mcs.ss6.sharpschool.com€¦ · Web view2014. 6. 20. · Monroe City Schools. Fifth Grade....

Monroe City Schools

Fifth Grade2012-2013

Theme Overview & Resources

Theme Projects

Theme Rubrics

Theme CalendarTheme Timeline

Theme Daily Plans

for

STORYTIME READINGHOUGHTON MIFFLIN ENGLISHHOUGHTON MIFFLIN SPELLING

Monroe City School DistrictENGLISH LANGUAGE ARTS

Scope, Sequence, and Timeline/Curriculum Map

First Six Weeks

TOPICTHEME

Days CCSS GLE Resources Vocabulary

“Finding A Way” 28READING LITERATURE 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.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.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 independentlyand proficiently.

ELA 5.12ELA 5.6ELA 5.10

LCC-(to be released June,2012)WR-(see appendix)HMHR- Leveled Readers and Literacy CenterPractice Book 1-2521st CT

Humiliation, expectations, fringes, hesitating, sincere, coaxed, maven, mortified, reigned, conceited, designated, smirk, exhilarated, pried, desperately, sneered, indignantly, urgently, grudgingly, relented, fazed, eccentric, infuriated, disheartened, impassable, crusaded, genial, prognostication, stricken, dramatically, restrain, protest, feverishly, overcome, flop, spectacular.

READING INFORMATIONAL TEXT RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize 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 specificinformation in the text.RI.5.4 Determine the meaning of general academic and domain-

ELA 5.12ELA 5.8ELA 5.4

Grade 5LCC- LA Comprehensive CurriculumWR – Written Response TasksHMHR-Houghton Mifflin/Harcourt Series21st CT – 21st Century Tools

specific words andphrases in a text relevant to a grade 5 topic or subject areaR.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.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 textcomplexity band independently and proficiently

READING FOUNDATIONAL SKILLS

RF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliarmultisyllabic words in context and out of context.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 readings.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA 4.9

WRITING 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.W.5.1b Provide logically ordered reasons that are supported by facts and details.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/orcharacters; organize an event sequence that unfolds naturally.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.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.3e Provide a conclusion that follows from the narrated experiences or events.W.5.4 Produce clear and coherent writing in which the development and organization areappropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

ELA 5.22ELA 5.23ELA 5.20ELA 5.21ELA 5.46ELA 5.25

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).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.

SPEAKING and LISTENING 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 toexplore ideas under discussion.SL.5.1b Follow agreed-upon rules for discussions 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.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically andusing appropriate facts and relevant, descriptive details to support main ideas or themes;speak clearly at an understandable pace.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when


appropriate to enhance the development of main ideas or themes.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28and 29 for specific expectations.)

LANGUAGE

L.5.2e Spell grade-appropriate words correctly, consulting references as needed.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.L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases.L.5.5a Interpret figurative language, including similes and metaphors, in context.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.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).

ELA 5.26ELA 5.1ELA 5.24ELA 5.4



Second Six Weeks

TOPICTHEME


“Common Goals”

28READING LITERATURE 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.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide theoverall structure of a particular story, drama, or poem.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.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.

ELA 5.12ELA 5.6ELA 7.2

LCC-(to be released June,2012)WR-(see appendix)HMHR- Leveled Readers and Literacy CenterPractice Book 26-5721st CT-

Wistful, grateful, grim, raspy, swarmed, revelers, irresistible, fret, assured, ,nudged, outlandish, ruckus, proclaimed, crucial, crisis, maneuvered, perseverance, encountered, persuading, appealed, destiny, scholars, specialized, gesture, envisioned, proportion, resisted, eminent, charity, modest, disgruntled, inadequate, aghast, dismayed, amends, absentminded, concoction.

READING INFORMATIONAL TEXT

RI.5.1 Quote accurately from a text when explaining what the text says explicitly andwhen drawing inferences from the text.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.



RI.5.4 Determine the meaning of general academic and domain-specific words andphrases in a text relevant to a grade 5 topic or subject area.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 or moretexts.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similaritiesand differences in the point of view they represent.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

READING FOUNDATIONAL SKILLS 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.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, andexpression on successive readings.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA 4.9

WRITING 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.W.5.1b Provide logically ordered reasons that are supported by facts and details.W.5.1d Provide a concluding statement or section related to the opinion presented.W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations,


andmultimedia when useful to aiding comprehension.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).W.5.2e Provide a concluding statement or section related to the information or explanation presented.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.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.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.3e Provide a conclusion that follows from the narrated experiences or events.W.5.4 Produce clear and coherent writing in which the development and organization areappropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)W.5.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details inthe text [e.g., how characters interact]”).W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying whichreasons and evidence support which point[s]”).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 ofdiscipline-specific tasks, purposes, and audiences.

SPEAKING and LISTENING SL.5.1a Come to discussions prepared, having read or studied

ELA 5.41ELA 5.40

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 for discussions 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.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically andusing appropriate facts and relevant, descriptive details to support main ideas or themes;speak clearly at an understandable paceSL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays inpresentations when appropriate to enhance the development of main ideas or themes.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

ELA 5.37ELA 3.41ELA 5.32

LANGUAGEL.5.1a Explain the function of conjunctions, prepositions, and interjections in general andtheir function in particular sentences L.5.2a Use punctuation to separate items in a series.*L.5.2b Use a comma to separate an introductory element from the rest of the sentence.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, andstyle.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.L.5.4c Consult reference materials (e.g., dictionaries, glossaries,


.

thesauruses), both printand digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.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).



Third Six Weeks

TOPICTHEME


“Go With The Flow”

29READING LITERATURE 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.5.3 Compare and contrast two or more characters, settings, or events in a story ordrama, drawing on specific details in the text (e.g., how characters interact).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.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventurestories) on their approaches to similar themes and topics 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..



Inflammable, dignified, rowdy, seldom, conducted, shatter, broached, adjust, residents, specimens, recoil, pesky, debris, internal, bellowing, outcast, reputation, betrayed, yearning, withered, escapades, unfathomable, elongates, elastic, rigid, accumulate, underlying, intricate, vanish, replenishing, recount, uninhabitable, sustain, monotonous, endeavor, dwell, brimming, teeming, parched, sorrowful.

READING INFORMATIONAL TEXT RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize 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.5.4 Determine the meaning of general academic and domain-specific words andphrases in a text relevant to a grade 5 topic or subject area.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 or moretexts.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similaritiesand differences in the point of view they represent.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


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.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.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

ELA 4.9

WRITING

W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizationalstructure in which ideas are logically grouped to support the writer’s purpose.W.5.1b Provide logically ordered reasons that are supported by facts and details. W.5.2a Introduce a topic clearly, provide a general observation and focus, and grouprelated information logically; include formatting (e.g.,


headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).W.5.2e Provide a concluding statement or section related to the information or explanation presented.W.5.4 Produce clear and coherent writing in which the development and organization areappropriate to task, purpose, and audience. (Grade-specific expectations for writing typesare defined in standards 1-3 above.)W.5.5 With guidance and support from peers and adults, develop and strengthen writingas needed by planning, revising, editing, rewriting, or trying a new approach. (Editing forconventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sittingW.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.W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).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.

SPEAKING and LISTENING

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 for discussions and carry out

ELA 5.41ELA 5.40ELA 5.37ELA 3.41ELA 5.32

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.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;speak clearly at an understandable pace.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

LanguageL.5.2e Spell grade-appropriate words correctly, consulting references as needed.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.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.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).L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L.5.5a Interpret figurative language, including similes and metaphors, in context.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).




Fourth Six Weeks

TOPICTHEME


“Dare to be Great”

27READING LITERATURE 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 poemreflects upon a topic; summarize 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.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide theoverall structure of a particular story, drama, or poem.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events aredescribed.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.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.



Tempted, insights, essence, indication, proposed, instinct, baffled, hiatus, embarked, unimaginable, extravagant, gourmet, throng, precarious, compartments, swayed, phobia, invasion, vetoed, wispy, tendency, feat, irrepressible, prestigious, device, industry, scours, appropriate, practical, portable, circulate, protrude, boisterous, deduction, fickle, measly.


READING INFORMATIONAL TEXT RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize 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 specificinformation in the text.RI.5.4 Determine the meaning of general academic and domain-specific words andphrases in a text relevant to a grade 5 topic or subject area.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 or moretexts.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.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).RI.5.10 By the end of the year, read and comprehend informational texts, includinghistory/social studies, science, and technical texts, at the high end of the grades 4-5 textcomplexity band independently and proficiently


READING FOUNDATIONAL SKILLS RF.5.3a Use combined knowledge of all letter-sound correspondences, syllabicationpatterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4a Read on-level text with purpose and understanding.

ELA 4.9

RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, andexpression on successive readings.

WRITING

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.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to developexperiences and events or show the responses of characters to situations.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.3e Provide a conclusion that follows from the narrated experiences or events.W.5.4 Produce clear and coherent writing in which the development and organization areappropriate to task, purpose, and audience. (Grade-specific expectations for writing typesare defined in standards 1-3 above.)W.5.5 With guidance and support from peers and adults, develop and strengthen writingas needed by planning, revising, editing, rewriting, or trying a new approach. (Editing forconventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)W.5.6 With some guidance and support from adults, use technology, including theInternet, to produce and publish writing as well as to interact and collaborate with others;demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.W.5.8 Recall relevant information from experiences or gather relevant information from

ELA 5.18ELA 5.23ELA 5.20ELA 5.21ELA 5.46ELA 5.47ELA 5.25

print and digital sources; summarize or paraphrase information in notes and finishedwork, and provide a list of sourcesW.5.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details inthe text [e.g., how characters interact]”).W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).W.5.10 Write routinely over extended time frames (time for research, reflection, andrevision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


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 for discussions 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.SL.5.2 Summarize a written text read aloud or information presented in diverse mediaand formats, including visually, quantitatively, and orally.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically andusing appropriate facts and relevant, descriptive details to support main ideas or themes;speak clearly at an understandable pace.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when


appropriate to enhance the development of main ideas or themes.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

LANGUAGE

L.5.1c Use verb tense to convey various times, sequences, states, and conditions. L.5.2e Spell grade-appropriate words correctly, consulting references as needed.L.5.2e Spell grade-appropriate words correctly, consulting references as needed. L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poemsL.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L.5.5a Interpret figurative language, including similes and metaphors, in context. L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms,homographs) to better understand each of the words.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 otherlogical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).




Fifth Six Weeks

TOPICTHEME


“Making a Difference”

29READING LITERATURE 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 poemreflects upon a topic; summarize the text.RL.5.3 Compare and contrast two or more characters, settings, or events in a story ordrama, drawing on specific details in the text (e.g., how characters interact).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.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventurestories) on their approaches to similar themes and topics.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.

ELA 5.12ELA 5.10ELA 5.6


Basking, sleek, vital, damage, analyzing, detect, somberly, stammers, monopolize, deflated, enraptured, enterprising, cumbersome, gouges, desolate, bustles, fervor, immaculate, assuage, excursions, giddy, pinnacle, gleeful, panic, turbulent, precious, loathe, bland, mentor, dilapidated, coordination, altruism, sensibility, advocacy, mistreated, compassionate.

READING INFORMATIONAL TEXT RI.5.1 Quote accurately from a text when explaining what the text says explicitly and

ELA 5.12ELA 5.17ELA 5.4


when drawing inferences from the text.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.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.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.RI.5.8 Explain how an author uses reasons and evidence to support particular points in atext, identifying which reasons and evidence support which point(s).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 textcomplexity band independently and proficiently


RF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliarmultisyllabic words in context and out of context.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, andexpression on successive readings.

ELA 4.9

WRITING

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.W.5.1b Provide logically ordered reasons that are supported by facts and details.W.5.1d Provide a concluding statement or section related to the opinion presented.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.

ELA 5.12ELA 5.18ELA 5.23ELA 5.20ELA 5.21ELA 5.46ELA 5.25

W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to developexperiences and events or show the responses of characters to situations.W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.3e Provide a conclusion that follows from the narrated experiences or events.W.5.4 Produce clear and coherent writing in which the development and organization areappropriate to task, purpose, and audience. (Grade-specific expectations for writing typesare defined in standards 1-3 above.)W.5.5 With guidance and support from peers and adults, develop and strengthen writingas needed by planning, revising, editing, rewriting, or trying a new approach. (Editing forconventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)W.5.6 With some guidance and support from adults, use technology, including theInternet, to produce and publish writing as well as to interact and collaborate with others;demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).W.5.10 Write routinely over extended time frames (time for research, reflection, andrevision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING and LISTENING 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 for discussions 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.SL.5.2 Summarize a written text read aloud or information presented in diverse mediaand formats, including visually, quantitatively, and orally.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically andusing appropriate facts and relevant, descriptive details to support main ideas or themes;speak clearly at an understandable pace.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)


LANGUAGE

L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked)verb tenses.L.5.1c Use verb tense to convey various times, sequences, states, and conditions.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.


L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, andstyle.L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used instories, dramas, or poems.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.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).L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both printand digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L.5.5a Interpret figurative language, including similes and metaphors, in context.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.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).



Sixth Six Weeks


TOPICTHEME


“Feats of Daring” 28READING LITERATURE 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.5.3 Compare and contrast two or more characters, settings, or events in a story ordrama, drawing on specific details in the text (e.g., how characters interact).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 complexity band independently and proficiently.

