First Nine Weeks grade 5 - Lynchburg City Schools · Curriculum Framework Reading Blueprint 1 ...
Transcript of First Nine Weeks grade 5 - Lynchburg City Schools · Curriculum Framework Reading Blueprint 1 ...
Curriculum Framework Reading Blueprint 1 https://www.thinkcentral.com Writing Blueprint ESS will be added when available \\lcsfiles\TextBook Software\Journeys\Journeys Grade 5 Teacher Direct
GRADING PERIOD: 1st Nine Weeks Grade 5 English 2013-2014
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). . 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Theme 1: School Spirit and
Building Relationships
Selection: A Package For
Mrs. Jewls Genre:
Humorous Fiction
Teacher’s Manual
pp.T12 - T56
Benchmark Leveled Readers
Tradebook (See list for
options to use related to building
relationships)
Read Aloud: Teacher’s Manual
pp.T12-T13
Prepare to Read: Teacher’s Manual
pp.14-19
Vocabulary Cards:
Teacher’s Manual p. 18-19
Vocabulary Support / Extension:
Teacher’s Manual pp. T 40-T41
Comprehension Card 1: Plot
Teacher’s Manual p.T13
Introduce new tradebook/ tradebook activities
Reading
Response Journal
5.4 ab context clues 5.4 c synonyms 5.4 c roots2 5.5 b character dev 5.5 c plot 5.5 e point of view 5.5 j cause effect 5.5 k predictions inferencing.
Vocabulary Check:
Workbook p. 3
Comprehension Check:
Guided Reading
Discussions (oral)
Deeper
Understanding p. 36-37 (written)
Workbook pp. 1-2
Selection Test of Vocabulary and Comprehension:
Workbook
Tradebook Unit
Quiz Times
Week 1
Curriculum Framework Reading Blueprint 2 https://www.thinkcentral.com Writing Blueprint ESS will be added when available \\lcsfiles\TextBook Software\Journeys\Journeys Grade 5 Teacher Direct
GRADING PERIOD: 1st Nine Weeks Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. e. Write multi-paragraph compositions h. Revise for clarity of content using specific vocabulary and information. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a. Use plural possessives. d. Use apostrophes in contractions and possessives.
h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product.
a. Construct questions about a topic. b. Use technology as a tool to research, organize, evaluate
and communicate information.
Grammar
Focus:
Writing Complete Sentences
Teacher’s
Manual Bk.1 pp.T46 – T49
Spiral Review:
Possessive Nouns
Writing Focus:
Fictional Narrative
Teacher’s
Manual Bk.1 pp.T50 – T52
Making
Connections Teacher’s
Manual Bk. 1 p.T35
Grammar:
Projectibles 1.6, 1.7, 1.8
Workbook pp. 7 - 11
Writing:
Plan,prewrite, draft, revise and
publish a prompt: Fictional Narrative
Projectibles 1.9, 1.10, 1.11
Workbook p. 12
Daily prompts related to
descriptive and fictional narrative writing from text
(See Teacher’s Manual T6 – T7)
Writing Traits Rubric:
Teacher’s Manual Bk. 1 p.T5
WriteSmart CD
Harcourt
Grammar Gold
Power Proofreading
Education Place
5.5 g Main ideas 5.8 b adjectives 5.8 h sentences 5.8 a possessive Parts of Speech Parts of Speech 2
Weekly Assessment
1.8 – 1.9
Final Fictional Narrative
VDOE Prompts: (2 per week
required) Imagine your school closes for the day, and you can do anything you wanted. Write to explain where you would go and why.
(Fictional Narrative)
Think of someone or something that is special to you. Write to explain what is special to you and why.
(Descriptive Essay) Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
Gr 5 Writing rubric/checklist/prompts
Week
1
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SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). e. Use dictionary, glossary, thesaurus, and other word- reference materials.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a. Use text organizers such as type, headings, and graphics
to predict and categorize information.
b. Use prior knowledge and build additional background
knowledge as context for new learning.
d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. g. Locate information to support opinions, predictions, and conclusions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy
Theme 1: School Spirit
and Building
Relationships
Selections: Blasting off to
Space Academy Genres:
Informational Text
Teacher’s Manual
pp.T 85-T 129
Benchmark Leveled Readers
Tradebook
Read Aloud: Teacher’s Manual
pp.T 84-85
Prepare to Read: Teacher’s Manual
pp.T 86-T 89
Vocabulary Cards:
Teacher’s Manual p. T86-T 87
Vocabulary Support / Extension:
Teacher’s Manual pp. T 114-T 115
Comprehension : Text and Graphic
Features Teacher’s Manual
p.T90 Tradebook Unit
Activities
Reading Response Journal
5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 e dictionary 5.5 k i predictions inferencing 5.5e Author's Purpose 5.5 g Main ideas
Vocabulary Check:
Workbook p. 15
Comprehension Check:
Guided Reading
Discussions (oral)
Deepen
Comprehension T 110-T 111
Workbook pp. 13-
14 (written)
Selection Test of Vocabulary and Comprehension:
Tradebook Unit Quiz Times
Week 2
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GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. h. Revise for clarity of content using specific vocabulary and information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. c. Identify and use interjections. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product. b. Collect information from multiple resources including
online, print, and media. c. Use technology as a tool to research, organize, evaluate,
and communicate information. d. Organize information presented on charts, maps, and
graphs.
