Grade+5

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** ||
 * Teachers****:** (list)
 * Textbook:** (name, publisher, year)
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * ||  ||   ||   ||   ||   || __General Reading Resources Sites__

http://www.ereadingworksheets.com/

readwritethink.org

havefunteaching.com

superteachertools.com

http://www.vrml.k12.la.us/2nd/more/graphic_organizers.htm ||  ||   ||
 * ||  || // Students will use knowledge of phonetic and structural analysis to read, write, and spell grade level text. // || I-P-M: Use knowledge of phonetic and structural analysis to read (e.g., Anglo-Saxon common affixes, multiple syllable words) (LA 5.1.3.a) (see Appendix C: 4) ||   || affix, prefix, suffix, root, base word, Greek root, Latin root || http://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_English

http://www.macroevolution.net/medical-root-words.html#.T7ZMYBx3r80

[]

[]

https://sites.google.com/site/msclineswebsite/greek-latin-roots-prefixes-suffixes http://www.quia.com/jg/65969.html ||  || **Unit Test, Weekly Assessment, Selection Test** || I-P-M: Words per minute on ARI: Sept.: 130-140; Apr./May: 140-170; DIBELS DORF scores: Sept. CS: 111-350, SS: 96-110, IS: 0-95; Jan. CS: 120-350, SS: 101-119, IS: 0-100; May CS: 130-350, SS: 105-129, IS: 0-104 || Quick Reads || ARI, DIBELS ||
 * ||  ||   || 2. I-P: Monitor the accuracy of decoding in connected text ||   ||   ||   ||   || **DIBELS and ARI;**
 * ||  || // Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. // || P-M: Phrasing: Read phrases, clauses, and sentences that sound like natural language to support comprehension (LA 5.1.4.a) ||   || inflection, expression, intonation, ||   ||   || DIBELS, ARI ||
 * ||  ||   || P-M: Smoothness: Read accurately and automatically (LA 5.1.4.b) ||   || fluency || Quick Reads, || partner reading, choral reading, Readers' Theater,
 * ||  ||   || P-M: Expression: Recognize and practice elements of oral prosodic reading to reflect meaning of text (e.g., poem read slowly, conversational narrative, emphasis on key points of information) (LA 5.1.4.c) ||   || prosodic-metrical structure of verse, meter || Choral Reading, Reader's Theater ||   || ARI, DIBELS ||
 * ||  ||   || P-M: Pacing: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style (LA 5.1.4.d) ||   ||   ||   ||   || **ARI, DIBELS** ||
 * ||  || // Students will build literary, general academic, and content specific grade level vocabulary. // || I-P: Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., affixes, abbreviations, parts of speech, word origins) (LA 5.1.5.a) ||   ||   ||   || word squares, sentence diagraming ||   ||
 * ||  ||   || I-P: Relate new grade level vocabulary to prior knowledge and use in new situations (LA 5.1.5.b) ||   ||   || []
 * ||  ||   || I-P: Relate new grade level vocabulary to prior knowledge and use in new situations (LA 5.1.5.b) ||   ||   || []

wordle.com

spellingcity.com ||  ||   || **Weekly Assessment, Selection Test** ||
 * ||  ||   || I-P-M: Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues, re-reading) and text features (e.g., glossary, headings, subheadings, captions, maps) to determine meaning of words in a variety of text structures (LA 5.1.5.c) ||   ||   || SRAs ||   || **Unit Test,**
 * ||  ||   || I-P-M: Identify semantic relationships (e.g., multiple meanings, metaphors, similes, idioms, analogies) (LA 5.1.5.d) ||   || multiple meanings, metaphors, similes, idioms, analogies || http://freelanguagestuff.com/multiple-meaning-words/

http://www.manatee.k12.fl.us/sites/elementary/samoset/Resources/multiplemean.html

http://www.english-online.org.uk/games/similiframe.html ||  || **Unit Test,** **Weekly Assessment, Selection Test** || **Weekly Assessment, Selection Test** ||
 * ||  ||   || I-P-M: Determine meaning using print and digital reference materials (e.g., dictionary, almanac, atlas, encyclopedia, thesaurus, glossary) (LA 5.1.5.e) ||   ||   ||   ||   || **Unit Test,**
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || P-M: Identify author purpose(s) __* see above__ (e.g., explain how-to, entertain, inform about: to tell facts, persuade) and recognize how author perspective (e.g., beliefs, assumptions, biases) influences text (LA 5.1.6.a) ||   || first person perspective/point-of-view, second person perspective/poin-of-view, third person limited, third person omniscient perspective/point-of-view || "Think When You Read" bookmarks or poster from www.reallygoodstuff.com