ELA 5.12ELA 5.10ELA 5.6


Asset, intently, profusely, ordeal, terrain, dismal, peril, esteem, remote, laden, appalled, invest, foundered, grueling, isolated, summit, accustomed, streamlined, essential, secure, acclimate, ignited, squinting, jettisoned, tranquility, cramped, potentially, poised, earnestly, insufficient, exceptional, achievement, bickering, equivalent, regal, customary, provoke.

READING INFORMATIONAL TEXT

RI.5.1 Quote accurately from a text when explaining what the text says explicitly andwhen drawing inferences from the text.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RL.5.3 Compare and contrast two or more characters, settings, or events in a story ordrama, drawing on specific details in the text (e.g., how characters interact).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.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 or moretexts.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.RI.5.8 Explain how an author uses reasons and evidence to support particular points in atext, identifying which reasons and evidence support which

ELA 5.12ELA 5.17ELA 5.4ELA 5.43

point(s).RI.5.9 Integrate information from several texts on the same topic in order to write orspeak about the subject knowledgeably.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 textcomplexity band independently and proficiently


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.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 readings RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA 4.9

WRITING 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.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.5.2e Provide a concluding statement or section related to the information or explanation presented.W.5.4 Produce clear and coherent writing in which the development and organization areappropriate to task, purpose, and audience. (Grade-specific expectations for writing typesare defined in standards 1-3 above.)W.5.5 With guidance and support from peers and adults, develop and strengthen writingas needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for


conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)W.5.6 With some guidance and support from adults, use technology, including theInternet, to produce and publish writing as well as to interact and collaborate with others;demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.W.5.8 Recall relevant information from experiences or gather relevant information fromprint and digital sources; summarize or paraphrase information in notes and finishedwork, and provide a list of sourcesW.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).W.5.10 Write routinely over extended time frames (time for research, reflection, andrevision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


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 for discussions 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.SL.5.2 Summarize a written text read aloud or information presented in diverse mediaand formats, including visually, quantitatively, and orally.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically andusing appropriate facts and relevant, descriptive details to


support main ideas or themes;speak clearly at an understandable pace.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

LANGUAGE

L.5.1c Use verb tense to convey various times, sequences, states, and conditions.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.L.5.2d Use underlining, quotation marks, or italics to indicate titles of works.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).L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both printand digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L.5.5a Interpret figurative language, including similes and metaphors, in context.

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).


Project–Based Learning Activities

Students must create a project based on one story per six weeks. The project will be assessed using the attached rubric.

First Six Weeks:“Remarkable Achievements” TE page T12, theme 1Second Six Weeks:“People Working Together” TE page T12, theme 2Third Six Weeks:“How Water Shapes the Earth” TE page T12, theme 3Fourth Six Weeks:“How Scientists Work” TE page T12, theme 4Fifth Six Weeks:“What Our Community Needs” TE page T12, theme 5Sixth Six Weeks:“An Important Moment in Time” TE page T12, theme 6Name______________________________ Date______________________________

Project Title________________________________________ Teacher__________________________

ELA Project Based Assessment Rubric

Process Below Avg. Satisfactory Excellent1. Has clear vision of final product 1, 2, 3 4, 5, 6 7, 8, 92. Properly organized to complete project 1, 2, 3 4, 5, 6 7, 8, 93. Managed time wisely 1, 2, 3 4, 5, 6 7, 8, 94. Acquired needed knowledge base 1, 2, 3 4, 5, 6 7, 8, 95. Communicated efforts with teacher 1, 2, 3 4, 5, 6 7, 8, 9Product (Project) Below Avg. Satisfactory Excellent1. Format 1, 2, 3 4, 5, 6 7, 8, 92. Mechanics of speaking/writing 1, 2, 3 4, 5, 6 7, 8, 93. Organization and structure 1, 2, 3 4, 5, 6 7, 8, 94. Creativity 1, 2, 3 4, 5, 6 7, 8, 95. Demonstrates knowledge 1, 2, 3 4, 5, 6 7, 8, 9, 106. Other: 1, 2, 3 4, 5, 6 7, 8, 9

Total Score: ________________________________

Teacher’s Comments:

5 th grade novel studies These are simply suggestions and can be done in many different ways- read aloud as a class, teacher read aloud, small group, etc… It does not have to be a novel- could be a non-fiction picture book. It just needs to be an “outside of the textbook” selection. You may find it will excite the students and possibly YOU!

Alice’s Adventures in Wonderland by Lewis Carroll (1865)

“Casey at the Bat” by Ernest Lawrence Thayer (1888)

The Black Stallion by Walter Farley (1941)

“Zlateh the Goat” by Isaac Bashevis Singer (1984)

Where the Mountain Meets the Moon by Grace Lin (2009)

Discovering Mars: The Amazing Story of the Red Planet by Melvin Berger (1992)

Hurricanes: Earth’s Mightiest Storms by Patricia Lauber (1996)

A History of US by Joy Hakim (2005)

Horses by Seymour Simon (2006)

Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea by

Sy Montgomery (2006)

Maniac Magee by Jerry Spinelli

Sounder by William H. Armstrong

Dear Mr. Henshaw by Beverly Cleary

Frindle by Andrew Clements

Monroe City SchoolsENGLISH LANGUAGE ARTS

Scope, Sequence, and Timeline/Curriculum MapGRADE 5

August 20 – 24, 2012 Week 1 Orientation/Theme 1 “Finding A Way”- Lesson 1/ Introduce Theme 1 Project August 27 – 31, 2012 Week 2 “Finding A Way” lesson 2September 3, 2012 Labor Day HolidaySeptember 4 – 7, 2012 Week 3 “Finding A Way” lesson 3September 10 – 14, 2012 Week 4 “Finding A Way” lesson 4September 17 – 21, 2012 Week 5 “Finding A Way” lesson 5, novel September 24 – 28, 2012 Week 6 lesson 5 continued, novel, 6 weeks assessment/ Theme 1 Project DueOctober 1 – 4, 2012 Week 7 Theme 2, “Common Goals” lesson 6October 5, 2012 Staff DevelopmentOctober 8 – 12, 2012 Week 8 “Common Goals” lesson 7October 15 – 19, 2012 Week 9 “Common Goals” lesson 8 October 22 - 26, 2012 Week 10 “Common Goals” lesson 9October 29 – 2, 2012 Week 11 “Common Goals ” lesson 10 November 5 – 9, 2012 Week 12 Veterans Day Project, 6 weeks assessmentNovember 12 – 16, 2012 Week 13 Theme 3, “Go With The Flow” lesson 11/ Introduce Theme 3 Project November 19-23, 2012 THANKSGIVING BREAKNovember 26 – 30, 2012 Week 14 “Go With The Flow” lesson 12December 3 – 7, 2012 Week 15 “Go With The Flow” lesson 13December 10 – 14, 2012 Week 16 “Go With The Flow” lesson 14December 17 – 21, 2012 Week 17 “Go With The Flow” lesson 15, 6 weeks assessment Theme 3 Project DueDecember 24 – Jan. 4, 2013 CHRISTMAS BREAKJanuary 7 – 11, 2013 Week 18 Theme 4,“ Dare to be Great” lesson 16/Introduce Theme 4 ProjectJanuary 14 – 18, 2013 Week 19 “Dare to be Great” lesson 17January 21, 2013 MARTIN LUTHER KING HOLIDAY

January 22 – 25, 2013 Week 20 “Dare to be Great” lesson 18January 28 – Feb. 1, 2013 Week 21 “Dare to be Great” lesson 19February 4 – 8, 2013 Week 22 “Dare to be Great” lesson 20February 11 – 15, 2013 Week 23 Novel, 6 week assessment/ Theme 4 Project DueFebruary 18, 2013 PRESIDENT’S DAYFebruary 19 – 22, 2013 Week 24 Theme 5 “Making A Difference” lesson 21/ Introduce Theme ProjectFebruary 25-Mar 1 Week 25 “Making A Difference” lesson 22March 4 – 8, 2013 Week 26 “Making A Difference” lesson 23March 11 – 15, 2013 Week 27 “Making A Difference” lesson 24March 18 – 22, 2013 Week 28 “Making A Difference” lesson 25March 25 – April 1, 2013 SPRING BREAK/EASTER HOLIDAYApril 2 – 5, 2013 Week 29 LEAP REVIEW/ Theme Project DueApril 8 – 12, 2013 Week 30 iLEAPApril 15 – 19, 2013 Week 31 Theme 6 “Feats of Daring” lesson 26/ Theme 6 Project Introduced-NovelApril 22 – 26, 2013 Week 32 “Feats of Daring” lesson 27April 29 – May 3, 2013 Week 33 “Feats of Daring” lesson 28May 6 – 10, 2013 Week 34 “Feats of Daring” lesson 29 May 13 – 17, 2013 Week 35 “Feats of Daring” lesson 30/Theme 6 Project Due- Novel

FIFTH GRADE Monroe City School System THEME: 1: Finding a Way First Six Weeks READING Lesson 1: ROPE BURN Comprehensive Curriculum Guide Genre: Realistic Fiction & Magazine Article

For Use with Harcourt StoryTown

LESSON #1

BEFORE READING COMPREHENSIVECURRICULUM

Suggested Time55 MINUTES

GLE’SCCSS

TE page # RESOURCES UNIT#

PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 5b,7b,12c RL.5.1

28-29 TR1 ? ? ?

TIME: 10 mins. FOCUS SKILL: PLOT: CONFLICT AND RESOLUTION

5dRL.6.2

30-31 SE 22-23 ? ? ?

TIME: 10 mins. COMP. STRATEGY: USE STORY STRUCTURE 5,5dRL.6.2

32-33 TR2, TR3 ? ? ?

TIME: 10 mins BUILD BKG: DEVELOP A WEB AND DISCUSS FRIENDSHIP

34 PC 122 ? ? ?

TIME: 10 mins. BUILD ROBUST VOC.: BUILD WORD MEANING 1L.5.4

35-37 SE24-25, TR4, PB 1 ? ? ?

READING and RESPONDINGSuggested Time

100 MINUTESGLE’SCCSS


PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "ROPE BURN" 11a, 5d, 7, 12e, 12f, 5, 6a, 5b, 12c, 4, 5a, 15, 7a, 25, 12b,25c

RL.2.5,RL.6.2,RL.5.1,RL.6.4,RI.3.4,W.4.9

38-53 SE 26-41, PB2, QA LESSON 1

? ? ?

TIME: 15 mins. PAIRED SELECTION: "TREE HOUSES FOR EVERYONE"

5d, 7b, 10, 12c, 25a

RL.5.9, RL.5.1,W.4.9

54-55 SE 42-43 ? ? ?

TIME: 10 mins.10 mins.

CONNECTIONS: Comparing TextsVocabulary Review

8, 10, 1, 5d, 25a

56-57 SE 44-45 ? ? ?

10 mins.10 mins.

FluencyWriting

RI.5.3, RL.5.3,W.4.9

LESSON #1 AFTER READING COMPREHENSIVECURRICULUM


GLE’SCCSS


PAGE #


5, 5dRL.6.2

58-59 PB 3 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: NARRATIVE FORMS

11aRL.2.5

60-61 PB 4 ? ?

TIME: 10 minsTIME: 10 mins

READING SKILL(s): SETTINGDECODING/WORD ATTACK

5L.5.4

6263 PPB 7-9

? ?

TIME: 15 mins. FLUENCY: ACCURACY 1L.5.4

64 FB 1 ? ?

TIME: 15 mins ENRICHING ROBUST VOCAB: Reinforce, Extend, Review

1L.5.4

65 ? ?

SE—STUDENT EDITION PPB—PHONICS PRACTICE PB---PRACTICE WORK BOOK SPB---SPELLING PRACTICE WORK BOOK

GPB---GRAMMAR WORK BOOK ES—EXTRA SUPPORT CB—CHALLENGE BOOK FB—FLUENCY BUILDERS

TR—READING TRANSPARENCY TGO—TRANSPARENCY GRAPHIC ORGANIZER TLA—TRANSPARENCY LANGUAGE ART QA—QUESTIONING THE AUTHOR COMPREHENSION

GUIDE

WT—WEEKLY TESTS BA---BENCHMARK ASSESSMENT TT---THEME TEST PC—PICTURE CARD

TR—TEACHER RESOUCE BOOK SITG-STRATEGIC INTERVENTION GUIDE

FIFTH GRADE Monroe City School System THEME: 1: Finding A Way First Six Weeks READING Lesson 2:LINE DRIVE Comprehensive Curriculum Guide Genre: Autobiography/Poetry


LESSON #2



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 7b,12cRL.5.1

106-107 TR6 ? ? ?


5d RL.6.2

108-109 SE 52-53 ? ? ?

TIME: 10 mins. COMP. STRATEGY: USE STORY STRUCTURE 5,5dRL.6.2

110-111 TR7, TR8 ? ? ?

TIME: 10 mins BUILD BKG: DEVELOP A WEB AND DISCUSS TEAM SPORTS

112 PC 8 ? ? ?

TIME: 10 mins. BUILD ROBUST VOC.: BUILD WORD MEANING 1 113-115 SE 54-55, TR9, PB7 ? ? ?

L.5.4




PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "LINE DRIVE"11b,12f,5b,5,5d6a,12e,7,16,12c,12f,15,7b,8,12c,25,12b,25c

RL.2.5,RL.5.1,RL.6.2,RL.6.4,RI.5.1,RI.5.2,RI.5.3,W.4.9

116-129 SE56-69, PB8, QA LESSON 2

? ? ?