Grammar
Focus:
Types of Sentences
Teacher’s
Manual Bk. 1 pp.T120 –
T123
Spiral Review: Irregular Verbs
Writing Focus: Descriptive
Essay
Teacher’s Manual Bk.1 pp. T124 –
T127
Making Connections
Teacher’s Manual Bk.1
p.T109
Grammar:
Projectibles 2.6, 2.7, 2.8
Workbook pp.19 - 23
Writing: Plan, prewrite,
draft, revise and publish prompt:
Descriptive Essay
Projectibles 2.9, 2.10, 2.11
Workbook p.24
Daily prompts related to
descriptive writing from text
(See Teacher’s Manual Bk. 1 T78
– T79)
Writing Traits Rubric:
Teacher’s Manual Bk. 1
p.T127
WriteSmart CD
Harcourt
Grammar Gold
Power Proofreading
Education Place
5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2
Weekly Assessment
2.8 – 2.9
Final Descriptive Essay
VDOE Prompts:
(2 per week required)
Imagine your teacher asks you to bring something special to show the class. Write to describe the item and explain why you would like to show it. (Descriptive Essay)
Think of someone who is brave. Write to describe this person and explain how he or she shows bravery. (Descriptive Essay)
Suggestion: Use writing journal to keep for review prior to Writing SOL Writing rubric/checklist
Week 2
Curriculum Framework Reading Blueprint 5 https://www.thinkcentral.com Writing Blueprint ESS will be added when available \\lcsfiles\TextBook Software\Journeys\Journeys Grade 5 Teacher Direct
GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes;(word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies) e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Theme 1: School Spirit
and Building
Relationships
Selection: Off and running
Genres: Realistic Fiction
Teacher’s Manual
pp.152-189
Benchmark Leveled Readers
Tradebook
Read Aloud: Teacher’s Manual
pp.158-159
Prepare to Read: Teacher’s Manual
pp.159
Vocabulary Cards:
Teacher’s Manual p. T160-161
Vocabulary Support / Extension:
Teacher’s Manual pp. 162-163
Comprehension Teacher’s Manual
p.T 171 Tradebook Unit
Activities
Reading Response Journal
5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 e dictionary 5.5 b character dev Main ideas Fact Opinion 5.5e Author's Purpose 5.5 j cause effect
Vocabulary Check: Workbook p. 15
Comprehension Check:
Guided Reading
Discussions (oral)
Think and Respond
p. 105, p. 108
Workbook p. 16 (written)
Selection Test of Vocabulary and Comprehension:
Workbook pp. A13-A16
Tradebook Unit
Quiz Times
Week 3
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GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. h. Revise for clarity of content using specific vocabulary and information. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. e. Use quotation marks with dialogue. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product. b. Collect information from multiple resources including
online, print, and media. c. Use technology as a tool to research, organize, evaluate,
and communicate information.
Grammar Focus:
Complete Subjects and
Predicates
Using Commas in Compound
Sentences
Writing Focus: Dialogue
Teacher’s
Manual Bk. 1 pp.T194 –
T196
Spiral Review: Writing Titles
Writing Focus: Descriptive
Essay Teacher’s
Manual Bk.2 pp. T198 –
T200 Making
Connections Teacher’s
Manual Bk.1 p.T183
Grammar:
Projectibles 3.6, 3.7, 3.8
Workbook pp.31-35
Writing:
Plan, prewrite, draft, revise and
publish a dialogue
Projectibles
3.9, 3.10, 3.11
Workbook p.36
Daily prompts related to
descriptive writing from text
(See Teacher’s Manual Bk.1 T152 – T153) Writing Traits
Rubric: Teacher’s Manual
Bk.1 p.T201
WriteSmart CD
Harcourt Grammar Gold
Power
Proofreading
Education Place 5.8 b adjectives Parts of Speech Parts of Speech 2
5.8 h sentences
Weekly Assessment 3.12 – 3.13
Final Dialogue
VDOE Prompts:
(2 per week required)
Imagine you received a package in the mail from a special person. Using details, write about what happened when you opened the package.
(Fictional Narrative) Think of an object that is important to you. Write to describe this object and explain why it is important to you.
(Descriptive Essay)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
Writing rubric/checklist
Week 3
Curriculum Framework Reading Blueprint 7 https://www.thinkcentral.com Writing Blueprint ESS will be added when available \\lcsfiles\TextBook Software\Journeys\Journeys Grade 5 Teacher Direct
GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words,homographs, homophones, word study: analogies). e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). f. Identify sensory words and their effect on the reader. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Theme 1: School Spirit
and Building
Relationships
Selection: Double Dutch
Genre:
Narrative Nonfiction
Teacher’s Manual
pp.233 - 263
Benchmark Leveled Readers
Tradebook
Read Aloud: Teacher’s Manual
pp.232-233
Prepare to Read: Teacher’s Manual
pp.236-237
Vocabulary Cards:
Teacher’s Manual p. T234-235
Vocabulary
Support PB 39
Comprehension
T256-T257
Tradebook Unit Activities
Reading Response
Journal
5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 e dictionary 5.5 b character dev 5.5 c plot 5.5 e point of view 5.5 j cause effect 5.5 k i predictions inferencing
Vocabulary Check: Workbook p. 39
Comprehension Check:
Guided Reading
Discussions (oral)
Stop and Think
PT245-247 Workbook p. 37-38
(written)
Selection Test of Vocabulary and Comprehension:
Oral Reading Fluency
Assessment:
Teacher’s Manual p.T275
Tradebook Unit
Test
Week 4
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GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. h. Revise for clarity of content using specific vocabulary and information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
d. Use apostrophes in contractions and possessives. f. Use commas to indicate interrupters.
h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product.
c. Use technology as a tool to research, organize, evaluate, and communicate information.