Simple Point of View Lesson PowerPoint

http://www.tarakharper.com/k_frstpr.html0 ||  || **Unit Test,** **Weekly Assessment, Selection Test** ||
 * ||  ||   || I-P-M: Identify and analyze elements of narrative text (e.g., character development, setting, plot, theme, point of view) (LA 4.1.6.b) ||   || ===== Plot includes sequence of events and conflict/resolution. ===== || http://www.readwritethink.org/classroom-resources/student-interactives/cube-creator-30850.html

http://staff.fcps.net/tcarr/shortstory/plot1.html

[] ||  || **Unit Test,** **Weekly Assessment, Selection Test** || **Weekly Assessment, Selection Test** **DIBELS and ARI** ||
 * ||  ||   || I-P-M: Summarize narrative text including characters, setting, plot, and theme with supporting details (LA 5.1.6.c) ||   || main events/rising action, climax, turning point, resolution || http://www.eduplace.com/graphicorganizer/pdf/probsol.pdf ||   || **Unit Test** ,
 * ||  ||   || I-P: Identify literary devices/elements and explain the ways in which language is used (e.g., simile, metaphor, alliteration, onomatopoeia, imagery) (LA 5.1.6.d) ||   || simile, metaphor, alliteration, assonance, consonance, onomatopoeia, imagery, hyperbole, idioms || http://www.watchknowlearn.org/Video.aspx?VideoID=14861

http://www.readwritethink.org/classroom-resources/student-interactives/idioms-30030.html ||  ||   || http://www.watchknowlearn.org/Video.aspx?VideoID=13175 ||  || **Unit Test,** **Weekly Assessment, Selection Test** ||
 * ||  ||   || I-P-M: Identify the main idea from information text using supporting details (LA 5.1.6.e) ||   ||   || http://www.woodland.k12.mo.us/faculty/rgarner/Reading/main%20idea%20and%20details.htm5
 * ||  ||   || I-P-M: Apply knowledge of organizational patterns found in informational text (e.g., sequence, description, cause and effect, compare/contrast, problem/solution; see Appendix F: 1) (LA 5.1.6.f) ||   ||   || http://havefunteaching.com/worksheets/reading-worksheets/sequencing-worksheets/

http://www.teach-nology.com/worksheets/language_arts/sequence/ ||  || **Unit Test,** **Weekly Assessment, Selection Test** || **Weekly Assessment, Selection Test** ||
 * ||  ||   || I-P-M: Apply knowledge of text features to locate information and gain meaning from a text (e.g., glossary, index, maps, charts, tables, graphs, headings, subheadings) (LA 5.1.6.g) ||   ||   ||   ||   || **Unit Test,**
 * ||  ||   || I-P-M: Describe the defining characteristics of narrative and informational genres in current reading series (LA 5.1.6.h) ||   || poetry, biography, autobiography, fiction, historical fiction, realistic fiction, science fiction, nonfiction, informational text, expository, fable, fairy tale, fantasy, folklore/tall tale, myth, play/drama, journals, letters, narrative nonfiction/personal narrative, || http://www.readwritethink.org/classroom-resources/student-interactives/acrostic-poems-30045.html

http://www.poetry4kids.com/

http://www.gigglepoetry.com/index.aspx ||  || **Unit Test,** **Weekly Assessment, Selection Test** || **Weekly Assessment, Selection Test,** **DIBELS and ARI** || **Weekly Assessment, Selection Test** ||
 * ||  ||   || I-P: Recognize the social, historical, cultural, and biographical influences in a variety of genres (LA 5.1.6.i) ||   ||   ||   ||   ||   ||
 * ||  ||   || I-P: Use narrative and informational text to develop a national and global multi-cultural perspective (LA 5.1.6.j) ||   ||   ||   ||   ||   ||
 * ||  ||   || P-M: Generate and/or answer literal, inferential, critical, and interpretive questions, supporting answers using prior knowledge and literal and inferential information from grade level text (LA 5.1.6.k) ||   || drawing conclusions= making inferences ||   ||   || **Unit Test,**
 * ||  ||   || I-P: Select text for a particular purpose (e.g., information, pleasure, answer a specific question) (LA 5.1.6.l) ||   ||   ||   ||   ||   ||
 * ||  ||   || I-P: Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during and after reading (LA 5.1.6.m) ||   ||   || Reader's Response Journal writing, KWL chart ||   ||   ||
 * ||  ||   || I-P: Self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify, confirm, or correct (LA 5.1.6.n) ||   ||   || "Think When You Read" bookmark or poster from www.reallygoodstuff.com, Reader's Response Journal, SQR analysis ||   ||   ||
 * ||  ||   || I-P: Use examples and details to make inferences or logical predictions while previewing and reading text (LA 5.1.6.o) ||   || drawing conclusions= making inferences ||   ||   ||   ||
 * ||  ||   || P: Use examples and details in a text to make inferences about a story or situation (LA 4.1.6.o) ||   ||   ||   ||   || **Unit Test,**
 * ||  ||   || I-P: Respond to text verbally, in writing, or artistically (LA 5.1.6.p) ||   ||   || Reader's Response questions/starters || Setting illustration; book talks; reader's response journal ||   ||