TIME: 15 mins. PAIRED SELECTION: "NINTH INNING" 11c,5d,6a,7c,10,25

RL.2.5,RL.6.2,RL.6.4,RL.5.3,W.4.9

130-131 SE 70-71 ? ? ?

TIME:10 mins.10 mins.10 mins.10 mins.

CONNECTIONS: Comparing TextsVocabulary ReviewFluencyWriting

1,25L.5.4W.4.9

132-133 SE 72-73 ? ? ?



GLE’SCCSS


PAGE #


5dRL.6.2

134-135 PB 9 ? ?

TIME: 10 mins. COMPREHENSION STRATEGY: PREDICT OUTCOMES

12fRL.5.1

136 ? ?

TIME: 10 minsTIME: mins

READING SKILL(s): DECODING/WORD ATTACK 17dRI.5.7,RI.5.8

136137

PPB 22-23, 191-194

? ?


138 FB 2 ? ?


1L.5.4

139 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME: 1: Finding A Way First Six Weeks READING Lesson 3: CHANG AND THE BAMBOO FLUTE Comprehensive Curriculum Guide Genre: Historical Fiction/Interview


LESSON #3



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 7B,12E,17ARI.5.1,RI.5.7,RI.5.8

164-165 TR10 ? ? ?

TIME: 10 mins. FOCUS SKILL: CHARACTER'S MOTIVES 5dRL.5. 3, RL.5.9

SE 76-77 ? ? ?

TIME: 10 mins. COMP. STRATEGY: MONITOR COMPREHENSION: REREAD

17ERI.5.7 , RI.5.8

168-169 TR11, TR12 ? ? ?

TIME: 10 mins BUILD BKG: DEVELOP A CHART, DISCUSS COURAGE

170 PC98 ? ? ?


171-173 SE 78-79, TR13, PB12

? ? ?




PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "CHANG AND THE BAMBOO FLUTE" 11A,5B,5D,7,6

A,7E,12F,17E,5,6,6B,15,7A,8, 17,17A,25,12B,25C

RL.2.5, RL.5. 3, L.5.9,RL.6.4RL.5.1,RI.5.7,RL.6.4,RI.5.3,RI.5.7,W.4.9,RL.5.1

174-189 SE 80-95, PB 13, QA LESSON3,

? ? ?

TIME: 15 mins. PAIRED SELECTION: "EVREN OZAN, MUSICIAN"

17ERI.5.7 , RI.5.8

190-193 SE 96-99 ? ? ?

TIME:10 mins.10 mins.

CONNECTIONS: Comparing TextsVocabulary Review

8, 10, 1, 5d, 25,17d

194-195 100-101 ? ? ?

10 mins.10 mins.

FluencyWriting



GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: CHARACTER'S MOTIVES 5BRL.5. 3, RL.5.9

196-197 PB 14 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: USING WORDS IN CONTEXT

1AL.5.4

198-199 PB 15 ? ?


READING SKILL(s): NARRATIVE FORMSDECODING/WORD ATTACK

11 RL.2.5

200201

PPB 19-21,49-54,127-138

? ?

TIME: 15 mins. FLUENCY: READING RATE 1 202 FB 3 ? ?


1L.5.4

203 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME: 1:Finding A Way First Six Weeks READING Lesson 4: THE DARING NELLIE BLY

Comprehensive Curriculum Guide Genre: Biography/Personal Narrative


LESSON #4



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHNSION 7B,12E,17RL.5.1,RI.5.7

228-229 TR15 ? ? ?

TIME: 10 mins. FOCUS SKILL: CHARACTER'S MOTIVES 5BRL.6.3

230-231 SE 104-105 ? ? ?

TIME: 10 mins. COMP. STRATEGY: MONITOR COMPREHENSION AND REREAD

17ERI.5.8

232-233 TR16-TR17 ? ? ?

TIME: 10 mins BUILD BKG: DEVELOP A WEB AND DISCUSS TRANSPORTATION

234 PC107 ? ? ?


235-237 SE 106-107 ? ? ?




PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "THE DARING NELLIE BLY AMERICA'S STAR REPORTER" 11B,12F,5B,7,1

2C,12E,5C,17E,4,17E,7A,15,7

238-249 SE 108-119, PB 19, QA LESSON4

? ? ?

B,8,12A,25,12B,25C

RL.2.5,RL.5.1,RL.6.2,L.5.4,RI.5.7,L.5.6,RI.5.3,W.4.9,

TIME: 15 mins. PAIRED SELECTION: NELLIE BLY'S BOOK AROUNG THE WORLD IN SEVENTY TWO DAYS 11B,12B,7B,10,

12E,22RL.2.5,RL.5.1,RL.5.3,W.5.1

250-251 SE 120-121 ? ? ?



8, 10, 1, 25RI.5.3,RL.5.3,L.5.4,W.4.9

252-253 SE 122-123 ? ? ?



GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: CHARACTER'S MOTIVES 5BRL.6.2

254-255 PB20 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: USING WORDS IN CONTEXT

265 ? ?


READING SKILL(s): DECODING/WORD ATTACK 1AL.5.4

265257

PPB 13-15,16-18 ? ?

TIME: 15 mins. FLUENCY: READING RATE 1L.5.4

258 FB4 ? ?


1L.5.4

259 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME: 1: Finding A Way First Six Weeks READING Lesson 5; IT TAKES TALENT! Comprehensive Curriculum Guide Genre:Reader's Theater/Talent Show;

For Use with Harcourt StoryTown Realistic Fiction

LESSON #5 BEFORE READING

COMPREHENSIVECURRICULUM


GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 5D, 7A,12E RL6.2, RL.5.1

284-285 TR19 ? ? ?

TIME: 10 mins. FOCUS SKILL: REVIEW THEME 1 during Reading

? ? ?

TIME: 10 mins. COMP. STRATEGY: REVIEW THEME 1 during Reading

? ? ?

TIME: 10 mins BUILD BKG: DEVELOP A WEB AND DISCUSS TALENT SHOWS

286 PC35 ? ? ?


287-288 TR20, TR21, PB 23 ? ? ?


MINUTESGLE’SCCSS


PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "IT TAKES TALENT"

12F,5B,5D,6B,6C,3,12GRL.5.1, RL.6.2,RL6.4, RL.5.1

290-299 SE 126-135, FB 5 ? ? ?

TIME: 15 mins. PAIRED SELECTION: "THE ALLIGATOR RACE" ? ? ?

TIME: 10 mins. CONNECTIONS: na na ? ? ?




GUIDE




Suggested Time95 MINS.

GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: REVIEW 5b, 5dRL.6.2

308-309 PB 24-25 ? ?

TIME: 30 mins. COMPREHENSION STRATEGY: REVIEW THEME 1 302-303 ? ?


READING SKILL(s): SETTINGDECODING/WORD ATTACK

5RL.6.2

6263 PPB 7-9

? ?


64 FB 1 ? ?


1L.5.4

65 ? ?




GUIDE



Monroe City School SystemENGLISH LANGUAGE ARTS

Comprehensive Curriculum GuideFor use with Harcourt StoryTown

DATE

Sept. 2012 REVIEWTHEME 1

With Lesson 5

ADMINISTERTHEME 1 TEST—FIRST Six Weeks ASSESSMENT

(MCS provided)

FIFTH GRADEFIRST SIX WEEKS

THEME 1TEST

FIFTH GRADE Monroe City School System THEME: 2:Common Goals Second Six Weeks READING Lesson 1:"The Night of San Juan" Comprehensive Curriculum Guide Genre Realistic Fiction/Photo Essay


LESSON #6



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: Listening Comprehension 7a,12c,16RL.5.1

28-29 TR22 ? ? ?

TIME: 10 mins. FOCUS SKILL: Theme 5aRL.6.2

30-31 SE 146 ? ? ?

TIME: 10 mins. COMP. STRATEGY: Ask Questions 17bRI.5.7

32-33 TR24 ? ? ?

TIME: 10 mins BUILD BKG: Develop a Web, Discuss Neighbors and Community

34 PC 26 ? ? ?

TIME: 10 mins. BUILD ROBUST VOC.: Build Word Meaning 1L.5.4

35 TR25, SE 148-149, PB 31

? ? ?


100 MINUTESGLE’S TE page # RESOURCES UNIT

#PAGE

#ACT.

#

TIME: 45 mins. READ SELECTION: "The Night of San Juan" 5b, 7, 5, 5d, 5a, 17b, 6, 6a, 17e, 15, 12f,

38-51 SE 150-163, TGO 1, PB 32, QA 6

? ? ?

17a

RL.6.2, RI 5.7, RL 6.4, RI.5.1

TIME: 15 mins. PAIRED SELECTION: "Tejano Conjunto Festival"

9, 17e, 10, 7b, 8, 12d, 22

RI.5.7, RL.5.3, RI.5.3, RL.5.1,W.5.1

52-53 SE 164 ? ? ?



8, 9, 10, 1, 23b

RI.5.3,RL.5.3, L.5.4, W.5.3

54-55 SE 166-167 ? ? ?




GUIDE





GLE’SCCSS


PAGE #


56-57 PB 33 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: Literary Criticism 7a 58-59 TR26, PB 34 ? ?


READING SKILL(s): Plot: Conflict and ResolutionDecoding/Word Attack

5dRL 6.2

6061

PPB 67-69, 70-72

? ?

TIME: 15 mins. FLUENCY: Expression 62 FB 6 ? ?


1L.5.4

63 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME: 2: Common Goals Second Six Weeks READING Lesson 7: "When the Circus Came to Town" Comprehensive Curriculum Guide Genre: Historical Fiction/Poetry


LESSON #7



GLE’S TE page # RESOURCES UNIT#

PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: Listening Comprehension 3, 7bRL.8.4

104-105 TR 27 ? ? ?


106-107 SE 174-175 ? ? ?

TIME: 10 mins. COMP. STRATEGY: Ask Questions 17bRI.5.7

108-109 TR 28, TR 29 ? ? ?

TIME: 10 mins BUILD BKG: Develop a Web, Discuss Diversity 110 PC 111 ? ? ?


111-112 TR 30, SE 176-177, PB 37

? ? ?



#PAGE

#ACT.

#

TIME: 45 mins. READ SELECTION: "When the Circus Came to Town"

5b, 7, 5, 5d, 5a, 17b, 6, 6a, 17e, 15, 12f, 17a, 12e, 12c, 8, 25, 12b, 25c

RL.6.2, RI.5.7, RL.6.4,RI.5.1, W.4.9

114-129 SE 178-193, TGO 1, PB 38, QA 7

? ? ?

TIME: 15 mins. PAIRED SELECTION: "Poetry Beat" 6a, 12g, 11c, 7c, 15, 12e, 24

RL.6.4, RI.5.2, RL.2.2,L.5.5

130-131 SE 194-195 ? ? ?



8, 10, 1, 25RI.5.3, RL.5.3, L.5.4, W.4.9

132-133 SE 196-197 ? ? ?




GUIDE





GLE’SCCSS


PAGE #


134-135 PB 39 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: Literary Criticism 7a 136-137 ? ?


READING SKILL(s): Using Words in ContextDecoding/Word Attack

1a, 2L.5.4,

138139

PPB 10-12

? ?

TIME: 15 mins. FLUENCY: Expression 140 FB 7 ? ?


1L.5.4

141 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME: 2: Common Goals Second Six Weeks READING Lesson 8:"When Washington Crossed the Delaware"

Comprehensive Curriculum Guide Genre:Narrative Non-Fiction/Poetry


LESSON #8



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: Listening Comprehension 7b, 12c, 16, 17f

RL.5.1, RI.5.7

166-167 31 ? ? ?

TIME: 10 mins. FOCUS SKILL: Text Structure: Sequence 12RI.5.2

168-169 SE 200-201 ? ? ?

TIME: 10 mins. COMP. STRATEGY: Use Graphic Organizers 12, 12aRI.5.2

170-171 TR 32, TR 33 ? ? ?

TIME: 10 mins BUILD BKG: Create a ChartDiscuss the Revolutionary War

172 PC 54 ? ? ?


173-175 TR 34, SE 202-203, PB 42

? ? ?



#PAGE

#ACT.

#

TIME: 45 mins. READ SELECTION: “When Washington Crossed the Delaware”

11b, 6a,12a,12f, 12, 12b, 12c, 12e, 17b, 6,16, 17e, 4,15, 17a, 7b, 25, 5c,

RL.2.5, RL.6.4,

38-51 SE 204-219, PB 43, QA 8, SE 204-219

? ? ?

RL.5.1, RI.5.7, RL.6.4, RI.3.4, W.4.9, RL.6.2

TIME: 15 mins. PAIRED SELECTION: “In 1776” 7c, 12c, 15, 25

RL.5.1, W.4.9

192-193 SE 220-221 ? ? ?



8, 10, 1, 12a, 22

RI.5.3, RL.5.3, L.5.4, RL.5.1, W.5.1

194-195 SE 222-223 ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: Text Structure: Sequence 12aRL.5.1

196-197 PB 44 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: Reference Sources 42, 42a, 43bRI.5.7, RI. 5.9

198-199 TR 35, PB 45 ? ?


READING SKILL(s): Character’s MotivesDecoding/Word Attack

5bRL.6.2

200201

PPB 10-12

? ?

TIME: 15 mins. FLUENCY: Phrasing 202 FB 8 ? ?


1L.5.4

203 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME: 2: Common Goals Second Six Weeks Language Arts Lesson 9: "Leonardo's Horse" Comprehensive Curriculum Guide Genre:Narrative Non-Fiction/Myth


LESSON #9



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: Listening Comprehension 7b, 8, 12c, 12eRI.5.3, RL.5.1

228-229 TR 36 ? ? ?