Grammar
Focus:
Common and Proper Nouns
Teacher’s
Manual Bk.1 pp.T266 –
T269 Spiral Review:
Commas in sentences
Writing Focus:
Fictional Narrative
Teacher’s Manual Bk.1 pp. T270 –
T273
Making Connections
Teacher’s Manual Bk.1
p.T255
Grammar:
Projectibles 4.6, 4.7, 4.8
Workbook pp.43-46
Writing:
Plan and prewrite a fictional narrative
Projectibles
4.9, 4.10
Workbook p.47
Daily prompts
related to descriptive
writing from text (See Teacher’s Manual Bk.1 T226 – T227) Writing Traits
Rubric: Teacher’s Manual
Bk. 1 p.T273
WriteSmart CD
Harcourt
Grammar Gold
Power Proofreading
Education Place
5.8 d contractions
5.8 d contractions
5.8 h sentences 5.8 a possessive
Weekly Assessment 4.8 – 4.9
Prewrite of Fictional
Narrative
VDOE Prompts: (2 per week
required)
Think about a favorite toy you have now or had when you were
younger.Describe the toy and tell why it is
your favorite. (Descriptive Essay)
Imagine one day you wake up and discover you are invisible. Write to describe where you go and what you do.
(Fictional Narrative)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
Writing rubric/checklist
Week 4
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GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies) e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
a. Describe the relationship between text and previously
read material.
b. Describe character development. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Theme 1:
School Spirit and
Building Relationships
Selections: Elisa’s Diary
Genre: Realistic Fiction
Teacher’s Manual
pp.T305-T335
Benchmark Leveled Readers
Tradebook (See list for
options to use related to building
relationships)
Read Aloud:
Teacher’s Manual pp.T 304-T305
Prepare to Read: Teacher’s Manual
pp.T310-311
Vocabulary Cards:
Teacher’s Manual p. T306-307
Vocabulary
Support / Ext: Teacher’s Manual
pp. 308-309
Introduce new tradebook
Reading
Response Journal
5.4 ab context clues 5.4 e dictionary 5.5 b character dev 5.5e Author's Purpose Main ideas 5 k i predictions inferencing
Vocabulary Check:
Workbook p. 51
Comprehension
Check:
Guided Reading Discussions
(oral)
Think and Respond pp. T319,321,322
Workbook p.49,50
(written)
Selection Test of Vocabulary and Comprehension:
Tradebook Unit Quiz Times
Week
5
Curriculum Framework Reading Blueprint 10 https://www.thinkcentral.com Writing Blueprint ESS will be added when available \\lcsfiles\TextBook Software\Journeys\Journeys Grade 5 Teacher Direct
GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. h. Revise for clarity of content using specific vocabulary and information. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. b. Use adjective and adverb comparisons. h. Edit for fragments and run-on sentences. i. Eliminate double negatives. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product. d. Organize information presented on charts, maps, and graphs.
e. Develop notes that include important concepts, summaries, and identification of information sources.
Grammar
Focus:
Plural and Collective
Nouns
Teacher’s Manual Bk.1
pp.T338– T341 Spiral Review:
Double Negatives
Writing Focus:
Fictional Narrative
Teacher’s Manual Bk.1
pp. T342-T345
Making Connections
Teacher’s Manual Bk.1
p.T327
Grammar:
Projectibles 5.6, 5.7, 5.8
Workbook pp.55-59
Writing:
Draft, revise and publish a fictional
narrative
Projectibles 5.9
Workbook
p.60
Daily prompts related to
descriptive writing from text
(See Teacher’s Manual Bk. 1 T298 – T299) Writing Traits
Rubric: Teacher’s Manual
Bk. 1 p.T345
WriteSmart CD
Harcourt
Grammar Gold
Power Proofreading
Education Place
5.8 a possessive 5.8 h sentences 5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2
Weekly Assessment 5.8 – 5.9
Final Fictional Narrative
VDOE Prompts: (2 per week
required)
Imagine you find an old letter tucked inside a library book. The letter reveals that there is a hidden passageway somewhere at your school. Write about your search for the passageway and where it leads.
(Fictional Narrative) Imagine something wonderful happened to you. Write to describe your experience.
(Fictional Narrative) Suggestion: Complete in writing journal to keep for review prior to Writing SOL
Writing rubric/checklist
Week 5
Curriculum Framework Reading Blueprint 11 https://www.thinkcentral.com Writing Blueprint ESS will be added when available \\lcsfiles\TextBook Software\Journeys\Journeys Grade 5 Teacher Direct
GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words,homographs, homophones, word study: analogies). e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.6 The student will read and demonstrate comprehension of nonfiction texts.
a. Use text organizers such as type, headings, and graphics
to predict and categorize information.
b. Use prior knowledge and build additional background
knowledge as context for new learning.
