Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 5

Unit 6: Making Inferences (Fiction and Expository Nonfiction)3 Weeks

Students should understand and be able to:Comprehension Focus

Students make inferences to understand causes and effects in narrative texts. Students continue to use text structure to explore narrative text. Students use schema to articulate all they think they know about a topic before they read. Students read independently.

Social Development Focus Students analyze the effect of their behavior on others and the group work. Students develop the group skill of using prompts to extend a conversation. Students develop the group skills of including one another, contributing to group work, and using prompts to extend

the conversation. Students take responsibility for their learning and behavior. Students have a problem-solving class meeting.

Mentor Texts Richard Wright and the Library Card Wildfires Earthquakes Life in the Rain Forests

Making MeaningWeek 1

Day 1: Read-aloud – Richard Wright and the Library Card

Pair students/Brainstorm prompts to extend conversations

Introduce the story and read aloud

Discuss plot, setting, and character in the story

Reflect on partner conversations

IDR: Document IDR conferences/discuss setting, plot, and characters

Day 2: Guided Strategy Practice

Review using prompts to extend conversations

Highlight clues to inferences from the story

Reread the story Discuss character change Reflect on partner

conversations IDR: Document IDR

conferences/review the reading comprehension strategies chart

Extension: Learn about other African American Authors

Day 3: Guided Strategy Practice

Review using prompts to extend conversations

Introduce exploring causes

Discuss as a whole class IDR: Read

independently/write in IDR journals

Assessment: identify clues from story

Day 4: Independent Strategy Practice

Review the week Read independently Model asking why

questions Reread and ask why

questions Have partners discuss

questions Discuss questions as a

class Reflect on the partner

work

Common Core State StandardsL.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 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

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 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

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.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.RL.5.10 By the end of the year, read and comprehend

strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text

RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.3 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).RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 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.

RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 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.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.

complexity band independently and proficiently.SL.5.1 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.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 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.

Making Meaning VocabularyWeek 12

Vocabulary Words: jumble, motionless, ordeal, reverie, fanciful, dumbfoundedWord-learning Strategies: Using the suffix –less to determine word meanings, Identifying antonymsDay 1 Introduce and

define new words Vocabulary

activities Review the suffix –

less Discuss words

More Strategy Practice: Discuss words with the suffix -less

Day 2 Review words Vocabulary

activities

Day 3 Introduce and

define new words Discuss words Review antonyms

Day 4 Review words Vocabulary

activities

Day 5 – Ongoing Review Display word cards

and review the words

“Alike or Different”

Assessment: comprehension of word meanings, accurate use of words in writing and conversation

Individual Vocabulary Assessment: Word Check 3 (BLM25)

Student Self-Assessment: (BLM30)

Common Core State StandardsL.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse

phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 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.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making

meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse

phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 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.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore

meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 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.SL.5.1a Come to discussions prepared,

partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

comments that contribute to the discussion and elaborate on the remarks of others.

partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Making MeaningWeek 2

Day 1: Read-aloud – Wildfires

Introduce “Group Brainstorming”

Introduce the read-aloud and brainstorm about wildfires

Introduce the reading Read aloud with section

introductions Discuss reading as a

class Reflect on “Group

Brainstorming” IDR: Review and practice

self-monitoring

Day 2: Guided Strategy Practice

Review using prompts to extend conversations

Review the previous reading and introduce today’s reading

Read aloud with section introductions

Discuss effects as a class Reflect on “Heads

Together” IDR: Review previewing a

text before reading/read independently

Extension: Research wildfires

Day 3: Guided Strategy Practice

Review the social skills focus of group work

Review exploring causes and effects

Explore the effects of wildfires

Discuss effects as a whole class

IDR: Read independently/discuss the students’ reading

Assessment: identify clues from text

Day 4: Class Meeting

Gather for a class meeting

Introduce the problem Discuss the problem Discuss solutions Reflect on ground rules

and adjourn the meeting IDR: Document IDR

conferences/write in IDR journals

Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 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

text when explaining what the text says explicitly and when drawing inferences from 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.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate

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.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.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 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.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other

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.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 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.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.

strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 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

on the remarks of others.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.W.5.10 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.

Making Meaning VocabularyWeek 13

Vocabulary Words: frugal, hunger, apprehensive, discourteous, prejudice, episodeWord-learning Strategies: Using the prefix dis- to determine word meanings, Recognizing antonyms, Using the prefix pre- to determine word meaningsDay 1 Introduce and

define new words Discuss words

Day 2Review wordsCreate a sentence

Day 3 Introduce new

words Review the prefix

dis- and antonyms Vocabulary

activities Review the prefix

pre- Discuss the words Extension:

Exploring roots

Day 4 Review words Vocabulary

activities

Day 5 – Ongoing Review Display word cards

and review the words

“Does That Make Sense?”