TIME: 10 mins. FOCUS SKILL: Text Structure: Sequence 12aRL.5.1

230-231 SE 226-227 ? ? ?

TIME: 10 mins. COMP. STRATEGY: Use Graphic Organizers 12, 12aRL.5.1

232-233 TR 38 ? ? ?

TIME: 10 mins BUILD BKG: Draw a WebDiscuss Sculptures

234 PC 5 ? ? ?


235-229 TR 39, PB 48, SE 228-229

? ? ?

READING and RESPONDING


GLE’SCCSS


PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "Leonardo's Horse" 11b, 7,12a,12d, 12f, 5d,12,48,12e, 17a, 13,12b, 17e, 1c, 17c,17b, 12f, 15, 25a,7b,25c

RL.2.5, RL.5.1, RL.6.2, SL.5.2, RI.5.7, L.5.4, W.4.9

230-245 SE 230-245, TGO 4, PB 49, QA 9

? ? ?

TIME: 15 mins. PAIRED SELECTION: Bellerophon and Pegasus"

11a, 7a,10,11a, 12c, 12e, 25

RL.2.5, RL.5.3, RL.2.5, RL.5.1, W.4.9

254-255 SE 246-247 ? ? ?



8,11, 1, 12a, 22

RI.5.3, RL.2.5, RL.5.1, W.5.1

256-257 SE 248-249 ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: Text Structure: Sequence 12a, 5dRL.5.1, RL.6.2

258-259 PB 50 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: Reference Sources 42, 42aRI.5.7

260 ? ?


READING SKILL(s): Decoding/Word Attack

261 PPB 59-60 ? ?

TIME: 15 mins. FLUENCY: Phrasing 262 FB 9 ? ?


1L.5.4

263 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME: 2: Common Goals Second Six Weeks Language Arts Lesson 10: "The Secret Ingredient" Comprehensive Curriculum Guide Genre:Reader's Theater--Fiction/Expository Non-Fiction


LESSON #10

Week: Oct. 20-24 REVIEWBEFORE READING



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: Listening Comprehension 7b, 12d, 12e, 17

RL.5.1, RI.5.7

288-289 TR 40 ? ? ?

TIME: 10 mins. FOCUS SKILL: Theme ReviewText Structure; Sequence

5a, 12aRL.6.2, RS.5.1

312-313 PB 54, PB 55 ? ? ?

TIME: 10 mins. COMP. STRATEGY: Literary Criticism ReviewReference Sources Review

7a, 42RI.5.7

314-315 PB 56, PB 57 ? ? ?

TIME: 10 mins BUILD BKG: Develop a ReviewDiscuss Cooking Show

1, 2, 3L.5.4, RL.8.4

290 PC 71 ? ? ?


291-292 TR 41, TR 42, PB 53 ? ? ?




PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: “The Secret Ingredient” 12f, 5b, 5d, 7, 12g, 12c, 12e, 5a, 17a, 5a, 5b

RL.5.1, RL.6.2, RI.5.7,

295-303 TR 91, 101-105 ? ? ?

TIME: 15 mins. PAIRED SELECTION: "Ants" 306-311 ? ? ?

TIME: 10 mins. COMPARING TEXTS: na ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: THEME, SEQUENCE 5a, 12RL.6.2, RL.5.1

312-313 PB 54-55 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: REVIEW Lessons6-9: LITERARY CRITICISM, REFERENCE SOURCES

7a, 42RI.5.7

314-315 PB 56-57 ? ?

TIME: 10 minsTIME: mins

READING SKILL(s): Decoding/Word AttackReview Lessons 6-9

316-317

? ?

TIME: 15 mins. FLUENCY: na ? ?


305 ? ?




GUIDE





DATE

Nov. 2012 REVIEWTHEME 2

With Lesson 10

DATE

FIFTH GRADESECOND SIX WEEKS

THEME 2TEST

Nov. 2012 READING-WRITING CONNECTIONPages 76-90

ADMINISTERTHEME 2 TEST—SECOND Six Weeks ASSESSMENT

(MCS provided)

FIFTH GRADE Monroe City School System THEME: 3: Go With the Flow Third Six Weeks Language Arts Lesson 11: "Sailing Home"

Comprehensive Curriculum Guide Genre:Historical Fiction/Expository NonFiction


LESSON #11



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 7B,12E,12DRL.5.1

28-29 TR43 ? ? ?

TIME: 10 mins. FOCUS SKILL: COMPARE AND CONTRAST 12DRL.5.1

30-31 SE 272 ? ? ?

TIME: 10 mins. COMP. STRATEGY: MONITOR STRATEGYSELF-CORRECT

1B,2L.5.4

32-33 TR 44-45 ? ? ?

TIME: 10 mins BUILD BKG: DEVELOP A CHARTDEVELOP CONCEPTS

34 PC15 ? ? ?


35-37 TR46, PB61 ? ? ?




PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: SAILING HOME11A,5B,7,8,1A,12D,12C,12E,17B,1B,12F,5D,12F,15,7A,17, 25,12B,25C

RL.2.5, RL.6.2, RI.5.3, L.5.4, RL.5.1, RI.5.7, W.4.9

38-51 PB62QA LESSON 11

? ? ?

TIME: 10 mins. PAIRED SELECTION: VOYAGE INTO THE PAST 10,6A,7B,8,25

RL.5.3, RL.6.4, RI.5.3, W.4.9

52-53 SE 290-291 ? ? ?



8,10,12D,1,22

RI.5.3, RL.5.3, RL.5.1, L.5.4, W.5.1

54-55 SE 292-293 ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: COMPARE AND CONTRAST 12D,10 56-57 PB63 ? ?

RL.5.1, RL.5.3TIME: 15 mins. COMPREHENSION STRATEGY: MAKE

GENERALIZATIONS 58-59 TR47, PB64 ? ?


READING SKILL(s): VOCABULARY STRATEGIESDECODING/WORD ATTACK

1AL.5.4

60-61

PPB85-90

? ?

TIME: 15 mins. FLUENCY: INTONATION 62 ? ?

TIME: 15 mins ENRICHING ROBUST VOCAB: REINFORCE/EXTEND/REVIEW

1L.5.4

63 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME: 3: Go With the Flow Third Six Weeks READING LESSON 12:Wading Into Marine Biology Comprehensive Curriculum Guide

Genre:Informational Narrative/Expository Non-FictionFor Use with Harcourt StoryTown

LESSON #12 BEFORE READING



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: ``RAVEN AND THE TIDES 7A, 12ERL.5.1

104-105 TR48 ? ? ?

TIME: 10 mins. FOCUS SKILL: TEXT STRUCTURECOMPARE/CONTRAST

12DRL.5.1

106-107 ? ? ?

TIME: 10 mins. COMP. STRATEGY: MONITOR COMPREHENSION-SELF CORRECT

1A,2L.5.4

108-109 TR49 ? ? ?

TIME: 10 mins BUILD BKG: DEVELOP A WEBDISCUSS TIDES

110-111 PC86 ? ? ?


111-113 TR51, PB 67 ? ? ?



#PAGE

#ACT.

#

TIME: 45 mins. READ SELECTION: ULTIMATE FIELD TRIP3:WADING INTO MARINE BIOLOGY 11B,12F,7,12C,

12D,12F,17B,12,17,12E,1B,14,2,1A,4,12B,17A,15,7B,15

RL.2.5, RL.5.1, RI.5.7, L.5.4, RI.5.7, RI.3.4,

114-131 SE304-321PB68 QA LESSON 12,

? ? ?

TIME: 15 mins. PAIRED SELECTION: FLORIDA EVERGLADES 12A,7B,8,12C,25ARL.5.1, RI.5.3, RL.5.1, W.4.9

132-133 ? ? ?

TIME: 10 mins. COMPARING TEXTS: WORD PAIRS, REPEATED READING, WRITE A LETTER

1,12D,25A,L.5.4, RL.5.1, W.4.9

134-135 ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: TEXT STRUCTURECOMPARE/CONTRAST

12DRL.5.1

136-137 PB69 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: EXPOSITORY FORMS

11,11BRL.2.5

138-139 PB70 ? ?


READING SKILL(s): MAKE GENERALIZATIONSDECODING/WORD ATTACK

140-141

PPB115-120,175-180

? ?

TIME: 15 mins. FLUENCY: INTONATION 142 ? ?

TIME: 15 mins ENRICHING ROBUST VOCAB: WORD MEANING 1L.5.4

143 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME: 3:”Go With the Flow Third Six Weeks READING LESSON 13: STORMALONG

Comprehensive Curriculum Guide Genre: Tall TaleFor Use with Harcourt StoryTown

LESSON #13



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: THE SEA 6A,7C,12D, 12GRL.6.4, RL.5.1

168-169 TR53 ? ? ?

TIME: 10 mins. FOCUS SKILL: CAUSE AND EFFECT 17ARI.5.7

170-171 SE 328-329 ? ? ?

TIME: 10 mins. COMP. STRATEGY: USE GRAPHIC ORGANIZERS

12, 17ARL.5.1, RI.5.7

172-1173 TR54,55 ? ? ?

TIME: 10 mins BUILD BKG: DEVELOP A CHARTDISCUSS FITTING IN

174 PC107 ? ? ?

TIME: 10 mins. BUILD ROBUST VOC.: INTRODUCE 1L.5.4

175-177 TR56, PB73 ? ? ?




PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: STORMALONG11A,12F,7,12D,12F,17A,12,5B,17C,6A,12E,5,5D,16,12G,17E,12A,15,25,25C

RL.2.5, RL.5.1, RI.5.7, RL.6.2, RL.6.4, L.5.4, W.4.9

178-195 SE332-349PB74QA13

? ? ?

TIME: 15 mins. PAIRED SELECTION: PAUL BUNYAN MAKES PROGRESS

5B,6A,12E,22

RL.6.3, RL.6.4, RL.5.1, W.5.1

196-197 SE350-351 ? ? ?

TIME: 10 mins. COMPARING TEXTS: 1,17A,24L.5.4, RI.5.7, L.5.5

198-199 SE 352-353 ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: CAUSE AND EFFECT 17ARI. 5.7

200-201 PB75 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: VOCABULARY-USING WORD PARTS

1B,1DL.5.4

202-203 TR57,PB76 ? ?


READING SKILL(s): MAKE GENERALIZATIONSLITERARY CRITICISM

7A

204-207

PPB169-174

? ?

TIME: 15 mins. FLUENCY: PACE 208 ? ?


209 ? ?




GUIDE



IFTH GRADE Monroe City School System THEME: 3 "Go With the Flow"Third Six Weeks READING LESSON 14 ”A Drop of Water" Comprehensive Curriculum Guide Genre: Expository Non-Fiction/Poetry


LESSON #14



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LAND OF ANCIENT WATERS 7B, 16 234-235 TR58SE354-355

? ? ?


236-237 SE356-357 ? ? ?

TIME: 10 mins. COMP. STRATEGY: USE GRAPHIC ORGANIZERS

12, 17ARL5.1, RI.5.7

238-239 TR59,60 ? ? ?

TIME: 10 mins BUILD BKG: MAKE A WEB/DISCUSS WATER 240 PC29 ? ? ?

TIME: 20 mins. BUILD ROBUST VOC.: WORD MEANING 1L.5.4

214-243 TR61, PB79 ? ? ?




PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: A DROP OF WATER 11B, 7, 17,17A,4,12,12C,17C,1A, 12D, 17E,15, 7B, 25,12B,25C,

RL.2.5, RI.5.7, RI.3.4, RL.5.1, L.5.4, W.4.9

244-257 PB80,QA LESSON 14, SE360-373

? ? ?

TIME: 15 mins. :PAIRED SELECTION: RAIN DANCE 7C, 6,8,25RL.6.4, RI.5.3, W.4.9

258-259 SE374-375 ? ? ?

TIME: 10 mins. COMPARING TEXTS: 8,10,1,17A,22

RI.5.3, RL.5.3, L.5.4, RI.5.7, W.5.1

260-261 SE 376-377 ? ? ?




GUIDE





GLE’SCCSS


PAGE #


262-263 PB81 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: WORD PARTSEXPOSITORY FORMS

1B, 11A, 11BL.5.4, RL.2.5

264-265 ? ?


READING SKILL(s): REFERENCE SOURCESDECODING/WORD ATTACK

42A,42BRI.5.7

266-267`

PPB145-147

? ?

TIME: 15 mins. FLUENCY: PACE 268 ? ?


269 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME: 3 "Go With the Flow"Third Six Weeks READING LESSON 15:Reader's Theater: How Prairie Became Ocean Comprehensive Curriculum Guide Genre: Myth/ Textbook


LESSON #15



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: SEA OF GRASS 7B, 12B, 12E 294-295 TR62 ? ? ?

RL.5.1TIME: 10 mins. FOCUS SKILL: ? ? ?

TIME: 10 mins. COMP. STRATEGY: ? ? ?

TIME: 10 mins BUILD BKG: DEVELOP A WEB 296 PC98 ? ? ?

TIME: 25 mins. BUILD ROBUST VOC.: WORD MEANING 1L.5.4

297-298 TR63,PB84 ? ? ?



#PAGE

#ACT.

#

TIME: 15 mins. READ SELECTION: HOW PRAIRIE BECAME OCEAN

12B,39,11A,12F,5B,7,12C,12F,17A,9,5C,12D,12E,4,36,38,39

RL.5.1, SL.5.4, RL.2.5, RL.6.2, RI.5.7, RI.3.4, SL.5.6,

299-31- TRB 104-107,92 ? ? ?

