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FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 10The following standards are minimally addressed in 2nd Quarter. To ensure adequate coverage, incorporate these standards in whole group lessons, small group instruction or literacy work station activities when possible.

L.5.1c, L.5.1d, L.5.1eREADING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS MATERIALS, EXAMPLES

AND EXPLANATIONS ASSESSMENTSComprehension Comprehension/

FluencyJ – L 4

Skill:Sequence of

Events

Strategy: Monitor/Clarify

Genre: Narrative Nonfict ion/

Poetry

Read AloudJ – L 4

“Learning the Ropes” T232-T233

Target Skill: Sequence of Events Projectable 4.1 (Model Oral Fluency) CLLG: p. 47 Target Vocabulary T233

Main Selection“Double Dutch”

T240-T250Genre: Narrative

Nonfiction CLLG: p. 46 Introduce: Sequence of Events; Monitor/Clarify T238-T239 Projectable 4.2 (Sequence of Events; Monitor/Clarify) PB: p. 37 Projectables 4.3a, 4.3b (Flow Chart: Sequence of Events) Stop & Think T245, T247, T249 Deepen Comprehension: Infer Sequence of Events T256-T257 Projectable 4.4 (Flow

(OPTIONAL)T274 Weekly

Test4.4-4.5

Main CC StandardsCC.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

(This standard is the Focus Wall target skill for the week.)

I will determine the main idea of a text and explain how it is supported by key details.I will summarize a piece of informational text.

Summarize CT: Book 5, Lesson 19, p. 56; Lesson 21, p. 56STW: p. 166 (T)NRP: p. 90-91, 124

CC.RI.5.6 Analyze m u lti p le acc o un ts of the same event or topic, noting important similarities and differences in the point of view they represent.

(This standard is the Focus Wall target strategy for the week.)

(The rigor of this standard is not addressed in this Journeys lesson.)

I will analyze two or more accounts of the same event or topic while noting similarities and differences.

Analyze Similarities Differences

STW: p.169-171

Embedded CC StandardsCC.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.

I will explain relationships between individuals, events, ideas, or concepts from an informational text and use the text to support my explanation.

ExplainSpecific

STW-2: p. 171-178, 210

CC.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.

I will determine the meaning of words or phrases in a grade 5 informational text.

Relevant BWL: p. 39; Chapter 2 - Tiered Vocabulary (T)CT: Book 4, Lesson 10, p. 2Common Core Appendix A (Tiered Vocabulary) p. 32-34

CC.RI.5.7 Draw on information from m u ltiple p r i n t o r d igit a l s o u rces , demonstrating the ability to locate an answer to a question quickly or to

I will locate information from various sources to

InformationSources

GRW: p.403 (T)STW-1: p. 117-121 (T)CT: Book 3, Lesson 8 p. 24;

Quarter 2-p.1

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 10solve a problem efficiently.


answer a question or solve a problem.

Book 4, Lesson 14, p. 46 Chart: Infer Sequence of Events) PB: p. 38 AL: sequence of events, monitor, clarify, chronological order, infer

Connect To“Score!”

T252-T255Genre: Poetry

MC: T255 CLLG: p. 47

CC.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).


I will explain how an author uses reasons and evidence to support his/her points.I will specifically identify which reasons an author uses to support which points.

ReasonsEvidenceIdentity

CT: Book 4, Lesson 11, p. 24STW-2: p.166-169

Vocabulary Targeted Vocabulary &

StrategiesJ – L 4

STRATEGY: Suffixes –ion, -tion

WORD CARDS Cards 31-40

TARGET VOCABULARY:

competition, identical, routine, element, intimidated, unison, recite, qualifying, uniform, mastered

Weekly Plan T 226-T227J – L 4

Introduce VocabularyT234-T235

Develop Background“Learning the Ropes”

T232-T233“What is Double Dutch?”

T236-T237

Vocabulary StrategiesT260-T261

Suffixes –ion, -tion Projectable 4.5 (Suffixes -ion, -tion) PB: p. 39 AL: suffix


TestTarget

Vocabulary Suffixes –ion, -

tion4.2-4.3

CC.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.CC.L.5.4bUse common, grade‐appropriate Gr ee k a n d L atin affix e s a n d r oo ts as clues to the meaning of a word (e.g., photograph, photosynthesis).

(The rigor of this standard is not addressed in this Journeys lesson.