d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. g. Locate information to support opinions, predictions, and conclusions. h. Identify cause and effect relationships following transition words signaling the pattern. i. Differentiate between fact and opinion. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Theme 2: Wild
Encounters and
Building Relationships
Selection: Interrupted
Journey Genre:
Informational Text
Teacher’s Manual
pp.T12-T45
Benchmark Leveled Reader
Tradebook
Read Aloud: Teacher’s Manual
pp.T12-13
Prepare to Read: Teacher’s Manual
pp.T15-16
Vocabulary Cards:
Teacher’s Manual p. T146-147
Vocabulary
Support / Ext: Teacher’s Manual
pp. T 16-17
Smartboard CD
Comprehension Card 8: Think
Along Teacher’s Manual
p.T51
Tradebook Unit Activities
Reading
Response Journal
5.4 ab context clues 5.4 c synonyms 5.4 c roots 5.4 e dictionary context clues 5.5 g Main ideas 5.5 k i predictions inferencing 5.5 j cause effect 5.6 i fact opinion
Vocabulary Check:
Workbook p. 63
Comprehension Check:
Guided Reading
Discussions (oral)
Workbook p.61-72 (written)
Selection Test of Vocabulary and Comprehension:
Tradebook Unit Quiz Times
Week 6
Curriculum Framework Reading Blueprint 12 https://www.thinkcentral.com Writing Blueprint ESS will be added when available \\lcsfiles\TextBook Software\Journeys\Journeys Grade 5 Teacher Direct
GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and information. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product.
c. Use technology as a tool to research, organize, evaluate, and communicate information.
Grammar
Focus:
Verbs
Teacher’s Manual Bk. 2 pp.T48– T51
Spiral Review:
Complete Sentences
Writing Focus:
Cause and Effect
Paragraph
Teacher’s Manual Bk.2 pp. T52-T55
Making Connections
Teacher’s Manual Bk. 2
p.T37
Grammar:
Projectibles 6.6, 6.7, 6.8
Workbook pp.67-71
Writing: Plan, prewrite,
draft, revise, and publish a cause
and effect paragraph
Projectibles 6.9, 6.10, 6.11
Workbook p.72
Daily prompts related to
descriptive writing from text
(See Teacher’s Manual Bk.2
T6 – T7) Writing Traits
Rubric: Teacher’s Manual
Bk. 2 p.T55
WriteSmart CD
Harcourt
Grammar Gold
Power Proofreading
Education Place
5.8 h sentences 5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2
Weekly Assessment 6.8 – 6.9
Final Cause and Effect Paragraph
VDOE Prompts: (2 per week
required)
Think about something you would like to change about your school. Write to
explain what you would change and
why.
(Cause and Effect Expository)
People often help one another. Write to explain how you or someone you know helps others.
(Cause and Effect Expository)
Suggestion: Complete in writing journal to keep for review prior to Writing SOL
Writing rubric/checklist
Week 6
Curriculum Framework Reading Blueprint 13 https://www.thinkcentral.com Writing Blueprint ESS will be added when available \\lcsfiles\TextBook Software\Journeys\Journeys Grade 5 Teacher Direct
GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study,: analogies). d. Identify an author’s use of figurative language. e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.6 The student will read and demonstrate comprehension of nonfiction texts.
c. Skim materials to develop a general overview of content and to locate specific information. d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction. g. Locate information to support opinions, predictions, and conclusions. j. Identify, compare, and contrast relationships
Theme 2: Wild
Encounters
Selection: Old Yeller
Genres:
Historical Fiction
Teacher’s Manual
pp. T 81-T111
Benchmark Leveled Reader
Tradebook
Read Aloud: Teacher’s Manual
pp.202G -202H
Prepare to Read: Teacher’s Manual
pp.202I – 185
Vocabulary Cards:
Teacher’s Manual p. T63
Vocabulary
Support / Ext: Teacher’s Manual
pp. S52 – S53
Transparencies 77-79 and 84 -85
Comprehension Card 9: Author’s
Craft Teacher’s Manual
p.T52
Tradebook Unit Activities Reading
Response Journal
5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 d Figurative Language 5.4 e dictionary Main ideas predictions inferencing Drawing conclusions
Vocabulary Check:
Workbook p. 37
Comprehension Check:
Guided Reading
Discussions (oral)
Think and Respond
pp. 214, 219
Workbook p. 38 (written)
Selection Test of Vocabulary and Comprehension:
Workbook
pp. A33 – A36
Tradebook Unit Quiz Times
Week 7
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GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. f. Use precise and descriptive vocabulary to create tone and voice. h. Revise for clarity of content using specific vocabulary and information. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product. b. Collect information from multiple resources including
online, print, and media. c. Use technology as a tool to research, organize, evaluate,
and communicate information. d. Organize information presented on charts, maps, and graphs.
Grammar
Focus:
Direct and Indirect Objects
Teacher’s
Manual Bk. 2 pp.T120– T123 Spiral Review:
Kinds of Sentences
Writing Focus:
Poems
Teacher’s Manual Bk.2
pp. T124-T126
Making Connections
Teacher’s Manual Bk. 2
p.T109
Grammar:
Projectibles 7.6, 7.7, 7.8
Workbook pp.79-83
Writing: Plan, prewrite,
draft, revise and publish a poem
Projectibles 7.9, 7.10, 7.11
Workbook
p.84
Daily prompts related to
descriptive and expository
writing from text (See Teacher’s Manual Bk.2 T80 – T81)
Writing Traits Rubric:
Teacher’s Manual Bk. 2
p.T127
WriteSmart CD
Harcourt
Grammar Gold
Write On
Read Write Think
Power Proofreading
Education Place
5.8 h sentences
5.8 k
conjunctions
Weekly Assessment 7.8 – 7.9
Final Poem
VDOE Prompts:
(2 per week required)
Who is your favorite teacher? Write to describe which teacher you like best and explain what makes him or her special.
