewrite, p. 12-15

5th

grade Conventions Mini Lessons packet Verb Tenses: Present, Past, and Future, p. 12-

14

Verb Forms: Regular and Irregular, p. 15-18

Lesson Links

Irregular Verbs: Overview and List

Prepare for

Small

Group

Instruction

Don’t forget to add to

CPR Anchor Chart

7

5th

grade- Week 1.5 Reading

Writing Workshop

TE

KS

Guided Reading- Whole Group

Self-Selected Reading

Working with Words

Unit: Literary Text

Focus: Analyzing Characters

(Roles, Conflict, Relationships & Function)

SE: 5.6 (B) explain the roles and functions of

characters in various plots, including their

relationships and conflicts (RS)

Genre: Fiction

Students use a flexible range of

metacognitive reading skills in both

assigned and independent reading to

understand an author’s message.(Fig.

19)

Goal 2: High Frequency Irregularly Spelled

Words

Focus: Word Wall Words (First Priority List: High-Frequency, Commonly Misspelled

Words)

Goal 3: Spelling Rhyming Words

Focus: Visual Checking/Dictionary Skills

SE: 5.22 (D) use spelling patterns and rules

and print and electronic resources to determine and check correct spellings

Unit: Personal Narrative

Focus: Organizing Writing- Leads

Writing Process: Prewriting, Drafting, Revising, Editing

SE: 5.15 (C) revise drafts to clarify meaning, enhance

style, include simple and compound sentences, and

improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after

rethinking how well questions of purpose, audience,

and genre have been addressed

5.17 (A) Students write about their own experiences.

Students are expected to write a personal narrative

that conveys thoughts and feelings about an experience.

Convention: Irregular Verbs

SE: 5.20 (A) use and understand the function of the

following parts of speech in the context of reading,

writing, and speaking: (i) verbs (irregular verbs and active voice)

Su

gges

ted

Res

ou

rces

Developing Readers Grades 5: Strategies for

Reading Comprehension (Educational Bridge)

Character Traits/Emotions/Motives, p. 117

Treasures- TE

Unit 1, Week 1 Lunch Counter Encounter , p. 8

Reread for Comprehension- Character & Setting,

p. 9A

Goin’ Someplace Special, p. 10

Treasures- Practice Book

Character & Setting, p. 4

Lesson Links Inferring How and Why Characters Change

Charting Characters for a More Complete

Understanding of the Story

Guiding Readers & Writers 3rd

-6th

Procedural Minilessons Check for Understanding As You Read,

p. 159

Solving Unknown Words, p. 159

Using Punctuation to Understand, p.

160-161

Optional Read Alouds:

Picture Books:

Pink and Say/Pink y Say (Patricia

Polacco)

The Man Who Walked Between the

Towers Mordecai Gerstein)

Thank You, Mr. Falker/ Gracias, Senor

Falker (Patricia Polacco)

Month by Month Phonics & Vocabulary

Goal 2: Word Wall Words, p. 30

Selecting Word Wall Words:

Select 8-10 words from First Priority

List: High-Frequency, Commonly

Misspelled Words, p.126-128

Introducing Words Wall Words, p.

30-32

Word Wall Review Activities Word Wall Riddles, p. 32

Goal 3: Visual Checking System

What Looks Right? p. 33

5th

grade Writing Mini Lessons packet Crafting Leads, p. 13-15

Treasures- Grammar & Writing Handbook

Personal Narrative - Draft, p. 16-17

Personal Narrative - Revise, p. 18-21

Lesson Links: Leading to Great Places in the Elementary

Classroom

Little Red Riding Hooks

5th

grade Conventions Mini Lessons packet Verb Tenses: Present, Past, and Future, p. 12-

14

Verb Forms: Regular and Irregular, p. 15-18

Lesson Links

Irregular Verbs: Overview and List

Responding to

Reading

packet

Literacy Stations

should be in

full swing

Important

Guided

Reading

Info

8

5th

grade- Week 1.6 Reading

Writing Workshop

TE

KS

Guided Reading- Whole Group

Self-Selected Reading

Working with Words

Unit: Literary Text

Focus: Analyzing Characters

(Roles, Conflict, Relationships & Function)

SE: 5.6 (B) explain the roles and functions of

characters in various plots, including their relationships

and conflicts (RS)

5.6 (C) explain different forms of third-person points of

view in stories (SS)