I will use common Greek and Latin affixes and roots to determine word meanings.

Affixes http://dictionary.reference.com/WTW: p.253 & 265, Greek and Latin rootsBWLWJ: Chapter 7

CC.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CC.L.5.5c Use the relationship between particular words (e.g., syno n yms, ant o ny m s, ho m o gr a p hs ) to better understand each of the words.


I will use relationships between words to better understand the meaning of each individual word.

SynonymAntonym

Homograph

http://www.readwritethink.org/http://www.readworks.org/GRW: (figurative language)WP: p. 45 (figurative language)LC: Book 6, Lesson 13, p. 175

CC.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).

I will use words and phrases that I learn through listening and reading, especially words related to fifth grade topics.

ContrastLogical

relationships

BWLMI: p. 90WTW: Chapters 7, 8, 9

Spelling (OPTIONAL)

Quarter 2-p.2

http://www.readworks.org/

http://www.readwritethink.org/

http://dictionary.reference.com/

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 10Decoding and

SpellingJ – L 8

Homophones

Spelling:Homophones

Decoding T187J – L 8

Detailed Spelling PlanT192-T193

Day 1: Teach the Principle/Pretest

PB: p. 88Day 2: Word SortPB: p. 89Day 3: Word FamiliesDay 4: Connect to WritingPB: p. 90Day 5: Spelling

Assessment

T202 Weekly Decoding Test

8.10-8.11

(OPTIONAL)T193 Spelling Assessment

Refer to FSPS Ongoing CCSS Grade 5 for CC.RF.5.3a and CC.L.5.2e when teaching spelling.

WRITING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL

VOCABULARY RESOURCES LESSON FOCUS MATERIALS, EXAMPLES AND EXPLANATIONS ASSESSMENTS

Grammar FSPS Grammar Focus

Prepositions

Refer to J – L 18

CC.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.5.1a Explain the function of conjunctions, p r e p o siti o n s , and interjections in general and their function in particular sentences.


I will explain the function of prepositions in particular sentences.

PrepositionsFunction

http://languagearts.pppst.com/index.htmlMM2-3MM4-5MIEE

Writing Teacher may differentiate activities according to the class needs in order to teach the weekly writing components

and standards.

Refer to FSPS Narrative Writing Criteria A.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.3, CC.W.5.3a, CC.W.5.3.b, CC.W.5.3d, CC.W.5.3.e.

FSPS Writing Focus:

Choose appropriately from the lessons.

Personal Narrative

Refer to J – L 17-20, 27

CC.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CC.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

(Refer to FSPS Narrative Writing Criteria A)

I will use transitional words, phrases, and clauses to manage sequence of events.

Transitional words

PhrasesClauses

Sequence of events

MM4-5: p. 74, 155

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FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 10CC.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CC.W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

I will use concrete words and phrases and sensory details to convey experiences and events.

Concrete wordsSensory details

Raising the Quality of Narrative Writing (T)

CL: p. 68, 69, 70, 71

CC.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CC.W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

I will provide some sense of closure.

Closure Raising the Quality of Narrative Writing (T)LC: Book 4, p.133LC: Raising the Quality, Book 2, p. 137CL: p. 70, 71, 103

CC.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CC.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

I will use concrete words and phrases and sensory details to convey experiences and events.

Concrete wordsSensory details

Raising the Quality of Narrative Writing (T)

CL: p. 68, 69, 70, 71

CC.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CC.W.5.3e Provide a conclusion that follows from the narrated experiences or events.

I will provide some sense of closure.

Closure Raising the Quality of Narrative Writing (T)LC: Book 4, p.133LC: Raising the Quality, Book 2, p. 137CL: p. 70, 71, 103

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FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 11READING WORKSHOP: WHOLE GROUP LESSONS


AND EXPLANATIONS ASSESSMENTSComprehension FSPS

Comprehension/Fluency

Skill:Theme

Strategy:Visualize

Genre:Informational Text

Teacher SelectedRead-Aloud

(Informational Text)

Main CC StandardsCC.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

(This standard is the FSPS target skill for the week.)

I will analyze two or more accounts of the same event or topic while noting similarities and differences.

AnalyzeMultiple

SimilaritiesDifferences

Point of view

STW: p.169-171

CC.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.

(This standard is the FSPS target strategy for the week.)