(Cause and Effect/ Expository)
Imagine you are any animal you want to be for a day. Write to tell where you live and what you do. Be sure to include details in your story.
(Fictional Narrative/ Descriptive)
Suggestion: Complete in writing journal to keep for review prior to Writing SOL
Writing rubric/checklist
Week 7
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GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). d. Identify an author’s use of figurative language. e. Use dictionary, glossary, thesaurus, and other word- reference materials.
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). f. Identify sensory words and their effect on the reader. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Theme 2:
Wild Encounters
Selection: Everglades
Forever
Genres: Narrative
Nonfiction
Teacher’s Manual
pp.T152-T186
Benchmark Leveled Reader
Tradebook
Read Aloud:
Teacher’s Manual pp.T158-159
Prepare to Read: Teacher’s Manual
T163
Vocabulary Cards:
Teacher’s Manual p. T160-161
Vocabulary
Support / Ext: Teacher’s Manual
pp. T162
Comprehension Questioning Teachacher’s
Manual p.T164-165
Tradebook Unit
Activities
Reading Response Journal
5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 d Figurative Language 5.4 e dictionary 5.5 b character dev 5.5 c plot 5e Author's Purpose 5i Drawing conclusions 5.5 j cause effect
Vocabulary Check:
Workbook p. 87
Comprehension
Check:
Guided Reading Discussions
(oral)
Workbook pp. 85-
96 (written)
Selection Test of Vocabulary and Comprehension:
Tradebook Unit Quiz Times
Week
8
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GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. h. Revise for clarity of content using specific vocabulary and information.
i. Include supporting details that elaborate the main idea.
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product. b. Collect information from multiple resources including
online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.
d. Organize information presented on charts, maps, and graphs.
Grammar
Focus:
Conjunctions
Teacher’s Manual Bk. 2
pp.T194– T197 Spiral Review:
Complete Subjects and
Predicates
Writing Focus: Persuasive Paragraph
Teacher’s Manual Bk.2
pp. T198-T200
Making Connections
Teacher’s Manual Bk. 2
p.T183
Grammar:
Projectibles 8.6, 8.7, 8.8
Workbook pp.91-95
Writing: Plan, prewrite,
draft, revise, and publish
persuasive paragragh
Projectibles 8.9, 8.10, 8.11
Workbook p.96
Daily prompts related to
descriptive and expository
writing from text (See Teacher’s Manual Bk.2 T80 – T81)
Writing Traits Rubric:
Teacher’s Manual Bk. 2
p.T201
WriteSmart CD
Harcourt
Grammar Gold
Write On
Read Write Think
Power Proofreading
Education Place
5.8 h sentences
5.8 k
conjunctions
Weekly Assessment 8.12 – 8.13
Final Persuasive Paragraph
VDOE Prompts: (2 per week
required)
What is one item you would like to have? Write to describe the item and explain why you want it. (Persuasive/Expository)
Think about a pet you would like to own. Write to explain what you would choose and why. (Persuasive/Expository)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL Writing rubric/checklist
Week 8
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GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies) e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). f. Identify sensory words and their effect on the reader. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy. 5.6 The student will read and demonstrate comprehension of nonfiction texts.
a. Use text organizers such as type, headings, and graphics to predict and categorize information.
b. Use prior knowledge and build additional background knowledge as context for new learning.
Theme 1: School Spirit
and Theme 2:
Wild Encounters
Benchmark
Leveled Readers
Tradebook
Review vocabulary and
enabling objectives
covered in weeks 1-8
5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 e dictionary
5.5 b character dev 5.5 c plot 5.5 e point of view 5.5 g Main ideas 5e Author's Purpose
5.5 j cause effect
Oral Reading Fluency
Assessment:
Tradebook AR Test
(continued next page)
Week 9
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GRADING PERIOD: 1st Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading continued Text Activities Technology
d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. g. Locate information to support opinions, predictions, and conclusions. h. Identify cause and effect relationships following transition words signaling the pattern. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Writing Continued on the next page
Theme 1:
School Spirit and
Theme 2: Wild
Encounters
Benchmark Leveled Readers
Tradebook
Review
vocabulary and enabling
objectives covered in weeks
1-8
5.5 g Main ideas 5.5 j cause effect
Oral Reading Fluency
Assessment:
Tradebook AR Test
Week 9
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GRADING PERIOD: 1ST Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a. Use plural possessives. b. Use adjective and adverb comparisons. c. Identify and use interjections. d. Use apostrophes in contractions and possessives. e. Use quotation marks with dialogue.