Genre: Fiction

Students use a flexible range of

metacognitive reading skills in both

assigned and independent reading to

understand an author’s message.(Fig. 19)

SE: 5.8 (A) evaluate the impact of

sensory details, imagery, and

figurative language in literary text

(RS)

Goal 2: High Frequency Irregularly Spelled

Words Focus: Word Wall Words

(First Priority List: High-Frequency,

Commonly Misspelled Words)

Goal 4: Words in Context Focus: Using Cross Checking While Reading

SE: 5.22 (D) use spelling patterns and rules and print and electronic resources to determine

and check correct spellings

5.2 (E) use a dictionary, a glossary, or a

thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations,

alternate word choices, and parts of speech of

words. (RS)

Unit: Personal Narrative

Focus: Organizing Writing- Endings

Writing Process: Prewriting, Drafting, Revising,

Editing

SE: 5.15 (C) revise drafts to clarify meaning, enhance

style, include simple and compound sentences, and

improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after

rethinking how well questions of purpose, audience,

and genre have been addressed

5.17 (A) Students write about their own experiences.

Students are expected to write a personal narrative

that conveys thoughts and feelings about an experience

Convention: Complete Subject & Complete Predicate

SE: 5.20 (B) use the complete subject and the

complete predicate in a sentence

Su

gges

ted

Res

ou

rces

Developing Readers Grades 5: Strategies for

Reading Comprehension (Educational Bridge)

Author’s Point of View, p. 243

Treasures- TE

Unit 3 , Week 5- Suggested Lesson Plan The Unbreakable Code, p. 354 (Historical Fiction)

Treasures- Practice Book

Author’s Perspective, p. 130

Treasures Leveled Text Lessons for Small

Groups

Lesson Links

Literacy Station: Analyzing Characters

Character Consideration

Character Connections

Check-A- Trait

Comprehension Connections Visualizing:

Time-Tested and Teacher Approved,

p. 94

Mental Images Through Music, p. 96

Dorothea Lange: True Vision, p. 97

Strategies That Work Visualizing with Wordless Picture

Books, p. 133

Visualizing with a Vivid Piece of Text,

p. 134

Optional Read Alouds: The Gardener/ La Jardinera (Sarah

Stewart)

The Memory String (Eve Bunting)

Come On, Rain! (Karen Hesse)

The Patchwork Quilt (Valerie

Flournoy)

Month by Month Phonics & Vocabulary

Goal 2: Word Wall Words, p. 30

Selecting Word Wall Words: Select 8-10 words from First Priority

List: High-Frequency, Commonly

Misspelled Words, p.126-128

Introducing Words Wall Words,

p. 30-32

Word Wall Review Activities Word Wall Riddles, p. 32

Goal 4: Cross-Checking

Guess the Covered Word, p. 34

Treasures- Grammar & Writing

Handbook

Study Skills: Thesaurus, p. 239

Treasures- TE-Start Smart

Using a Thesaurus, p. S14

5th

grade Writing Mini Lessons packet Endings, p. 17

Response Groups, p. 18-21

Treasures- Grammar & Writing Handbook

Personal Narrative - Draft, p. 16-17

Personal Narrative - Revise, p. 18-21

Lesson Links: Great Endings

Once They’re Hooked, Reel Them In: Writing

Good Endings

Treasures- Grammar & Writing

Handbook

Subjects & Predicates, p. 140-141

Lesson Links:

Subjects & Predicates (SMART Board)

Subjects & Predicates PowerPoint

Workstation Flip Chart: Writing

Writing with a Point of View, p. 6

Writing from a Different Point of

View, p. 60

Analyze how authors

use first (I), second

(you), and third (he,

she, they) person and

how it affects you as a

reader

Begin Small

Group

Instruction

9

5th

grade- Week 1.7

Reading

Writing Workshop

TE

KS

Guided Reading- Whole Group

Self-Selected Reading

Working with Words

Unit: Literary Text

Focus: Plot & Foreshadowing

SE: 5.6 (A) describe incidents that advance the story or

novel, explaining how each incident gives rise to or

foreshadows future events (RS)

Fig. 19 (D) make inferences about text and use textual evidence

to support understanding (RS)

Genre: Fiction

Students use a flexible range of

metacognitive reading skills in both

assigned and independent reading to

understand an author’s message.