TIME: 10 mins. FOCUS SKILL: ? ? ?

TIME: 10 mins. COMPARING TEXTS: ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: COMPARE AND CONTRAST 12D, 17ARL.5.1, RI.5.7

318-319 PB85,86 ? ?

TIME: 30 mins. COMPREHENSION STRATEGY: READING A TEXT BOOK 7,12B,12D,17,1

7A,48,1A,4,RL.5.1, RI.5.7, L.5.4,SL.5.2, RI.3.4

312-317 SE390-395 ? ?


READING SKILL(s): EXPOSITORY FORMS/WORD PARTS/DECODING

11A, 11B, 1BRL.2.5, L.5.4

320-321

PB87,88

? ?

TIME: 15 mins. FLUENCY: ? ?


311 ? ?




GUIDE





DATE

Dec. 2012 REVIEWTHEME 3

With Lesson 15

FIFTH GRADETHIRD SIX WEEKS

2008-2009

THEME 3TEST

DATE

Dec. 2012 READING-WRITING CONNECTIONPages 76-90

ADMINISTERTHEME 3 TEST—THIRD Six Weeks ASSESSMENT

(MCS provided)

FIFTH GRADE Monroe City School System THEME: 4 Dare to Be Great Fourth Six Weeks READING Lesson 16: "The School Story" Comprehensive Curriculum Guide Genre: Realistic Fiction/Folktale


LESSON #16



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 7b, 7a, 17 RI.5.7

28-29 TR 65 ? ? ?

TIME: 10 mins. FOCUS SKILL: MAKING INFERENCES 12eRL.5.1

30-31 SE 400-401 ? ? ?

TIME: 10 mins. COMP. STRATEGY: USE STORY STUCTURECharacter, Setting, Plot(conflict or resolution)

5, 5dRL.6.2

32-33 TR 66, TR 67 ? ? ?

TIME: 10 mins BUILD BKG: Develop a Web, Discuss Publishing

34 STORY WEB, PC 96 ? ? ?

TIME: 20 mins. BUILD ROBUST VOC.: Build Word MeaningDevelop Deeper Meaning

1L.5.4

35-37 ES, PB, CB 92 ? ? ?




PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "The School Story"(REALISTIC FICTION)

11a, 12f, 5b, 12c, 17d, 5d, 17a, 12e, 17e, 12d, 17, 17b, 1b, 7a, 22, 12b, 25c

RL.2.5, RL.5.1, RL.6.2, RI.5.7, RL.6.2, L.5.4, W.5.1, W.4.9

38-59 T GO 1, PB 93, QA Lesson 16, SE 404-425,

? ? ?

TIME: 15 mins. PARIED SELECTION: "How Anansi Gave the World Stories" (FOLKTALE)

11a, 5d, 17, 5a, 5b, 10, 23b

RL.2.5, RL.6.2, RI.5.7, RL.5.3, W.5.3

60-63 SE 426-429 ? ? ?

TIME: 10 mins. COMPARING TEXTS: Vocabulary Review, Fluency Practice, Writing

8, 10, 25, 25aRI.5.3, RL.5.3, W.4.9

64-65 ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: MAKING INFERENCES 12e, RL.5.1

66-67 SE 413, CHART,PB 94

? ?

TIME: 15 mins. COMPREHENSION STRATEGY: LITERARY PATTERNS and SYMBOLS

12d, 10RL.5.1, RL.5.3

68-29 TR 69, Venn Diagram, PB 95

? ?


READING SKILL(s): CAUSE and EFFECTDECODING/ WORD ATTACK: Prefixes

17a1bRI.5.7, L.5.4

7071

Cause & Effect diagramPPB 139-144

? ?

TIME: 15 mins. FLUENCY: EXPRESSION 72 FB Lesson 16, SITG Lesson 16

? ?

TIME: 15 mins ENRICHING ROBUST VOCAB: REINFORCE, EXTEND, CUMULATIVE REVIEW

1L.5.4

73 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME4: Dare to Be Great Fourth Six Weeks READING Lesson 17: "Nothing Ever Happens On 9th Street" Comprehensive Curriculum Guide Genre: Realistic Fiction/Biography


LESSON #17



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 7b, 8, 12 cRI.5.3, RL.5.1

114-115 TR 70 ? ? ?

TIME: 10 mins. FOCUS SKILL: MAKE IINFERENCES 12eRL.5.1

116-117 SE 438-439 ? ? ?

TIME: 10 mins. COMP. STRATEGY: Use Story Structure: Characters, Setting Plot(conflict/resolution)

5d, 5RL.6.2

118-119 TR 71, TR72 ? ? ?

TIME: 10 mins BUILD BKG: Develop a ChartDiscuss City Life

120 CHARTPC 26

? ? ?


11L.5.4

121-123 TR 73,ES, PB, CB 98

? ? ?

READING and RESPONDING

Suggested Time MINUTES

GLE’SCCSS


PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "Nothing Ever Happens on 90th Street" (Realistic Fiction)

11a, 12f, 5d, 5, 12d, 5b, 9, 12e, 17a, 12,

RL.2.5, RL.5.1, RL.6.2, RI.5.7

124-139 PB 99 ? ? ?

TIME: 15 mins. PAIRED SELECTION: "The Artist's Eye" 10, 7b, 12c, 17, 8, 25b, 40a

RL.5.3, RL.5.1, RI.5.7, RI.5.3, W.4.9, SL.5.2

140-141 ? ? ?

TIME: 10 mins. COMPARING TEXTS: Vocabulary Review, Fluency Practice, Writing

8, 10, 1, 25aRI.5.3, RL.5.3, L.5.4, W.4.9

142-143 ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: Make Inferences 12e, RL.5.1

144-145 SE 450, PB 100 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: ? ?


READING SKILL(s): Vocabulary Strategies: Synonyms and AntonymsMake GeneralizationsDecoding/Word Attack: Structural Anaylysis: Suffixes

1aL.5.4

146-147 148149

TR 74, PB 101

? ?

TIME: 15 mins. FLUENCY: Intonation 150 FB Lesson 17, SITG #17

? ?


1L.5.4

151 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME 4: Dare to Be Great Fourth Six Weeks READING Lesson 18 PROJECT MULBERRY Comprehensive Curriculum Guide Genre: Realistic Fiction/Historical Fiction


LESSON #18



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 1A, 7A, 12C, 15L.5.4, RL.5.1,

176-177 TR75 ? ? ?

TIME: 10 mins. FOCUS SKILL: MAIN IDEA AND DETAILS 12CRL.5.1

178-179 ? ? ?

TIME: 10 mins. COMP. STRATEGY: MONITOR COMPREHENSION: ADJUST READY RATE

17, 17ERI.5.7

180-181 TR76, TR77 ? ? ?

TIME: 10 mins BUILD BKG: MAKE A DIAGRAMDISCUSS RAISING SILKWORMS

182 PC 104 ? ? ?


183-185 TR 78, PB 104 ? ? ?


MINUTESGLE’SCCSS


PAGE#

ACT.#

TIME: 15 mins. READ SELECTION: PROJECT MULBERRY 11A, 12F, 5B, 7, 12C, 17D, 17, 5D, 17A, 6A, 17, 12E, 6, 5A, 15, 7A, 8, 12B, 23A, 25C

RL.2.5, RL.5.1, RL.6.2, RI.5.7,

186-199 PB 105, QA 18, SE 468-481

? ? ?

RL.6.4, RI.5.3, W.5.3, W.4.9

TIME: 10 mins. PAIRED SELECTION: JOURNEY ON THE SILK ROAD

4, 17B, 7, 8, 10, 12E, 22

RI.3.4, RI.5.7, RI.5.3, RL.5.3, RL.5.1, W.5.1

200-203 SE 482-485 ? ? ?

TIME: 10 mins. COMPARING TEXTS: 8, 10, 41A, 1, 22, 43A, 43B

RI.5.3, RL.5.3, SL.5.1, L.5.4, W.5.1, RI.5.9

252-253 ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: MAIN IDEA AND DETAILS 12CRL.5.1

206 PB 207 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: POINT OF VIEW 208-209 TR79, PB 107 ? ?


READING SKILL(s): VOCABULARY STRATEGIES:SYNONYMS AND ANTONYMSSTRUCTURAL ANALYSIS: SUFFIXES –OUS, -EOUS, -IOUS

1AL.5.4

210211 PPB 171-172

? ?

TIME: 15 mins. FLUENCY: READING RATE 212 FB 18 ? ?

TIME: 15 mins ENRICHING ROBUST VOCAB: 1L.5.4

213 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME 4: Dare to Be Great Fourth Six Weeks READING Lesson 19 INVENTING THE FUTURE Comprehensive Curriculum Guide Genre: Biography/Historical Documents

For Use with Harcourt StoryTow n

LESSON #19



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: Listening Comprehension 7b, 17a, 8RI.5.7, RI.5.3

238-239 TR 80 ? ? ?

TIME: 10 mins. FOCUS SKILL: Main Idea and Details 12cRL.5.1

240-241 SE 490-491 ? ? ?

TIME: 10 mins. COMP. STRATEGY: Adjust Reading Rate 17RI.5.7

242-243 TR 81-82 ? ? ?

TIME: 10 mins BUILD BKG: Make a ChartDevelop Concepts

244 PC 121 ? ? ?


1L.5.4

246-247 PB 110 ? ? ?




PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "Inventing the Future: A Photobiography of Thomas Alma Edison

11b, 12c, 12e, 12a, 17e, 17a, 12b, 8, 48, 16, 15, 7b, 5b, 22

RL.2.5, RL.5.1, RI.5.7, RI.5.3, SL.5.2, RL.6.2, W.5.1

248-265 PB 111 ? ? ?

TIME: 10 mins. PARIED SELECTION: From the Labatory of Thomas A. Edison

15, 12b, 7b, 12d, 25

RL.5.1, W.4.9

266-267 ? ? ?

TIME: 10 mins. COMPARING TEXTS: Vocabulary Review, 8, 11, 1, 22 268-269 ? ? ?

Fluency Practice, WritingRI.5.3, RL.2.5, L.5.4, W.5.1




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: Main Idea and Details 12cRL.5.1

270-271 SE 504, PB 112 ? ?



READING SKILL(s): Point of ViewExpository FormsText Structure; SequenceDecoding/Word Attack

1611b12a

RL.2.5, R.L. 5.1

272273274275

184-186

? ?

TIME: 15 mins. FLUENCY: Reading Rate 276 FB Lesson 19, SITG Lesson 19

? ?

TIME: 15 mins ENRICHING ROBUST VOCAB: Reinforce, Extend, Cumulative Review

1L.5.4

277 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME 4: Dare to Be Great Fourth Six Weeks READING Lesson 20: The Invention Convention Comprehensive Curriculum Guide Genre: Reader’s Theater/Game Show/Poetry


LESSON #20



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION:"Dial a Fish"

7b, 12e, 17a, RL.5.1, RI.5.7

302-303 TR 84 ? ? ?

TIME: 10 mins BUILD BKG: MAKE A CHARTDISCUSS INVENTIONS and INVENTORS

304 PC 40 ? ? ?

TIME: 20 mins. BUILD ROBUST VOC.: BUILD WORD MEANINGDEVELOP DEEPER MEANING

1L.5.4

305-306 TR 86, ES, PB, CB 115

? ? ?


MINUTESGLE’SCCSS


PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "The Invention Convention"

12f, 12e,15, 12c,7

RL.5.1

307-317 TR 305, ? ? ?

TIME: 10 mins. PAIRED SELECTION: "When Our Family Bands Together" 12f,12g,12c,12

e, 6a, 5d, 17, 7d, 11, 12d,

RL.5.1, RL.6.4, RL.6.2, RI.5.7,RL.2.5

320-325 ? ? ?





GUIDE





GLE’SCCSS


PAGE #

TIME: mins. PERFORMING READERS’ THEATER: 38, 389 SL.5.4

318 TRB 93, 111-114;FB 5 Lesson 20

? ?

TIME: 15 mins. COMPREHENSION STRATEGIES: REVIEW Reading Poetry; Characters, Settings, Events,

11c,5b,5a,5d,RL.2.5, RL.6.3,

320 ? ?


READING SKILL(s): Making Inferences;Main Idea and DetailsPoint of ViewSynonyms and AntonymsDecoding/Word Attack: Prefixes, Suffixes Review

12e12c15, 161a, 1d5b

RL.5.1, L.5.4, RL.6.2

326327328329330-331

PB 116PB117PB 118PB 119

? ?

TIME: 15 mins. FLUENCY: 318 FB Lesson 20 ? ?


1L.5.4

319 ? ?




GUIDE



DATE

February2013

REVIEWTHEME 4

With Lesson 20

DATE

February2013

READING-WRITING CONNECTION

ADMINISTERTHEME 4 TEST—THIRD Six Weeks ASSESSMENT

(MCS provided)

FIFTH GRADE Monroe City School System THEME 5: MAKING A DIFFERENCE Fifth Six Weeks READING Lesson 21: “Interrupted Journey” Comprehensive Curriculum Guide Genre: Expos.Non-Fict./Magazine Article


LESSON #21



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LENDING A PAW 7B,8,12E,15

RI.5.3,RL.5.1

28-29 TR87 ? ? ?

TIME: 10 mins. FOCUS SKILL: AUTHOR’S PURPOSE/PERSPECTIVE

15,16 30-31 SE 538-539 ? ? ?