f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. i. Eliminate double negatives. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product. a. Construct questions about a topic. b. Collect information from multiple resources including
online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information. c. Organize information presented on charts, maps, and graphs
Lessons 1-5 Teacher’s
Manual Book 1 and
Lessons 6-8 Teacher’s
Manual Book 2
Review rubrics, graphic writing organizers, and
grammar objectives covered
in weeks 1-8
Sharing of prompt responses from weeks 1-8 with peers or class
Write On
Read Write Think
Harcourt Grammar Gold
Power
Proofreading
Education Place
Final Drafts with Grading Rubric
For Selected Prompt Responses From
Journals
Writing rubric/checklist
Week 9
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Notes:
Curriculum Framework Reading Blueprint 1 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks Grade 5 English 2013-2014
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. f. Identify sensory words and their effect on the reader. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Theme 2
Selection: Storm
Warriors
Genre: Historical
Fiction
Teacher’s Manual
pp. T 6-T47
Benchmark Leveled Readers
Tradebook (See list for
options to use related to building
relationships)
Read Aloud: Teacher’s Manual
pp.T232-233
Prepare to Read: Teacher’s Manual
pp.T 238-239
Vocabulary Cards:
Teacher’s Manual p. T234-235
Vocabulary Support / Extension:
Teacher’s Manual T 253
Comprehension Skill: Drawing Conclusions T 256-257
Introduce new tradebook/ tradebook activities Reading
Response Journal Entries
5.4 ab context clues
5.4 c roots2
5.4 e dictionary-reference
5.5 j cause effect 5.5i Drawing conclusions
Vocabulary Check:
Workbook pp99 Comprehension
Check:
Guided Reading Discussions
(oral)
Think and Respond (written)
Selection Test of Vocabulary and Comprehension:
Workbook
pp. PB 97-108
Tradebook Unit Quiz Times
Week 10
Curriculum Framework Reading Blueprint 2 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks Grade 5 2013-2014
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe,
to inform, to entertain, and to persuade. a. Identify intended audience.
b. Use a variety of prewriting strategies. c. Organize information to convey a central idea.
d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and
voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, sentence structure, and paragraphing.
h. Edit for fragments and run-on sentences. i. Eliminate double negatives. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product.
a. Construct questions about a topic. b. Collect information from multiple resources including
online, print, and media. c. Use technology as a tool to research, organize, evaluate,
and communicate information.
Grammar Focus:
Complex Sentences w/ Subordinating Conjunctions, Independent
and Dependent
Clauses
Teacher’s Manual Bk.2
pp.T266 – T269
Spiral Review: Common and Proper Nouns
Writing Focus:
Response to Literature
Teacher’s
Manual Bk.2 pp.T270 –
T273
Making Connections
Teacher’s Manual
Bk. 2 p.T255
Grammar:
Projectibles 9.6, 9.7, 9.8
Workbook
pp. 103-107
Writing: Plan and prewrite
a prompt: Response to
Literature
Projectibles 9.9, 9.10
Workbook
p. 108
Daily prompts related to
descriptive and explanatory
writing from text (See Teacher’s Manual T226 –
T227)
Writing Traits Rubric:
Teacher’s Manual Bk. 2 p.T273
WriteSmart CD
Harcourt Grammar Gold
Power
Proofreading
Education Place
5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2
Weekly Assessment:
9.8 – 9.9
Prewrite for Response to
Literature Prompt VDOE Prompts:
(2 per week required) Think of your favorite place to eat. The location could be at home, school, a park, a restaurant, or another place. Write to explain why this is your favorite place to eat.
(Opinion Essay) Your teacher gives you a camera and asks you to take pictures of three things you like at school. Explain what you take pictures of and why you like these things.
(Descriptive Essay)
uggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
gr 5 rubric/checklist/prompts
Week
10
Curriculum Framework Reading Blueprint 3 Writing Blueprint ESS will be added when available
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words.
c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones d. Identify an author’s use of figurative language. 5.6 The student will read and demonstrate comprehension of nonfiction texts.
a. Use prior knowledge and build additional background
knowledge as context for new learning.
d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Theme 2:
Wild Encounters
Selection: Cougars
Genres:
Nonfiction Informational
Text
Teacher’s Manual
pp. T 298-T335
Benchmark Leveled Readers
Tradebook
Read Aloud: Teacher’s Manual
pp.T304-T305
Prepare to Read: Teacher’s Manual
pp.308-309
Vocabulary Cards:
Teacher’s Manual p. TT306-T307
Vocabulary Support / Extension:
Teacher’s Manual pp. T308-309
Comprehension
Main Idea+Details
p.T325
Tradebook Unit Activities Reading
Response Journal Entries
5.4 ab context clues 5.4 c synonyms 5.4 c roots2 5.4 c Homophones 5.5 g Main ideas 5.4 d Figurative Language
Vocabulary Check:
Workbook pp. 111
Comprehension
Check:
Guided Reading Discussions
(oral)
Think and Respond pp. 315, 317, 321
(written)
Workbook pp.108-110
(written)
Selection Test of Vocabulary and Comprehension:
Workbook
pp. 120
Tradebook Unit Quiz Times
Week 11
Curriculum Framework Reading Blueprint 4 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade.
a. Identify intended audience. b. Use a variety of prewriting strategies c. Organize information to convey a central idea.
d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea.
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. e. Use quotation marks with dialogue. j. Use correct spelling of commonly used words.
5.9 The student will find, evaluate, and select appropriate resources for a research product.
a. Construct questions about a topic. b. Collect information from multiple resources including online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.
e. Develop notes that include important concepts, summaries, and identification of information sources. g. Define the meaning and consequences of plagiarism.