HistoricalScientific

Technical text

STW-2: p. 171-178, 210

Embedded CC StandardsCC.RI.5.7 Draw on information from multiple print or digital sources demonstrating the ability to locate and answer to a question quickly or to solve a problem efficiently.

I will draw on information from multiple print or digital sources demonstrating the ability to locate and answer to a question quickly or to solve a problem efficiently.

Digital SourcesLocate

Efficiently

GRW: p.403 (T)STW-1: p. 117-121 (T)CT: Book 3, Lesson 8 p. 24; Book 4, Lesson 14, p. 46

CC.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

I will explain how an author uses reasons and evidence to support his/her points.I will specifically identify which reasons an author uses to support which points.

ReasonsEvidenceIdentity

CT: Book 4, Lesson 11, p. 24STW-2: p.166-169

VocabularyTeacher Selected Materials for Vocabulary StudyCC.L.5.4 Determine or clarify the meaning of

unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing

I will use common Greek and Latin

AffixesRoots

http://dictionary.reference.com/WTW: p.253 & 265, Greek and

Quarter 2-p.5

http://dictionary.reference.com/

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 11flexibly from a range of strategies.CC.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

(Refer to FSPS Vocabulary Instruction Guidelines K-6)

affixes and roots to determine word meanings.

Latin rootsBWLWJ: Chapter 7

CC.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).

(Refer to FSPS Vocabulary Instruction Guidelines K-6)


ContrastsLogical

Relationships


Spelling Decoding and SpellingJ – L 9

Compound Words

Spelling:Compound Words

Decoding T259:

J – L 9

Detailed Spelling Plan T264-T265

Day 1: Teach the Principle/PretestPB: p. 100

Day 2: Word SortPB: p. 101

Day 3: Word FamiliesDay 4: Connect to Writing

PB: p. 102Day 5: Spelling

Assessment


Decoding Test9.6-9.7





Grammar FSPS Grammar Focus:

Quarter 2-p.6

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 11Refer to J – L 18

Teacher Selected Materials for Grammar Study

Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.5.1, CC.L.5.1a.

Prepositions

CC.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.5.1a Explain the function of conjunctions, p r e p o siti o n s , and interjections in general and their function in particular sentences.

(This standard is the District’s Grammar Focus for the week.)

I will explain the function of prepositions in general and in specific sentences.

Prepositions http://languagearts.pppst.com/index.htmlMM2-3MM4-5MIEE

Writing TLI Writing Focus:

Informational(Instruct)

Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.

Refer to FSPS Informational Writing Criteria D.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.2, CC.W.5.2a, CC.W.5.2b, CC.W.5.2c, CC.W.5.2d, CC.W.5.2e. Use these standards for weeks 11-12 &16.CC.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.CC.W.5.2a 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.

(Refer to FSPS Informational Writing Criteria D)

I will introduce a topic clearly, provide a general observation and focus, and group information logically. I will include formatting such as headings, illustrations, and multimedia when useful.

TopicObservation

FocusLogicallyHeadings

IllustrationsMultimedia

NCL: p. 59, 60, 62, 76, 86, 95NCL: Appendix P(T)Is That a Fact?: p. 52 (T)

CC.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CC.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

I will use facts, definitions, concrete details, quotations when writing.

Concrete detailsDefinitions

FactsQuotations

Is That a Fact?NCL: p. 91, 99, 101

CC.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CC.W.5.2c Link ideas within and

I will link ideas within and across

CategoriesPhrases

NCLIs That a Fact?

Quarter 2-p.7

http://languagearts.pppst.com/index.html


FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 11across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

categories using words, phrases, and clauses such as in contrast or especially.

Clauses

CC.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CC.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

I will use precise language and domain-specific vocabulary to tell about a topic.

PreciseDomain-specific

Is That a Fact?NCL: p. 96, 97

CC.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.CC.W.5.2e Provide a concluding statement or sections related to the information or explanation presented.

I will provide a concluding statement or section when writing.

Concluding statementSection

NCLIs That a Fact?

CC.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

I will recall relevant information from experiences or gather relevant information from print and digital sources. I will summarize or paraphrase information in notes and finished work. I will provide a list of sources.