Common Core State StandardsL.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage

L.5.4 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.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph,

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage

L.5.4 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.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 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.SL.5.1a Come to discussions prepared, having read or studied required material;

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.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

photosynthesis).L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

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.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 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.SL.5.1a 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.SL.5.1b Follow agreed-

explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

SL.5.1 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.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Making MeaningWeek 3

Day 1: Read-aloud – Earthquakes

Review “Group Brainstorming”

Brainstorm ideas about earthquakes

Read aloud with section introductions

Discuss the reading as a class

Reflect on group work IDR: Review reading

comprehension strategies

Extension: Research earthquakes

Day 2: Guided Strategy Practice

Review using prompts to extend conversations

Review cause and effect Explore the causes of

earthquakes Discuss causes as a

class Discuss group work IDR: Read

independently/think about inferences

Assessment: identify clues from text, cause and effect

Day 3: Guided Strategy Practice

Add to the “Reading Comprehension Strategies” chart

Review the story Read the excerpt as a

class and individually Discuss the reading as a

class Explore causes and

effects in groups and as a class

Reflect on “Heads Together”

IDR: Document IDR conferences/write in IDR journals

Day 4: Independent Strategy Practice

Review making inferences and cause and effect

Read independently Prepare to reread and

notice inferences or causes and effects

Reread and mark clues Use a double-entry

journal to record thinking Have a check-in class

meeting about a problem

Assessment: inferring causes and effects

Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from 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.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.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with

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.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 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.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned

flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from 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.RI.5.10 By the end of the year, read and comprehend

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.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 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

diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1b Follow agreed-upon rules and carry out assigned roles.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 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.SL.5.1a 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.

others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 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.

SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.W.5.10 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.

Making Meaning VocabularyWeek 14

Vocabulary Words: merge, calamity, range, revive, flourish, depriveWord-learning Strategies: Recognizing synonyms, Recognizing words with multiple meaningsDay 1 Introduce and

define new words Discuss words Review synonyms Vocabulary

activities

More Strategy Practice: Discuss multiple meanings of words

Day 2 Review words Vocabulary

activities

Day 3 Introduce and

define new words Discuss words Vocabulary

activities Extension: An

interesting fact about revive

Day 4 Review words Vocabulary

activities

Day 5 – Ongoing Review Display the word

cards and review the words

“Finish the Story”

Assessment: comprehension of word meanings, using context clues, prefixes, and suffixes to determine word meaning independently

Common Core State StandardsL.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in

L.5.4 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.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in

L.5.4 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.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the

words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).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.SL.5.1 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.SL.5.1a Come to discussions prepared,

addition).SL.5.1 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.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

meaning of a word (e.g., photograph, photosynthesis).L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).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.SL.5.1 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.

addition).SL.5.1 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.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

meaning of a word (e.g., photograph, photosynthesis).L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 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.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about

having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Helpful TipsMaking Meaning

Decide how you will randomly assign partners to work together during the unit. Prepare the “Clues to Inferences in Richard Wright and the Library Card” chart (Step 2 p. 247) Make transparencies of the “Excerpt from Richard Wright and the Library Card” (BLM20-BLM21) Prepare directions chart for Guided Strategy Practice (Step 3 p. 252) Prepare to model asking why questions in independent reading (Step 3, p. 255) Make a transparency of the “Excerpt from Wildfires” (BLM22) Prepare the directions chart for Guided Strategy Practice (Step 3 p. 271) Decide on a topic for the problem-solving class meeting (See “About Problem-Solving Class Meetings” p. 274) Collect a variety of expository texts at appropriate reading levels for the students to read independently. Prepare the directions chart for Guided Strategy Practice (Step 3 p. 286) Make transparencies of the “Excerpt from Earthquakes.” (BLM23-BLM24) Make transparencies of the “Excerpt from Life in the Rainforests.” (BLM25-BLM26) Collect the read-alouds from Unit 5 and 6 to review making inferences. Review the topic of the problem-solving meeting. Make copies of the Unit 6 Parent Letter to send home at the end of the unit. (BLM15)

Making Meaning Vocabulary Review More Strategy Practice on p. 272 and 312 Preview the “Author’s Note” on p. 32 of Richard Wright and the Library Card. You will read this aloud to students to introduce

the word episode. Collect and use the following word cards for ongoing review: 15, 24, 26, 35, 40, 42, 50, 56, 58, 61, 63, 68, 69, 70, and 72