Grammar Focus: Direct
Quotations and Writing
Dialogue
Teacher’s Manual Bk.2
pp.T338 – T341
Spiral Review: Singular and Plural Nouns
Writing Focus:
Response to Literature
Teacher’s
Manual Bk.2 pp.T342 –
T345
Making Connections
Teacher’s Manual
Bk. 2 p.T327
Grammar: Projectibles
10.6, 10.7, 10.8
Workbook pp. 115-119
Writing:
Draft, revise, and publish a final prompt for the
week: Response to
Literature
Projectibles 10.9
Workbook
p. 120
Daily prompts related to
descriptive and explanatory
writing from text (See Teacher’s Manual T298 –
T299)
Writing Traits Rubric:
Teacher’s Manual Bk. 2 p.T345
WriteSmart CD
Harcourt Grammar Gold
Power
Proofreading
Education Place
5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2
Weekly Assessment: 10.8 – 10.9
Final Response to Literature Prompt
VDOE Prompts:
(2 per week required)
Imagine a local newspaper reporter wants to know about your favorite school event. Write to describe the event and explain why it is your favorite. (Descriptive/Explanatory
Essay) Think about a time when you were brave. Perhaps you had to speak in front of a class, do something that was difficult, or ride a fast roller coaster. Write about what happened. Be specific and include details.
(Descriptive Essay)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL gr 5 rubric/checklist/prompts
Week 11
Curriculum Framework Reading Blueprint 5 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
b. Use context and sentence structure to determine meanings and differentiate among multiple meaning words. e. Use dictionary, glossary, thesaurus, and other word- reference materials. g. Study word meanings across content areas.
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) f. Identify and ask questions that clarify various points of view. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy. 5.6 The student will read and demonstrate comprehension of nonfiction texts.
a. Use text organizers such as type, headings, and graphics to predict and categorize information..
d. Identify the main idea of nonfiction texts. h. Identify cause and effect relationships following transition words signaling the pattern. k. Identify new information gained from reading. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Theme 3: Revolution
Selections: Dangerous
Crossing
Genre: Historical
Fiction
Teacher’s Manual
pp. T6-T45
Benchmark Leveled Readers
Tradebook
Read Aloud:
Teacher’s Manual pp.T12-13
Prepare to Read: Teacher’s Manual
pp.T16-T17
Vocabulary Cards:
Teacher’s Manual p. T14-15
Vocabulary Support / Extension:
Teacher’s Manual pp. T35
Comprehension Cause &Effect
Teacher’s Manual p.T38-T39
Tradebook Unit Activities
Reading
Response
5.4 ab context clues 5.4 e dictionary 5.5 c plot 5.5 j cause effect 5.4 d Figurative Language
Vocabulary Check:
T35
Comprehension
Check:
Guided Reading Discussions
(oral)
Think and Respond pp. 310, 315
(written)
Workbook p. 121-123
(written)
Selection Test of Vocabulary and Comprehension:
Tradebook Unit Quiz Times
Week 12
Curriculum Framework Reading Blueprint 6 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade.
a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea.
e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. j. Use correct spelling of commonly used words.
k. Identify and use conjunctions.
5.9 The student will find, evaluate, and select appropriate resources for a research product. (Bold objectives indicate new material). a. Construct questions about a topic. b. Collect information from multiple resources including
online, print, and media. c. Use technology as a tool to research, organize, evaluate,
and communicate information.
Grammar
Focus: Subject and
Object Pronouns
Teacher’s
Manual Bk.3 pp.T48 – T51
Spiral Review: Action Verbs
Writing Focus:
Writing Opinion
Paragraph
Teacher’s Manual Bk.3 pp.T52– T55
Making
Connections Teacher’s Manual
Bk. 3 p.T37
Grammar: Projectibles
11.6, 11.7, 11.8
Workbook pp. 127-131
Writing: Prewrite, draft,
revise, and publish a final prompt for the
week: Opinion
Paragragh
Projectibles 11.9, 11.10, 11.11
Workbook p. 132
Daily prompts related to
descriptive and explanatory
writing from text (See T. Manual Bk. 3 T6 – T7)
Writing Traits
Rubric: Teacher’s Manual
Bk. 3 p.T55
WriteSmart CD
Harcourt Grammar Gold
Power
Proofreading
Education Place
5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2
Weekly Assessment:
11.9 – 11.10
Writing Prompt: Final Opinion
Paragragh VDOE Prompts:
(2 per week required)
Suppose you had the opportunity to travel anywhere you wanted. Write to explain where you would go and why. (Descriptive/Explanatory
Essay) Imagine one day you are allowed to create a rule for students to follow. Explain the rule you create and why you choose to make that rule. Be sure to include details.
(Descriptive/ Explanatory Essay)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
gr 5 writing rubric/checklist/pro
mpts
Week 12
Curriculum Framework Reading Blueprint 7 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words and phrases. b. Use context and sentence structure to determine meaning and differentiate among multiple meaning words c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones. 5.6 The student will read and demonstrate comprehension of nonfiction texts.
b. Use text organizers such as type, headings, and graphics to predict and categorize information.
g. Locate information to support opinions, predictions, and conclusions.
i. Differentiate between fact and opinion. j. Identify, compare, and contrast relationships. m. Read with fluency and accuracy.