RelevantDigital Sources

SummarizeParaphrase

CT: Book 6, Lesson 22, pg. 2-13

Quarter 2-p.8



AND EXPLANATIONS ASSESSMENTSComprehension Comprehension/

FluencyJ – L 6Skill:

Cause and Effect

Strategy: Question

Genre:Informat ional

Text/Myth

Read AloudJ – L 6

“San Padre Island Sea Turtle”T12-T13

Target Skill: Cause & Effect Projectable 6.1 (Model Oral Fluency) CCLG: p. 51 Target Vocabulary T13

Main Selection“Interrupted Journey”

T20-T32Genre: Informational Text CLLG p. 50 Introduce: Cause & Effect; Question T18- T19 Projectable 6.2 (Cause & Effect; Question) PB: p. 61 Projectables 6.3a, 6.3b (Inference Map: Cause & Effect) Stop & Think: T23, T25, T27 Deepen Comprehension: Infer Cause & Effect T-38-39 Projectable 6.4 (Inference Map: Infer Cause & Effect) PB: p. 62 AL: cause, effect, infer

Connect To“Skywoman and Turtle”


Test6.5-6.6

Main CC StandardsCC.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two o r mo re t e xts.

(This standard is the Focus Wall target skill for the week.)


I will compare/contrast the overall structure of events, ideas, concepts, or information in two or more texts.

Compare Contrast Structure

GRW: p. 402-404 (T)

CC.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.This standard is the Focus Wall target strategy for the week.)


I will analyze two or more accounts of the same event or topic while noting important similarities and differences.

AnalyzeMultiple

Similarities Differences

Point of view

GRW: p. 402-404 (T)

Embedded CC StandardsCC.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.

I will determine the meaning of words or phrases in a grade 5 informational text.

Relevant BWL: p. 39; Chapter 2 - Tiered Vocabulary (T)CT: Book 4, Lesson 10, p. 2Common Core Appendix A (Tiered Vocabulary) p. 32-34

CC.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


I will determine the main idea of a text and explain how it is supported by key details. I will summarize a piece of informational text.

Summarize CT: Book 5, Lesson 19, p. 56; Lesson 21, p. 56STW: p. 166 (T)NRP: p. 90-91, 124

CC.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.


HistoricalScientific

Technical text

STW-2: p. 171-178, 210

CC.RI.5.8 Explain how an author uses I will explain how an Reasons CT: Book 4, Lesson 11, p. 24Quarter 2-p.9

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 12reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

author uses reasons and evidence to support his/her points. I will specifically identify which reasons an author uses to support which points.

EvidenceIdentity

STW-2: p.166-169 T34-T37Genre: Myth

MC: T37 CLLG: p. 51

CC.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

(This standard is only taught in the “Connect To” section (Day 4) of Journeys.

I will integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Integrate STW: p.169-171CT: Book 6, Lesson 22, p. 2GRW: Appendix 34

Vocabulary Targeted Vocabulary &

StrategiesJ – L 6

STRATEGY: Analogies

WORD CARDSCards 91-100

TARGET VOCABULARY:unobserved, resemble, available, particular, detecting, vary, mature, contentment, ferocious, keen

Weekly Plan T298-T299J – L 6

Introduce VocabularyT306-T307

Develop Background“Who Tamed the Cat?”

T304-T305“Saving Wild Cats”

T308-T309

Vocabulary StrategiesAnalogiesT332-T333

Projectable 10.5 (Analogies)AL: analogy, synonym, antonym


Test10.2-10.3

Target VocabularyAnalogies

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

I will use relationships between words to better understand the meaning of each individual word.

SynonymAntonym

Homograph

http://www.readwritethink.org/http://www.readworks.org/GRW: (figurative language)WP: p. 45 (figurative language)LC: Book 6, Lesson 13, p. 175

CC.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).


Contrasts Logical

relationships



Recognizing Schwa + /r/

Sounds

Spelling:Final Schwa + /r/

Sounds

T331 DecodingJ – L 10





PB: p.114





Quarter 2-p.10

http://www.readworks.org/

http://www.readwritethink.org/

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 12Day 5: Spelling

AssessmentWRITING WORKSHOP: WHOLE GROUP LESSONS


AND EXPLANATIONS ASSESSMENTSGrammar FSPS Grammar

Focus:Interjections

Teacher Selected Materials for Grammar Study Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.5.1, CC.L.5.1a.CC.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.5.1a Explain the function of conjunctions, prepositions, and i n t e rj e cti o n s in general and their function in particular sentences.


I will explain the function of interjections in general and in specific sentences.