(Fig. 19)

SE: 5.8 (A) evaluate the impact of

sensory details, imagery, and

figurative language in literary text

(RS)

Goal 1: Polysyllabic Words

Focus: Prefixes, Suffixes and Spelling

Changes; Greek and Latin Roots

SE: 5.22 (B) spell words with: (i) Greek Roots (e.g., tele, photo, graph, meter)

(ii) Latin Roots (e.g., spec, scrib, rupt, port,

ject, dict) (iii) Greek suffixes (e.g., -ology, -phobia,

-ism, -ist)

(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence)

5.2 (A) determine the meaning of grade level academic English words derived from Latin,

Greek and other linguistic roots and affixes

Unit: Personal Narrative

Focus: Revise, Edit, Publish

Writing Process: Prewriting, Drafting, Revising,

Editing, Publishing

SE: 5.15 (E) revise final draft in response to

feedback from peers and teacher and publish

written work for appropriate audiences.

Convention: Complete Subject & Complete Predicate

SE: 5.20 (B) use the complete subject and the complete predicate in a sentence

Su

gges

ted

Res

ou

rces

Developing Readers Grades 5: Strategies for

Reading Comprehension (Educational Bridge)

Plot, Story Problem, and Resolution, p. 135

Treasures- TE

Unit 1, Week 4

Johanna in Jamaica, p. 74

Reread for Comprehension-Problem and

Solution, p. 75A-75B

The Night of San Juan, p. 77

Treasures- Practice Book

Story Map, p. 31

Lesson Links: Using Picture Books to Teach Plot Development and

Conflict Resolution

Treasures Leveled Text Lessons for Small

Groups

Developing Readers Grades 5:

Strategies for Reading

Comprehension (Educational Bridge)

Figurative Language, p. 51

Lesson Links:

Metaphors and Similes

Think Aloud

Story Wheel

Optional Read Alouds:

Treasures- Interactive Read-Aloud

Mojave, p. 73

If I Only Had a Brain: Artificial

Intelligence, p. 78 Visualize, Think Aloud Copying

Master, p. 234

Picture Books Mufaro’s Beautiful Daughters/ Las

bellas hijas de Mufaro (John Steptoe)

Grandfather’s Journey (Allen Say)

Sweet Clara and the Freedom Quilt

(Deborah Hopkinson)

The Lotus Seed (Sherry Garland)

Month by Month Phonics & Vocabulary

Goal 1: Polysyllabic Words, p. 35

Introduce Nifty Thrifty Fifty Words:

expensive, governor, impression,

depression, independence,

submarine, transportation,

unfinished, p. 36

Nifty Thrifty Fifty Review

Activities Nifty Thrifty Fifty Riddles, p. 37

Nifty Thrifty Fifty Mini-WORDO,

p. 37

Beyond Nifty Thrifty Fifty Nifty Thrifty Fifty Cards, p. 38

Word Sorts, p. 39-41

Root Word Lessons, p. 42-43

Scavenger Hunt, p. 44

Making Words, p. 44-45

Word Detectives, p. 46

Treasures- Grammar & Writing Handbook

Personal Narrative – Proofread/Edit, p.

22-23

Personal Narrative - Publish, p. 24-26

Treasures- TE

Unit 1, Weeks 1& 3 Conferencing Routine, p. 33B

Conferencing Routine, p. 71E

Treasures- Grammar & Writing

Handbook

Subjects & Predicates, p. 140-141

Lesson Links:

Subjects & Predicates (SMART Board)

Subjects & Predicates PowerPoint

10

5th

grade- Week 1.8 Reading

Writing Workshop

TE

KS

Guided Reading- Whole Group

Self-Selected Reading

Working with Words

Unit: Literary Text

Focus: Plot & Foreshadowing

SE: 5.6 (A) describe incidents that advance the story or

novel, explaining how each incident gives rise to or

foreshadows future events (RS)

Fig. 19 (D) make inferences about text and use textual

evidence to support understanding (RS)

Genre: Fiction

Students use a flexible range of

metacognitive reading skills in both

assigned and independent reading to

understand an author’s message.(Fig.