TIME: 10 mins. COMP. STRATEGY: SUMMARIZE 12B 32-33 TR88,89 ? ? ?

RL.5.1TIME: 10 mins BUILD BKG: DEVELOP A LIST

DEVELOP CONCEPTS 34 PC2 ? ? ?

TIME: 25 mins. BUILD ROBUST VOC.: INTRODUCE 1L.5.4

35-37 TR90, PB123 ? ? ?


MINUTESGLE’SCCSS


PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: INTERRUPTED JOURNEY

11B,7,12F,16 ,17A,17,12E,16,17A,4,12B,6, 12A,48

RL.2.5,RL.5.1,RI.5.7,RI.5.4, RL.6.4,SL5.2

38-51 SE542-555PB124, QA 21,

? ? ?

TIME: 10 mins. PAIRED SELECTION: KIDS IN ACTION: 13,7B,8,10,12D,22,15

RI.5.7,RI.5.3,RL.5.3,RL.5.1,W.5.1,

52-53 SE556-557 ? ? ?

TIME: 10 mins. COMPARING TEXTS: WORD WEBS 54-55 SE558-559 ? ? ?




GUIDE






PAGE #

TIME: 15 mins. FOCUS SKILL: AUTHOR'S PURPOSE/PERSPECTIVE

15,16 56-57 PB125 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: PERSUASIVE TECHNIQUES

16 58-59 TR91, PB126 ? ?


READING SKILL(s): MAKE INFERENCESDECODING

60-61

? ?

TIME: 15 mins. FLUENCY: EXPRESSION 62 ? ?


63 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME 5: MAKING A DIFFERENCE Fifth Six Weeks LANGUAGE ARTS Lesson 22: “Power of W.O.W.” Comprehensive Curriculum Guide Genre: Play/Magazine Article


LESSON #22




PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: PACK HORSE LIBRARIANS 7B, 12C, 12E

RL.5.1

104-105 TR92 ? ? ?

TIME: 10 mins. FOCUS SKILL: AUTHOR’S PURPOSE/PERSPECTIVE

15, 16 106-107 SE566-567 ? ? ?

TIME: 10 mins. COMP. STRATEGY: SUMMARIZE 12B

RL.5.1

108-109 TR93,TR94 ? ? ?

TIME: 10 mins BUILD BKG: CREATE A WEBDISCUSS FUNDRAISING

110 PC96 ? ? ?

TIME: 25 mins. BUILD ROBUST VOC.: INTRODUCE 1

L.5.4

111-112 TR95, PB129SE 568-569

? ? ?

READING and RESPONDINGSuggested Time GLE’S TE page # RESOURCES UNIT PAGE ACT.

MINUTES # # #

TIME: 45 mins. READ SELECTION: POWER OF W.O.W. 11D, 12F, 5B,5D, 7, 12B, 12E, 16, 6, 6A, 12A, 12C, 13, 17A, 15, 7A, 8

RL.2.5,RL.5.1,RL6.2,RL.6.4,RI.5.7,RI.5.3

114-127 SE570-583PB130

? ? ?

TIME: 10 mins. PAIRED SELECTION: GOT A PROBLEM? 14,7B,10,12A,12C,14,25A

RI.5.7,RL.5.3,RL.5.1,RI.5.7,W.4.9

128-129 SE 584-585 ? ? ?

TIME: 10 mins. COMPARING TEXTS: WORD PAIRS 8,10,25,1

RI.5.3,RL.5.3,W.4.9,L.5.4

130-131 SE 586-587 ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: AUTHOR'S PURPOSE/PERSPECTIVE

15, 16 132-133 PB131 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: DRAW CONCLUSIONS

12ERL.5.1

134-135 PB132, TR96 ? ?


READING SKILL(s): USING WORD PARTS,DECODING/WORD ATTACK

1C, 1D L.5.4

136-137

PPB 157-162

? ?

TIME: 15 mins. FLUENCY: EXPRESSION 138 FB22 ? ?


139 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME 5: MAKING A DIFFERENCE Fifth Six Weeks LANGUAGE ARTS Lesson 23: “Any Small Goodness” Comprehensive Curriculum Guide Genre: Realistic Fiction/Fable


LESSON #23



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: DOG GONE 7B, 12C

RL.5.1

164-165 TR97 ? ? ?

TIME: 10 mins. FOCUS SKILL: LITERARY DEVICES 6A

RL.6.4

166-167 SE 590-591 ? ? ?

TIME: 10 mins. COMP. STRATEGY: ANSWER QUESTIONS 17

RI.5.7

168-169 TR98, TR99 ? ? ?

TIME: 10 mins BUILD BKG: CREATE A LISTDISCUSS NEIGHBORS

170 PC68 ? ? ?

TIME: 25 mins. BUILD ROBUST VOC.: INTRODUCTION 1

L.5.4

171-173 TR100, PB135SE592-593

? ? ?


MINUTESGLE’SCCSS


PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: ANY SMALL GOODNESS 11A, 12F, 5B, 5D, 7, 12D, 17, 6A, 17A, 12E, 7A, 12B, 15, 8,22,25C

174-187 SE594-607PB 136

? ? ?

RL.2.5,RL.5.1,RL.6.2,RI.5.7,RL.6.4,RI.5.3,W.5.1,W.5.9

TIME: 10 mins. PAIRED SELECTION: AESOP’S FABLES 12, 7A, 9,12E, 23B

RL.5.1,W.5.3

188-189 SE608-609 ? ? ?

TIME: 10 mins. COMPARING TEXTS: WORD SORTPARTNER READ

8

RI.5.3

190 SE610-611 ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: LITERARY DEVICES 6ARL.6.4

192 PB137 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: LITERARY PATTERNS AND SYMBOLS

194 ? ?


READING SKILL(s): PERSUASIVE TECHNIQUESMAIN IDEAS AND DETAILS

15, 12C RL.5.1

195-197

? ?

TIME: 15 mins. FLUENCY: PACE 198 FB23 ? ?


199 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME 5: MAKING A DIFFERENCE Fifth Six Weeks LANGUAGE ARTS Lesson 24: “CHESTER CRICKET’S PIGEON RIDE” Comprehensive Curriculum Guide Genre: Fantasy/Poetry


LESSON #24



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 7A, 12E, 17F 224-225 TR 101 ? ? ?

RL.5.1,RI.5.7TIME: 10 mins. FOCUS SKILL: LITERARY DEVICES 12G

RL.5.1

226-227 ? ? ?

TIME: 10 mins. COMP. STRATEGY: ANSWER QUESTIONS 17

RI.5.7

228-229 TR 102, TR 103 ? ? ?

TIME: 10 mins BUILD BKG: COMPLETE A CHARTDISCUSS NEW YORK CITY

230 PC 26 ? ? ?

TIME: 25 mins. BUILD ROBUST VOC.: BUILD WORD MEANING 1

L.5.4

231-233 TR 104, PB 140 ? ? ?


MINUTESGLE’S TE page # RESOURCES UNIT

#PAGE

#ACT.

#

TIME: 15 mins. READ SELECTION: CHESTER CRICKET’S PIGEON RIDE

11A, 12F, 5B, 12E, 17, 1A, 12G, 6A, 17, 6, 17A, 5D, 12, 48, 12C, 12D, 15, 22, 25C, 15

RL2.5,RL.5.1,RL.6.2,RI.5.7,L.5.4,RL.6.4,SL.5.2,W.5.1,W.4.9

234-247 PB 141, QA 24, SE 618-631

? ? ?

TIME: 10 mins. PAIRED SELECTION: CENTRAL PARK 6A, 17, 7C, 12G, 11, 16, 24

RL.6.4,RI.5.7,RL.5.1,RL.2.5,L.5.5

248-251 ? ? ?

TIME: 10 mins. COMPARING TEXTS: 8, 10, 1, 24 252-253 ? ? ?

RI.5.3,RL.5.3,L.5.4,L.5.5




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: LITERARY DEVICES 12G

RL.5.1

254-255 PB 142 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: DRAW CONCLUSIONS

12E

RL.5.1

256 ? ?

TIME: 10 mins READING SKILL(s): DECODING/WORD ATTACKSTTRUCTURAL ANALYSIS:UNUSUAL PLURALS

257

PPB 25-26

? ?

TIME: 15 mins. FLUENCY: PACE 258 FB 24 ? ?

TIME: 15 mins ENRICHING ROBUST VOCAB: 1

L.5.4

259 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME 5: MAKING A DIFFERENCE Fifth Six Weeks LANGUAGE ARTS Lesson 25: “The Compassion Campaign”

Comprehensive Curriculum Guide Genre: News Report/Folktale


LESSON #25



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: HE EVEN KISSED A PIG 7B, 12C, 12E, 17A

RL.5.1,RI.5.7

284-285 TR105 ? ? ?



TIME: 10 mins BUILD BKG: DRAW A WEB/DISCUSS COMPASSION

286 PC58 ? ? ?

TIME: 25 mins. BUILD ROBUST VOC.: INTRODUCTION 1

L.5.4

287-288 TR106, TR107, PB145

? ? ?


MINUTESGLE’SCCSS


PAGE#

ACT.#

TIME: 15 mins. READ SELECTION: THE COMPASSION CAMPAIGN

12B, 39,12F,6,7, 12C, 7A, 15, 6A, 1, 12D, 5,15,36,38,39

RL.5.1,SL.5.4,RL.6.4,RL.6.4,L.5.4,RL.6.2,SL5.6,SL.5.4

289-300 TRB115-119 ? ? ?






GUIDE





GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. FOCUS SKILL: AUTHOR'S PURPOSE/LITERARY DEVICES

15,16,6,6A

RL.6.4

308-309 PB146, PB147 ? ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: READING FICTION 302-307 SE650-655 ? ? ?


READING SKILL(s): LITERARY PATTERNSDRAW CONCLUSIONS

12E

RL.5.1

310-311

PB148, PB149

? ? ?

TIME: 15 mins. FLUENCY: DECODING/WORD ATTACK 312-313 ? ? ?

TIME: 15 mins ENRICHING ROBUST VOCAB: WORD MEANING 1

L.5.4

301 ? ? ?




GUIDE



April 2013 READING & WRITINGCONNECTION

Review THEME 5

March 2013April 2013

iLEAP REVIEW

April 2013iLEAP TEST

FIFTH GRADE Monroe City School System THEME 6: FEATS OF DARINGSixth Six Weeks LANGUAGE ARTS Lesson 26: “Lewis & Clark” Comprehensive Curriculum Guide Genre: Nar.Non-Fict/Expos.Non-Fic


LESSON #26



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 7b,12c,12b,15

RL.5.1,

28-29 TR108 ? ? ?

TIME: 10 mins. FOCUS SKILL: SUMMARIZE AND PARAPHRASE

12b

RL.5.1

30-31 SE 660-661 ? ? ?

TIME: 10 mins. COMP. STRATEGY: MONITOR COMPREHENSION: READ AHEAD

12

RL.5.1

32-33 TR109, TR110 ? ? ?

TIME: 10 mins BUILD BKG: MAKE A WEB AND DISCUSS THE LOUISIANA PURCHASE

34 PC 31 ? ? ?


L.5.4

35-37 SE 662-663, TR111, PB 153

? ? ?


MINUTESGLE’SCCSS


PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "LEWIS AND CLARK 11b,7,12b, 17a, 12,12c, 12e, 12f, 4, 12, 12a,12d, 17, 15, 7b, 8, 12c, 25, 25c

RL2.5,RL.5.1,RI.5.7,RI.3.4,RI.5

38-51 SE 661-677 ? ? ?

.3,W.4.9TIME: 15 mins. PAIRED SELECTION: "HUPA AND YUROK

BASKETS 48,12,7b,9,12a,48,22

SL5.2,RL.5.1,W.5.1

52-55 SE 678-681 ? ? ?

TIME: 10 mins. COMPARING TEXTS: 8,11,12,1,25

RI.5.3,RL.2.5,RL.5.1,L.5.4,W.4.9

56-57 SE 682-683 ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: SUMMARIZE AND PARAPHRASE 12b,

RL.5.1

58-59 PB 155 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: MAKE JUDGMENTS

60-61 PB 156 ? ?


READING SKILL(s): POINT OF VIEWDECODING/WORD ATTACK

6263 PPB 124-126,184-

186

? ?

TIME: 15 mins. FLUENCY: ACCURACY 64 FB 1 ? ?

TIME: 15 mins ENRICHING ROBUST VOCAB: 1 65 ? ?

L.5.4




GUIDE



FIFTH GRADE Monroe City School System THEME 6: FEATS OF DARING Sixth Six Weeks LANGUAGE ARTS Lesson 27: “Klondike Kate” Comprehensive Curriculum Guide Genre: Biography/Magazine Art.


LESSON #27



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 7b,12c,12e

RL.5.1

110-111 TR113 ? ? ?

TIME: 10 mins. FOCUS SKILL: SUMMARIZE AND PARAPHRASE

12b

RL.5.1

112-113 SE 692-693 ? ? ?

TIME: 10 mins. COMP. STRATEGY: MONITOR COMPREHENSION: READ AHEAD

12

RL.5.1

114-115 TR 114-115 ? ? ?

TIME: 10 mins BUILD BKG: MAKE A WEB AND DISCUSS THE GOLD RUSH

116 PC 30 ? ? ?

TIME: 10 mins. BUILD ROBUST VOC.: BUILD WORD MEANING 1 117-119 SE 694-695 ? ? ?