Interjections http://languagearts.pppst.com/index.htmlMM2-3MM4-5MIEE


Informational(Instruct)


Refer to FSPS Writing Informational Criteria D.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.2, CC.W.5.2a, CC.W.5.2b, CC.W.5.2c, CC.W.5.2d, CC.W.5.2e. Refer to Week 11.

Quarter 2-p.11





AND EXPLANATIONS ASSESSMENTSComprehension: Extended Text Study

Teacher Selected Materials for Extended Text Study Teacher may choose standards that best match the extended text study genre. Suggested Comprehension strategies & skills: Conclusions and Generalizations & Infer/Predict Refer to FSPS Extended Text Study Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6


Vowel Sounds in Stressed Syllables

Spelling:VCCV Pattern

T41 DecodingDetailed Spelling Plan

T46-T47J – L 11

Day 1: Teach the Principle/PretestPB: p.124


Day 3: Word FamiliesDay 4: Connect to

WritingPB: p. 126

Day 5: Spelling Assessment








Commas with Introductory Elements

(Interjections)

Detailed Grammar PlanJ – L 28

T128Day 1: Teach Introductory Words

Projectable 28.6PB: p. 322



Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.5.2, CC.L.5.2b, CC.L.5.2c.CC.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.


I will use a comma to separate an introductory element from the rest of the sentence.

CommaIntroductory

ElementInterjection

http://grammar.ccc.commnet.edu/grammar/powerpoint.htmMITPMM2-3MM4-5

CC.L.5.2 Demonstrate command of the conventions of standard English capitalizations, punctuation, and spelling when writing.CC.L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you.), to set off a

I will use a comma to set off the words yes and no when they are used as introductory

CommaIntroductory

Element

http://grammar.ccc.commnet.edu/grammar/powerpoint.htmMI

Quarter 2-p.12

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 13tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

(This standard is the District’s Grammar Focus for the week.) (The rigor of this standard is not addressed in this Journeys lesson.)

elements in a sentence.

TPMM2-3MM4-5

Writing Extended Text Study:

Embedded Writing Focus


Opinion

Refer to J – L 9-12


Refer to FSPS Opinion Writing Criteria E.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.1, CC.W.5.1a, CC.W.5.1b, CC.W.5.1c, CC.W.5.1d. Use these standards for Weeks 13-14 & 18.CC.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.CC.W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

Refer to FSPS Opinion Writing Criteria E)

I will introduce a topic or name of a book, state an opinion, and create an organizational structure that supports my purpose.

OpinionOrganizational

structure

NCL: Appendix R (T)LC: Writing Unit 3-5, Lesson, 6, p. 71; Lesson 7, p. 83MM4-5NCL: p. 58-60, 103

CC.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.CC.W.5.1b Provide logically ordered reasons that are supported by facts and details.

I will provide reasons that are supported by facts and details and ordered logically.

Logically NCL: p. 103NCL: Appendix R (T)WBT: p. 130-146

CC.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.CC.W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

I will use words, phrases, and clauses to link opinions and reasons.

PhrasesClauses

NCL: p. 103NCL: Appendix R (T)LC: Book 3,Writing Unit 3-5, Lesson 15, p. 183MM4-5: p.155

CC.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.CC.W.5.1d Provide a concluding statement or section related to the opinion presented.

I will provide a concluding section or statement.

Concluding section

NCL: p. 103NCL: Appendix R (T)LC: Book 3, Writing Unit 3-5, Lesson 16, p. 195

READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL


Comprehension: Extended Text Study

Quarter 2-p.13

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 13

Teacher Selected Materials for Extended Text Study Teacher may choose standards that best match the extended text study genre. Suggested Comprehension strategies & skills: Fact and Opinion & Questions Refer to FSPS Extended Text Study Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6


Open & Closed Syllables: VCV

Pattern

Spelling: VCV Pattern

Decoding T113Detailed Spelling Plan

J – L 12T118-T119





Assessment





WRITING WORKSHOP: WHOLE GROUP LESSONS


AND EXPLANATIONS ASSESSMENTS


Commas with Introductory

Elements (Tag Questions)



Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.5.1, CC.L.5.2b, CC.L.5.2c.CC.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.(This standard is the District’s Grammar Focus for the week.)


CommaIntroductory

ElementInterjection


CC.L.5.2 Demonstrate command of the conventions of standard English capitalizations, punctuation, and spelling when writing.CC.L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you.), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address

I will use a comma to set off a tag question from the rest of the sentence.