19)

Goal 1: Polysyllabic Words

Focus: Prefixes, Suffixes and Spelling

Changes; Greek and Latin Roots

SE: 5.2 (A) determine the meaning of

grade level academic English words

derived from Latin, Greek and other

linguistic roots and affixes (RS)

5.2 (C) produce analogies with known

antonyms and synonyms

Unit: Imaginative Stories

Focus: Describing Characters and Setting

Writing Process: Prewriting, Drafting

SE: 5.16 (A) write imaginative stories that include:

(i) a clearly defined focus, plot, and point of view

(ii) a specific, believable setting created through the use

of sensory details (iii) dialogue that develops the story

Convention: Simple & Compound Sentences

SE: 5.20 (C) use complete simple and

compound sentences with correct subject-verb

agreement

Su

gges

ted

Res

ou

rces

Developing Readers Grades 5: Strategies for

Reading Comprehension (Educational Bridge)

Foreshadowing, p. 155

Treasures- Reading Genres: A Study Guide

Reading Fiction, p. 17-20

Treasures Leveled Text Lessons for Small

Groups

Lesson Links

Foreshadowing: A Retelling of The Tell-Tale

Heart

Literacy Station: Plot

Plotting the Plot

Plot Plan

Lesson Links:

Responding in Your Reading Log

Optional Read Alouds:

Picture Books

Encounter/ Encuentero (Jane

Yolen)

The Stranger (Chris Van

Allsburg)

How Many Days to America (Eve

Bunting)

Month by Month Phonics & Vocabulary

Goal 1: Polysyllabic Words, p. 35

Introduce Nifty Thrifty Fifty Words:

expensive, governor, impression,

depression, independence,

submarine, transportation,

unfinished, p. 36

Nifty Thrifty Fifty Review Activities Nifty Thrifty Fifty Riddles, p. 37

Nifty Thrifty Fifty Mini-WORDO,

p. 37

Beyond Nifty Thrifty Fifty Nifty Thrifty Fifty Cards, p. 38

Word Sorts, p. 39-41

Root Word Lessons, p. 42-43

Scavenger Hunt, p. 44

Making Words, p. 44-45

Word Detectives, p. 46

Developing Readers Grades 5:

Strategies for Reading Comprehension (Educational Bridge) Synonyms/Antonyms, p. 29

Lesson Links: Analogies

Synonym and Antonym Analogies

Treasures- Grammar & Writing

Handbook

Fictional Narrative: A Story, p. 48-49

Features of a Story, p. 50-51

Writing Process- Prewrite, p. 52-53

Lesson Links

Text Types: Narrative

Using Picture Books to Teach

Characterization in Writing Workshop

Treasures- TE

Unit 1, Week 3 Sentence Combining p. 71K-L

Unit 1, Week 4 Introduce Sentence Combining/Complex

Sentences, p. 95G

Unit 1, Week 5

Run-On Sentences p. 125G

Treasures- Grammar & Writing

Handbook

Combining Compound Sentences , p.

179

Lesson Links

Compound Sentences

Begin

Informal

Conferencing

Thinking

Stems

11

5th

grade- Week 1.9 Reading

Writing Workshop

TE

KS

Guided Reading- Whole Group

Self-Selected Reading

Working with Words

Unit: Literary Text

Focus: Make Inferences

SE: Fig. 19 (D) make inferences about text and

use textual evidence to support understanding (RS)

Genre: Fiction

Students use a flexible range of

metacognitive reading skills in both

assigned and independent reading to

understand an author’s message.(Fig.

19)

Goal 2: High Frequency Irregularly Spelled Words

Focus: Word Wall Words (First Priority List:

High-Frequency, Commonly Misspelled Words)

Goal 3: Spelling Rhyming Words

Focus: Visual Checking/Dictionary Skills

SE: 5.22 (D) use spelling patterns and rules

and print and electronic resources to determine

and check correct spellings

Unit: Imaginative Stories

Focus: Developing the Plot

Writing Process: Prewriting, Drafting

SE: 5.16 (A) write imaginative stories that include: (i) a clearly defined focus, plot, and point of view

(ii) a specific, believable setting created through the use

of sensory details; and (iii) dialogue that develops the story

Convention: Subject-Verb Agreement SE: 5.20 (C) use complete simple and compound

sentences with correct subject-verb agreement

Su

gges

ted

Res

ou

rces

Developing Readers Grades 5: Strategies for

Reading Comprehension (Educational Bridge)

Text to Support Meaning, p. 97

Inferences (Predictions, Drawing Conclusions,

Generalizations), p. 173

Treasures- TE

Unit 1, Week 2

A Real Survivor, p. 36

Reread for Comprehension- Make Inferences, p.