MINUTESGLE’SCCSS


PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "KLONDIKE KATE"

11b,7,12b,12e,17a,12,12c,12f,13,16,5,5d,4,17e,15,7b,25a,25c

RL.2.5,RL.5.1,RI.5.7,RL.6.2,RI.3.4,W.4.9

120-137 SE 696-713 ? ? ?

TIME: 15 mins. PAIRED SELECTION: "SOURDOUGH7b,10,12b,12c,12d,25

138-139 SE 714-715 ? ? ?

RL.5.3,RL.5.1,W.4.9

TIME: 10 mins. COMPARING TEXTS: 8,10,1,25

RI.5.3,RL.5.3,L.5.4,W.4.9

140-141 SE 716-717 ? ? ?




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: SUMMARIZE AND PARAPHRASE 12b,

RL.5.1

142-143 PB 161 ? ?



READING SKILL(s): LITERARY DEVICESDECODING/WORD ATTACK

144145

? ?

TIME: 15 mins. FLUENCY: ACCURACY 146 FB 1 ? ?


L.5.4

147 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME 6: FEATS OF DARING Sixth Six Weeks LANGUAGE ARTS Lesson 28: “The Top of the World” Comprehensive Curriculum Guide Genre:Expos.Non-Fic/Poetry/Almanac.


LESSON #28



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION

7b,12c,15,17,17f

172-173 TR117 ? ? ?

RL.5.1,RI.5.7TIME: 10 mins. FOCUS SKILL: FACT AND OPINION 17f

RI.5.7

174-175 SE 720-721 ? ? ?

TIME: 10 mins. COMP. STRATEGY: SUMMARIZE 12b

RL.5.1

176-177 TR119 ? ? ?

TIME: 10 mins BUILD BKG: MAKE A CHART AND DISCUSS THE MOUNT EVEREST

178 PC 81 ? ? ?


L.5.4

179-181 SE 722-723 ? ? ?


MINUTESGLE’SCCSS


PAGE#

ACT.#

TIME: 45 mins. READ SELECTION: "THE TOP OF THE WORLD CLIMBING MOUNT EVEREST"

11b,7,12b,12e,17a,12,12c,12f,13,4,17e,15,7b,25a,25c,48,17f,17,25c

RL.2.5,RL.5.1,RI.5.7,RI.5.4,W.4.9,SL.5.2

182-199 SE 724-741 ? ? ?

TIME: 15 mins. PAIRED SELECTION: "ON TOP OF THE WORLD"

7c,11c,48,7b, 12d,12e,24,48

RL.2.5,SL.5.2,RL.5.1,L.5.5,

200-201 SE 742-743 ? ? ?

TIME: 10 mins. COMPARING TEXTS: 8,10,1,22,43a, 43b

202-203 SE 744-745 ? ? ?

RI.5.3,RL.5.3,L.5.4,W.5.1,RI.5.3




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: FACT AND OPINION 17f

RI.5.7

204-205 PB166 ? ?

TIME: 25 mins. COMPREHENSION STRATEGY: GRAPHIC SOURCES, MAKE JUDGMENTS, DRAW CONCLUSIOS

48,12e

SL.5.2,RL.5.1

206-209 PB167 ? ?


READING SKILL(s): LITERARY PATTERNS AND SYMBOLSDECODING/WORD ATTACK

210211

? ?

TIME: 15 mins. FLUENCY: PHRASING 212 FB28 ? ?


L.5.4

213 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME: 6 Sixth Six Weeks READING THE MAN WHO WENT

TO THE FAR SIDE OF THE MOONComprehensive Curriculum Guide


LESSON #29



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 7B, 12B, 12C

RL.5.1

238-239 TR 122 ? ? ?

TIME: 10 mins. FOCUS SKILL: FACT AND OPINION 17F 240-241 ? ? ?

RI.5.7TIME: 10 mins. COMP. STRATEGY: SUMMARIZE 12B

RL.5.1

242-243 TR 123, TR 124 ? ? ?

TIME: 10 mins BUILD BKG: MAKE A CHARTDISCUSS APOLLO 11

244 Pc 6 ? ? ?

TIME: 25 mins. BUILD ROBUST VOC.: 1

L.5.4

245-2247 TR 125, PB 170, SE 750-751

? ? ?


MINUTESGLE’SCCSS


PAGE#

ACT.#

TIME: 15 mins. READ SELECTION: THE MAN WHO WENT TO THE FAR SIDE OF THE MOON

11B, 7, 12E, 17F, 5C, 12B, 12C, 17F, 12, 13, 17A, 48, 17, 12D, 5B, 4, 6A, 15, 7B, 8, 12A, 25

RL.2.5,RL.5.1,RI.5.7,RL.6.2,SL.5.2,RI.3.4,RL.6.4,RI.5.3,W.4.9

248-263 TG02, PB 171, SE 752-767

? ? ?

TIME: 10 mins. FOCUS SKILL: THE SPACE RACE 48, 2, 7B, 8, 12C, 25, 46

SL.5.2,L.5.4,RI.5.3,RL.5.1,W.4.9,SL.5.2

264-267 ? ? ?

TIME: 10 mins. COMPARING TEXTS: 8, 10, 1, 25, 46

RI.5.3,RL.5.3,L.

268-269 ? ? ?

5.4,W.4.9,W.5.6




GUIDE





GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: FACT AND OPINION 17F

RI.5.7

270-271 PB 172 ? ?

TIME: 15 mins. COMPREHENSION STRATEGY: GRAPHIC SOURCES; COMPARE AND CONTRAST

48, 12D

SL.5.2.RL.5.1

272-273 ? ?


READING SKILL(s): AUTHOR’S PURPOSE AND PERSPECTIVEDECODING/WORD ATTACK

15, 16 274

275

? ?

TIME: 15 mins. FLUENCY: PHRASING 276 FB 29 ? ?


L.5.4

277 ? ?




GUIDE



FIFTH GRADE Monroe City School System THEME: 6 Sixth Six Weeks READING

EXPLORING THE GULF COAST Comprehensive Curriculum Guide


LESSON #30



GLE’SCCSS


PAGE #

ACT.#

TIME: 15 mins. READ ALOUD: LISTENING COMPREHENSION 7B, 16 302-303 TR 126 ? ? ?



TIME: 10 mins BUILD BKG: 304 PC 2 ? ? ?


L.5.4

305-306 TR 127, TR 128, PB 175

? ? ?


MINUTESGLE’SCCSS


PAGE#

ACT.#

TIME: 15 mins. READ SELECTION: EXPLORING THE GULF COAST

7, 12E, 17A, 17F, 12B, 12C, 12D, 17F, 4, 1A,

RL.5.1,RI.5.7,RI.3.4,L.5.4

308-317 SE, 776-785 ? ? ?

TIME: 20 mins. FOCUS SKILL: REVIEW: SUMMARIZE AND PARAPHRASEFACT AND OPINION

12BRL.5.1

17FRI.5.7

326

327

PB 176

PB 177

? ? ?





GUIDE



LESSON # AFTER READING COMPREHENSIVECURRICULUM


GLE’SCCSS


PAGE #

TIME: 15 mins. FOCUS SKILL: REVIEW: MAKE JUDGEMENTSREVIEW: GRAPHIC SOURCES

48

SL.5.2

328329

PB 178PB 179

? ?

TIME: 15 mins. COMPREHENSION STRATEGY: REVIEW: READING A SOCIAL STUDIES TEXTBOOK

7, 12E, 48, 12B, 17F, 12, 22

RL.5.1,SL.5.2,RI.5.7,W.5.4

320-325 ? ?


READING SKILL(s): DECODING/WORD ATTACKREVIEW

330-331

? ?

TIME: 15 mins. FLUENCY: ? ?


L.5.4

319 ? ?




GUIDE



Monroe City Schools

FIFTH GRADE

2011-2012

Timeline

Scope and Sequence

for

HOUGHTON MIFFLIN ENGLISH

Fifth GradeHoughton-Mifflin Grammar & Writing

Time Line2012-2013

UNIT DESCRIPTION DATESGS Getting Started August 20-24, 2012GS Getting Started August 27-31, 20121 The sentence September 4-7, 2012

1 The sentence September 17-21, 20122 Nouns September 24-28, 20122 Nouns October 1-4, 20123 Verbs October 8-12, 20123 Verbs October 15-19, 20123 Verbs October 22-26, 2012

3-4 Verbs(3) & Adjectives(4)

October 29-November 2, 2012

4-5 Adjectives(4) & Capitalization (5)

November 5-9, 2012

5 Capitalization & Punctuation

November 12-16, 2012

6 Pronouns November 26-30, 20126 Pronouns December 3-7, 20127 Adverbs &

PrepositionsDecember10-14, 2012

7 Adverbs & Prepositions

December 17-20, 2012

8 Writing: personal narr. January 7-11, 20138 Writing: personal narr. January 14-17, 20139 Writing a story January 22-25, 20139 Writing a story January 28-February 1, 2013

10 Compare & Contrast February 4-8, 201310 Compare & Contrast February 11-15, 201311 Research Report February 19-22, 201311 Research Report February 25 –March 1, 201312 Writing to Express an

OpinionMarch 4-8, 2013

12 Writing to Express an Opinion

March 11-15, 2013

LEAP Review March 18-22, 2013LEAP Review April 2-5, 2013

LEAP Review/Testing April 8-12, 201313 Writing to Persuade April 15-19, 201313 Writing to Persuade April 22-26, 201313 Writing to Persuade April 29-May 3, 201313 Writing to Persuade May 6-10, 201313 Writing to Persuade May 13-17, 2013

FIFTH Grade LANGUAGE ARTS First SIX WEEKS: Comprehensive Curriculum Guide

UNIT Getting Started

GRAMMAR/WRITING SKILLS COMPREHENSIVECURRICULUM

DAY # TOPIC GLE’SCCSS

TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Listening, Speaking and Viewing 32-33,38SL.5.6,L.5.1

2-4 ? ? ?

Day 2 Listening, Speaking and Viewing 32-33,38SL.5.6,L.5.1

5-6 ? ? ?

Day 3 The Writing Process Writing a Description: What is Prewriting

21,28W.5.8,L.5.1

8-12 ? ? ?

Day 4 What is prewriting? 21,28W.5.8,L.5.1

13-17 ? ? ?

Day 5 What is drafting? ?? ? ?

UNIT Getting Started



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 What is revising and a writing conference? 21,28W.5.8,L.5.1

,20-23 ? ? ?

Day 2 What is proofreading? 21,28W.5.8,L.5.1

24-25 ? ? ?

Day 3 What is publishing and reflecting? 21,28 W.5.8,L.5.1

26-27 ? ? ?

Day 4 Review and practice writing 21,28W.5.8,L.5.1

? ? ?

Day 5 Review and practice writing ? ? ?


UNIT 1 The Sentence



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 What is a sentence? 28L.5.1

32-33 TLA 2, 2B ? ? ?

Day 2 Four Kinds of sentences 28L.5.1

34-35 TLA 3, GPB1 ? ? ?

Day 3 Subjects and Predicates 28L.5.1

36-37 TLA 3, GPB2 ? ? ?

Day 4 Simple Subjects 28L.5.1

38-39 GPB 3 ? ? ?

Day 5 Simple Predicates PB 6 ? ? ?

UNIT 1 The Sentence


DAY # TOPIC GLE’S TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1Labor Day

? ? ?

Day 2 Subjects in Imperatives 28,29L.5.1

42-43 TLA 14, GPB 5

? ? ?

Day 3 Conjuctions and writing good sentences 28,29L.5.1

44-47 ? ? ?

Day 4 Run-on sentences/Review 28,29L.5.1

48-49,50

TLA 20, 26 ? ? ?

Day 5 Assessment Unit 1 ? ? ?


UNIT 2 Nouns GRAMMAR/WRITING SKILLS COMPREHENSIVECURRICULUM


TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 What is a noun? 29L.5.1

64-65 ? ? ?

Day 2 Common and Proper Nouns and writing with nouns 29 66-69 TLA 66, 67 ? ? ?

L.5.1Day 3 Singular nouns and plural nouns 29

L.5.170-73 GPB 37 ? ? ?

Day 4 Assessment 29L.5.1

TLA 78,38,39 ? ? ?

Day 5 Singular Possessive nouns ? ? ?

UNIT 2 Nouns GRAMMAR/WRITING SKILLS COMPREHENSIVECURRICULUM


TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Plural possesive nouns 29L.5.1

76-77 TLA 84 ? ? ?

Day 2 Writing with nouns 29L.5.1

78-79 GPB 45 ? ? ?

Day 3 Using exact nouns 29L.5.1

80 GPB 46,47 ? ? ?

Day 4 Test Practice and review 29L.5.1

84-88 ? ? ?

Day 5 6 Weeks Assessment ? ? ?

FIFTH Grade LANGUAGE ARTS Second SIX WEEKS: Comprehensive Curriculum Guide

UNIT 3 Verbs GRAMMAR/WRITING SKILLS COMPREHENSIVECURRICULUM


TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Action Verbs 29L.5.1

96-97 TLA 62, 122, 130, 131

? ? ?

Day 2 Direct Objects 29L.5.1

98-99 TLA 123 ? ? ?

Day 3 Main Verbs and Helping Verbs 29L.5.1

100-101

GPB 67-69, 73-75, 91-92

? ? ?

Day 4 Linking Verbs 29L.5.1

102-103

PB 128 ? ? ?

Day 5 Present Tense Verbs TLA 142, GPB 77-79PB 134

? ? ?



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Past Tense Verbs 29L.5.1

104-105

TLA 148-149 ? ? ?