CommaIntroductory

ElementTag Question

http://grammar.ccc.commnet.edu/grammar/powerpoint.htmMITPMM2-3

Quarter 2-p.14

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 13(e.g., Is that you, Steve?).


MM4-5




Opinion

Refer to J – L 9-12



Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.1, CC.W.5.1a, CC.W.5.1b, CC.W.5.1c, CC.W.5.1d. Refer to Week 13.

Reference FSPS Year at a Glance

Week 15: Review of Skills, Strategies, & Routines and Thanksgiving Recess

Quarter 2-p.15



AND EXPLANATIONS ASSESSMENTSComprehension: Research Connections

Teacher Selected Materials for Research Connections Teacher may choose standards that best match the research connections genre. Suggested Comprehension strategies & skills: Conclusions and Generalization & Infer/Predict Refer to FSPS Research Connections Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6


Recognizing Initial & Medial Digraphs

Spelling:VCCCV Pattern







Assessment




CC.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

(Refer to FSPS Ongoing CCSS Grade 5)

I will use my knowledge of letter-sound relationships, syllabication, and roots and affixes to read words I do not know.

SyllabicationRootsAffixes

GRW: Chapters 20 and 22WJ: Chapter 6-7

CC.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

(Refer to FSPS Ongoing CCSS Grade 5)

I will spell grade-appropriate words correctly using a reference when needed.

Reference http://grammar.ccc.commnet.edu/grammar/powerpoint.htmMITPMM2-3MM4-5




Commas with Introductory

Elements(Direct Address)

Detailed Grammar Plan

Refer to J – L 28, Day 2 Only

Day 2: Teach Commas with NamesProjectable 28.7PB: p. 323



Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.5.2, CC.L.5.2b, CC.L.5.2c.CC.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.



CommaIntroductory

ElementInterjection


CC.L.5.2 Demonstrate command of the conventions of I will use a comma Comma http://

Quarter 2-p.16

http://grammar.ccc.commnet.edu/grammar/powerpoint.htm



FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 16standard English capitalizations, punctuation, and spelling when writing.CC.L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you.), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).


to indicate direct address.

Introductory Element

Direct Address

grammar.ccc.commnet.edu/grammar/powerpoint.htmMITPMM2-3MM4-5


Informational (Instruct) Teacher may differentiate activities according to the class needs in order to teach the weekly writing

components and standards.

Refer to FSPS Informational Writing Criteria D.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.2, CC.W.5.2a, CC.W.5.2b, CC.W.5.2c, CC.W.5.2d, CC.W.5.2e. Refer to Week11.


Week 17: TLI Assessment and Review

Quarter 2-p.17


COMMON CORE STATESTANDARDS OBJECTIVES ESSENTIAL


Comprehension: Extended Text Study

Teacher Selected Materials for Extended Text Study Teacher may choose standards that best match the extended text study genre. Suggested Comprehension strategies & skills: Compare and Contrast & Monitor/Clarify Refer to FSPS Extended Text Study Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6


VV Syllable Pattern

Spelling:VV Pattern







Assessment



(OPTIONAL)T263 SpellingAssessment





Prepositions Review

Refer to J – L 18

Teacher Selected Materials for Grammar Study Teacher may differentiate activities according to the class needs in order to teach the weekly

grammar components and standards.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.5.1, CC.L.5.1a.CC.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.


I will explain the function of prepositions in general and in specific sentences..

Prepositions http://languagearts.pppst.com/index.htmlMM2-3MM4-5MIEE

CC.L.5.3 Use knowledge of language and its I will expand, combine, Expand http://Quarter 2-p.18

http://www.languagearts.pppst.com/sentencevariety.html




FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content WEEK 18conventions when writing, speaking, reading, or listening.CC.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

and/or reduce sentences for purpose of meaning, interest, or style.

www.languagearts.pppst.com/sentencevariety.htmlTAW: p. 62-72 (revision) (T)CLNCLMILC: Book 6, Lesson 13 & 14, p. 175 & 187




Opinion

Refer to Journeys Lessons 9-12



Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.1, CC.W.5.1a, CC.W.5.1b, CC.W.5.1c, CC.W.5.1d. Refer to Week 13.


END OF SECOND QUARTER

WINTER RECESS

END OF FIRST SEMESTER

Quarter 2-p.19



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