37A

Shiloh, p. 38

Treasures- Practice Book

Making Inferences, p. 12

Inference Chart, p. 13

Treasures Leveled Text Lessons for Small

Groups

Optional Read Alouds:

Treasures- Interactive Read-Aloud Draw Inferences, Think-Aloud

Copying Master, p. 235

Picture Books:

More Than Anything Else (Marie

Bradby) The Stranger (Chris Van Allsburg)

Shortcut (David Macaulay)

Train to Somewhere (Eve Bunting)

Knots on a Counting Rope (Bill Martin,

Jr. and John Archambault)

Lesson Links:

Responding in Your Reading Log

Month by Month Phonics & Vocabulary

Goal 2: Word Wall Words, p. 47

Selecting Word Wall Words:

Select 8-10 words from Second

Priority List: Common Contractions

and Compounds p. 128

Introducing Words Wall Words,

p. 47

Word Wall Review Activities Word Wall Riddles, p. 47

Be a Mind Reader, p. 47-48

Goal 3: Visual Checking System

What Looks Right? p. 48

Treasures- Grammar & Writing

Handbook

Writing Process- Draft, p. 56-57

Writing Process- Revise, p. 58-59

Writing Process- Revise- Peer

Conferencing, p. 60-61

Lesson Links

Text Types: Narrative

Treasures- Grammar & Writing

Handbook

Rule 4: Subject-Verb Agreement, p. 145

Extra Practice: Subject-Verb Agreement,

p.199

Lack of Subject-Verb Agreement, p. 260

Lesson Links

Subject Verb Agreement

Responding to

Reading

packet

12

Guided Reading SSR Writing Working With Words

Whole Group Small Group

Ass

essm

ent

Higher-level questions

(Kilgo, Blooms)

Open-ended response

items (oral and written)

Observations and

anecdotal records

Scholastic Reading

Inventory (SRI)

NEISD Reading

Benchmark

Running Records/

Benchmark Kits

Fluency probes

Higher-level questions

(Kilgo, Blooms)

Observations and

anecdotal records

Scholastic Reading

Inventory (SRI)

Anecdotal records and

checklists (including

reading behaviors and use

reading strategies)

Reader response

Reading logs

Compositions assessed

using 6 Trait Rubric

NEISD Writing

Assessment

Observations and

anecdotal notes from

student conferences

Begin portfolio

assessment

Nifty Thrifty Fifty

Word Wall Words

Spelling of WWW

correctly in all writing

activities

Assess students’

understanding through the

transfer of words and in

writing samples

Pro

fess

ion

al

Res

ou

rces

Modifying Four Blocks for Upper Grades (Sigmon)

Guided Reading the Four Blocks Way (Cunningham)

Guiding Readers and Writers (Fountas and Pinnell)

Strategies That Work (Harvey and Goudvis), 2nd edition

Comprehension Toolkit (Harvey and Goudvis)

National Geographic Reading and Writing Workshops

Comprehension Through Deductive Reasoning

(Benchmark Education)

Rigby PM Benchmark Kit (Rigby)

Practice with Purpose (Diller)

Developing Readers: Modeling to Independence (Haggard)

Developing Readers Grades 5: Strategies for Reading

Comprehension (Educational Bridge)

Comprehension Posters (Benchmark Education)

TAKS Reading Preparation, Grade 5 (Region IV)

Reader’s Theater (Benchmark Education)

I Read It, But I Don’t Get It (Tovani)

Flip for Comprehension (Cayuso)

Teaching and Assessing Comprehension Strategies

(American Educational Associates) Comprehension Connections (Tanny McGregor)

Modifying Four Blocks for

Upper

Grades(Cunningham)

Self-Selected Reading the

Four Blocks Way

(Cunningham, Hall &

Gambrell)

Modifying Four Blocks for

Upper Grades

(Cunningham)

Writing Mini-Lessons for

Upper Grades (Hall,

Cunningham & Arens)

Writing Workshop,

(Fletcher and Portalupi)

Craft Lessons (Fletcher

and Portalupi)

Reviser’s Toolbox,

(Fletcher)

Handouts from Six Trait

Workshops

Creating Writers

(Spandel)

Month by Month

PHONICS & Vocabulary

Grade 5 (Cunningham and

Hall)