Day 2 Future Tense Verbs 29L.5.1

108-109

GPB 89-91PB 139

? ? ?

Day 3 Writing with Verbs 29L.5.1

110-111

? ? ?

Day 4 Subject Verb Agreement 29L.5.1

112-113

? ? ?

Day 5 Agreement with be and have ? ? ?




TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Contractions with not/Regular and Irregular Verbs 29L.5.1

116-119

TLA 191-192GPB 107-108

? ? ?

Day 2 More irregular Verbs 29L.5.1

120-121

? ? ?

Day 3 Verb phrases with have 29L.5.1

122-123

? ? ?

Day 4 Verb phrases with teach, learn; let, leave 29L.5.1

124-125

? ? ?

Day 5 Verb phrases with sit, set;can, may ? ? ?

UNIT 3 Verbs and Unit 4 Adjectives



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Using exact verbs and review 29L.5.1

128-135

TLA 159-160GPB 90

? ? ?

Day 2 Verb Asssessment 29L.5.1

? ? ?

Day 3 What is an adjective? Writing with adjectives 29L.5.1

152-155

TLA 116-117GPB 63-65

? ? ?

Day 4 Articles and Demonstratives 29L.5.1

156-157

PB 109 ? ? ?

Day 5 Comparing Adjectives ? ? ?


UNIT 4 Adjectives and

Unit 5 Capitalization



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Proper Adjectives and choosing different adjectives 29L.5.1

162-164

TLA 116-117GPB 63-65

? ? ?

Day 2 Review 170-173

PB109 ? ? ?

Day 3 Adjective assessment ? ? ?

Day 4 Correct Sentences/Proper Nouns and Adjectives 27L.5.2

180-183

? ? ?

Day 5 Commas in a series/More uses for commas 26L.5.2

? ? ?

UNIT Unit 5 Capitalization

and Punctuation



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Interjections 192-193

? ? ?

Day 2 Quotations 26L.5.2

194-195

TLA 186-187GPB 103-105

? ? ?

Day 3 Abbreviations and Titles 2L.5.4

196-199

PB 174 ? ? ?


? ? ?

Day 5 2nd Six weeks assessment ? ? ?

FIFTH Grade LANGUAGE ARTS Third SIX WEEKS: Comprehensive Curriculum Guide

UNIT 6 Pronouns



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Subject Pronouns 28L.5.1

216-217

TLA 90-91, 96 GPB 49-51

? ? ?

Day 2 Object Pronouns 28L.5.1

218-219

PB 83, 90,91 ? ? ?

Day 3 Using I and me 28L.5.1

220-221

TLA 98-99GPB 55-57

? ? ?

Day 4 Possesive Pronouns 28 222- TLA 10 PB ? ? ?

L.5.1 223 97GPB59-61

Day 5 Assessment and Writing with pronouns TLA 128PB103

? ? ?

UNIT 6 Pronouns



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Contractions with Pronouns 28L.5.1

226-227

TLA 174 ? ? ?

Day 2 Double Subjects 28L.5.1

228-229

? ? ?

Day 3 Using we and us with nouns Using Homophones correctly

29L.5.1

230-232

? ? ?


? ? ?

Day 5 Pronoun Assessment ? ? ?


UNIT 7 Adverbs and

Prepositions



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Adverbs 28,29 246- TLA 180-181 ? ? ?

L.5.1 246 GPB 99-100Day 2 Writing with Adverbs 28

L.5.1248-249

PB 169 ? ? ?

Day 3 Comparing with Adverbs 28L.5.1

250-251

? ? ?

Day 4 Adjective or Adverbs 28L.5.1

252-253

? ? ?

Day 5 Adverb Assessment ? ? ?

UNIT Unit 7 Adverbs and Prepositions



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Negatives 29L.5.1

254-255

TLA 52-53 ? ? ?

Day 2 Prepositions 29L.5.1

256-257

GPB 27-29 ? ? ?

Day 3 Prepostional Phrases 29L.5.1

258-259

PB 47 ? ? ?

Day 4 Writing with prepositional phrases 29L.5.1

260-261

? ? ?

Day 5 Assessment ? ? ?


UNIT 7 Adverbs and

Prepositions



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Pronouns in Preposional Phrases 29L.5.1

262-263

? ? ?

Day 2 Adverb or Preposition? 29L.5.1

264-265

? ? ?

Day 3 Review ? ? ?

Day 4 Review ? ? ?

Day 5 3rd Six Week Assessment ? ? ?

UNIT 8 Writing a Personal Narrative



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Published model What makes a great personal narrative?

20,21,22L.5.3, W.5.5W.5.1

295-298

TLA100,112, 156

? ? ?

Day 2 Student model 20,21,22

L.5.3, W.5.5W.5.1

299-303

TLA101,102, 113,114,157, 158

? ? ?

Day 3 Prewriting 21,22 305- ? ? ?

W.5.5W.5.1

306

Day 4 Drafting 20,21,22L.5.3, W.5.5W.5.1

307-309

? ? ?

Day 5 Revising 20,21,22

L.5.3, W.5.5W.5.1

310-311

? ? ?

FIFTH Grade LANGUAGE ARTS Fourth SIX WEEKS: Comprehensive Curriculum Guide

UNIT 8 Writing a Personal Narrative



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Revising Strategies 21,22

W.5.5W.5.1

312 ? ? ?

Day 2 Proofreading 21,22 313 ? ? ?

W.5.5W.5.1

Day 3 Publishing and Reflecting 21,22

W.5.5W.5.1

314 ? ? ?

Day 4 Writing prompts and Test Practice/Writing a Friendly letter

20,21,22,25

L.5.3, W.5.5W.5.1W.4.9

315-318

? ? ?

Day 5 ? ? ?

UNIT 9 Writing a Story



STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Published model What makes a great story? 20, 21, 22

L.5.3, W.5.5W.5.1

320 - 325

? ? ?

Day 2 Published model What makes a great story? 20,21,22

320-325

? ? ?

L.5.3, W.5.5W.5.1

Day 3 Student model 21,22

W.5.5W.5.1

326-329

? ? ?

Day 4 Prewriting 20,21,22

L.5.3, W.5.5W.5.1

331-332

? ? ?

Day 5 Drafting 20,21,22

L.5.3, W.5.5W.5.1

333-336

? ? ?


UNIT 9 Writing a

Story



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Revising 21,22

W.5.5W.5.1

337-339

? ? ?

Day 2 Proofreading 21,22

W.5.5W.5.1

340 ? ? ?

Day 3 Publishing and Reflecting 21,22

W.5.5W.5.1

341 ? ? ?

Day 4 Writing Prompts and Test Practice 20,21,22

L.5.3, W.5.5W.5.1

342-343

? ? ?

Day 5 Writing a Play 20L.5.3

? ? ?

UNIT 10 Writing to Compare and

Contrast



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Published model What makes a great compare-contrast 20,21, 365- ? ? ?

essay 25

L.5.3, W.5.5,W.4.9

367

Day 2 Student model 20,21,25

L.5.3, W.5.5,W.4.9

368-373

? ? ?


L.5.3, W.5.5,W.4.9

375-378

? ? ?

Day 4 Drafting 20,21,25

L.5.3, W.5.5,W.4.9

379-380

? ? ?

Day 5 Revising 20,21,25

L.5.3, W.5.5,W.4.9

381-382

? ? ?


UNIT 10 Writing to Compare and

Contrast



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Revising Strategies and Proofreading 20,21,25

L.5.3, W.5.5,W.4.9

383-384

? ? ?

Day 2 Publishing and Reflecting 20,21,25

L.5.3, W.5.5,W.4.9

385 ? ? ?

Day 3 Writing prompts and test practice 20,21,25

L.5.3, W.5.5,W.4.9

386-387

? ? ?

Day 4 Writing Instructions 23W.5.3

388-393

TLA182,183,184

? ? ?

Day 5 Giving and Following Instructions 38,39 394- ? ? ?

SL.5.4 395

UNIT 11 Writing a Research Report



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Published model What makes a great research report?

45W.5.7

399-403

? ? ?

Day 2 Student model 21W.5.5

404-408

? ? ?


W.5.5, W.5.7

410-416

? ? ?

Day 4 Drafting 21,42,43,45

W.5.5, W.5.7

417-419

? ? ?

Day 5 Drafting 21,42,43,45

W.5.5, W.5.7

417-419

? ? ?

FIFTH Grade LANGUAGE ARTS Fifth SIX WEEKS: Comprehensive Curriculum Guide

UNIT 11 Writing a Research

Report



STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Revising 21,43,44,45

W.5.5, W.5.7,W.5.8

420-422

? ? ?

Day 2 Revising strategies 21,43,44,45

W.5.5, W.5.7,W.5.8

423-424

? ? ?

Day 3 Proofreading 21,43,44

W.5.5, W.5.7,W.5.8

425 ? ? ?

Day 4 Publishing and Reflecting 21,43,44,45

W.5.5, W.5.7,W.5.8

426 ? ? ?

Day 5 Writing Prompts 21 427 ? ? ?

W.5.5

UNIT 12 Writing to Express an

Opinion



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Published model What makes a great opinion essay?

21,22W.5.5W.5.1

447-450

? ? ?

Day 2 Student model 21,22W.5.5W.5.1

451-454

? ? ?

Day 3 Prewriting 21,22 W.5.5W.5.1

456-458

? ? ?

Day 4 Drafting 21,22 W.5.5W.5.1

460 ? ? ?

Day 5 Revising 21,22W.5.5W.5.1

461-463

? ? ?


UNIT 12 Writing to express and

opinion


DAY # TOPIC GLE’S TE STORYtown UNIT#

PAGE #

ACT. #

CCSS page # RESOURCESDay 1 Proofreading 21,22

W.5.5W.5.1

464 ? ? ?

Day 2 Publishing and reflecting 21,22 W.5.5W.5.1

465 ? ? ?

Day 3 Writing prompts and test practice 21,22W.5.5W.5.1

466-467

? ? ?

Day 4 Writing a book report 21,22 W.5.5W.5.1

468-469

? ? ?

Day 5 Writing a poem 21,22W.5.5W.5.1

470-475

TLA150,151, 152

? ? ?

UNIT 13 Writing to

persuade



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Published model what makes a great persuasive essay? 21,22 W.5.5W.5.1

481-484

TLA144, ? ? ?


485-488

TLA145,146 ? ? ?

Day 3 Prewriting 21,22W.5.5W.5.1

490-493

? ? ?

Day 4 Drafting 21,22W.5.5W.5.1

494-495

? ? ?

Day 5 Revising strategies 21,22W.5.5W.5.1

496-498

? ? ?


UNIT 13 Writing to Persuade



TEpage #

STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 Proofreading 21,22W.5.5W.5.1

499 ? ? ?

Day 2 Publishing and Reflecting 21,22W.5.5W.5.1

500 ? ? ?

Day 3 Writing prompts and test practice 21,22W.5.5W.5.1

501-502

? ? ?

Day 4 Writing a business letter 21,22,25W.5.5W.5.1W.4.9

503-504

TLA124,125,125

? ? ?

Day 5 iLEAP Review ? ? ?

UNIT iLEAP Review



STORYtownRESOURCES

UNIT#

PAGE #

ACT. #





Day 5 No School Good Friday ? ? ?

FIFTH Grade LANGUAGE ARTS Sixth SIX WEEKS: Comprehensive Curriculum Guide

UNIT GRAMMAR/WRITING SKILLS COMPREHENSIVECURRICULUM


STORYtownRESOURCES

UNIT#

PAGE #

ACT. #

Day 1 No School – Easter Break ? ? ?



Day 4 iLEAP Testing ? ? ?


UNIT GRAMMAR/WRITING SKILLS COMPREHENSIVECURRICULUM


STORYtownRESOURCES

UNIT#

PAGE #

ACT. #




Day 4 ? ? ?

Day 5 ? ? ?





STORYtownRESOURCES

UNIT#

PAGE #

ACT. #


481-484 TLA144, ? ? ?


485-488

TLA145,146 ? ? ?


490-493

? ? ?


494-495

? ? ?


496-498

? ? ?




STORYtownRESOURCES

UNIT#

PAGE #

ACT. #


481-484

TLA144, ? ? ?


485-488

TLA145,146 ? ? ?


490-493

? ? ?

Day 4 Drafting 21,22W.5.5

494-495

? ? ?

W.5.1Day 5 Revising strategies 21,22

W.5.5W.5.1

496-498

? ? ?





STORYtownRESOURCES

UNIT#

PAGE #

ACT. #


481-484 TLA144, ? ? ?


485-488

TLA145,146 ? ? ?


490-493

? ? ?


494-495

? ? ?


496-498

? ? ?




STORYtownRESOURCES

UNIT#

PAGE #

ACT. #


481-484

TLA144, ? ? ?


485-488

TLA145,146 ? ? ?


490-493

? ? ?


494-495

? ? ?


496-498

? ? ?

FIFTH Grade LANGUAGE ARTS Sixth SIX WEEKS:

Comprehensive Curriculum Guide UNIT 13 Writing

to PersuadeGRAMMAR/WRITING SKILLS COMPREHENSIVE

CURRICULUM


STORYtownRESOURCES

UNIT#

PAGE #

ACT. #


481-484

TLA144, ? ? ?


485-488

TLA145,146 ? ? ?


490-493

? ? ?


494-495

? ? ?


496-498

? ? ?

mcs.ss6.sharpschool.com€¦ · Web view2014. 6. 20. · Monroe City Schools. Fifth Grade....

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