Theme 3: Revolution
Selections: You Can’t
Make Them Behave King
George
Genre: Nonfiction
Informational Text/ Poetry
Teacher’s Manual
pp. T76 -T119
Benchmark Leveled Readers
Tradebook
Read Aloud: Teacher’s Manual
pp.T86-T87
Prepare to Read: Teacher’s Manual
pp. T90-91
Vocabulary Cards:
Teacher’s Manual p. T88-89
Vocabulary Support / Extension:
Teacher’s Manual pp. T114-115
Comprehension Fact & Opinion
Teacher’s Manual
p.T110-T111 Tradebook Unit
Activities
Reading Response Journal
Entries
5.4 ab context clues 5.4 e dictionary-reference 5.6 i fact opinion Compare/contrast Graphic organizers
Vocabulary Check:
Workbook 135
Comprehension Check:
Guided Reading
Discussions (oral)
Think and Respond
p. 169. 170, 173 (written)
Workbook PB 135
(written)
Selection Test of Vocabulary and Comprehension:
Oral Reading
Fluency Assessment:
Teacher’s Manual
p.T201
Tradebook Unit Test
Week 13
Curriculum Framework Reading Blueprint 8 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies.
c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea.
e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate
resources for a research product. (Bold objectives indicate new material).
a. Construct questions about a topic. c. Use technology as a tool to research, organize, evaluate,
and communicate information.
Grammar
Focus: Verb Tenses
Teacher’s
Manual Bk.3 pp.T120-T123
Spiral Review: Helping Verbs
Writing Focus:
Writing Problem-Solution
Composition
Teacher’s Manual Bk.3
pp.T124– T127
Making Connections
Teacher’s Manual
Bk. 3 p.T109
Grammar:
Projectibles 12.6, 12.7, 12.8
Workbook pp. 139-143
Writing: Prewrite, draft,
revise, and publish a final prompt for the
week: Problem-Solution
Composition
Projectibles 12.9, 12.10, 12.11
Workbook p. 144
Daily prompts related to descriptive and explanatory writing from text (See T. Manual Bk. 3 T80 – T81)
Writing Traits Rubric:
Teacher’s Manual Bk. 3 p.T127
WriteSmart CD
Harcourt Grammar Gold
Power
Proofreading
Education Place
5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2 5.5e Author's Purpose 5.4 c 5.4 c Homophones
Weekly Assessment:
12.8 – 12.9
Writing Prompt: Final Problem-
Solution Composition
VDOE Prompts: (2 per week required) Think about a special event you experienced. Write to explain the event and why it was important to you. (Descriptive/Explanatory
Essay) Think of a time when someone did something special for you. Perhaps the person sent a card, helped with homework, or cooked a food you like. Write about this time and include details.
(Descriptive/ Explanatory Essay)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
gr 5 writing rubric/checklist/prompts
Week 13
Curriculum Framework Reading Blueprint 9 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words and phrases. b. Use context and sentence structure to determine meaning and differentiate among multiple meaning words. e. Use dictionary, glossary, thesaurus, and other word- reference materials. f. Develop vocabulary by listening to and reading a variety of texts. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. m. Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts. e. Summarize supporting details in nonfiction texts
f. Identify structural patterns found in nonfiction. g. Locate information to support opinions, predictions, and conclusions. h. Identify cause and effect relationships following transition words signaling the pattern.
Theme 3: Revolution
Selections: They called Her Molly
Pitcher
Genre: Narrative
Nonfiction
Teacher’s Manual
pp. T148-T187
Benchmark Leveled Readers
Tradebook
Read Aloud:
Teacher’s Manual pp.158-159
Prepare to Read: Teacher’s Manual
pp.162-163
Vocabulary Cards:
Teacher’s Manual p. TT160-161
Vocabulary Support / Extension:
Teacher’s Manual pp. T179
Comprehension
Drawing Conclusions
Teacher’s Manual p.T180
Tradebook Unit Activities Reading
Response Journal Entries
5.4 ab context clues 5.4 e dictionary-reference 5.5 j cause effect 5.6 i fact opinion
Vocabulary Check:
Workbook pp. T147
Comprehension Check:
Guided Reading
Discussions (oral)
Think and Respond p. T 169, 170,173
(written)
Selection Test of Vocabulary and Comprehension: Workbook pages
145-156
Tradebook Unit Quiz Times
Week
14
Curriculum Framework Reading Blueprint 10 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade.
a. Identify intended audience. b. Use a variety of prewriting strategies.
c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea.
e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and
voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea.
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. g. Use hyphen to divide words at the end of a line. i. Eliminate double negatives. j. Use correct spelling of commonly used words. k. Identify and use conjunctions.
5.9 The student will find, evaluate, and select appropriate resources for a research product. (Bold objectives indicate new material). a. Construct questions about a topic. b. Collect information from multiple resources including
online, print, and media. c. Use technology as a tool to research, organize, evaluate,
and communicate information. e. Develop notes that include important concepts, summaries, and identification of information sources. f. Give credit to sources used in research.
Grammar
Focus: Regular and
Irregular Verbs
Teacher’s Manual Bk.3
pp.T192-T195
Spiral Review: Coordinating Conjunctions
Writing Focus:
Persuasive Letter
Teacher’s
Manual Bk.3 pp.T196– T199
Making
Connections Teacher’s Manual
Bk. 3 p.T181
Grammar:
Projectibles 13.6, 13.7, 13.8
Workbook pp. 151-155
Writing: Prewrite, draft,
revise, and publish a final prompt for the
week: Persuasive Letter
Projectibles 13.9, 13.10, 13.11
Workbook p. 156
Daily prompts related to
descriptive and compare/contrast writing from text (See T. Manual
Bk. 3 T152 – T153)
Writing Traits Rubric:
Teacher’s Manual Bk. 3 p.T199
WriteSmart CD
Harcourt Grammar Gold
Power
Proofreading
Education Place
5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2 5.5e Author's Purpose 5.4 c Homophones
Weekly Assessment:
13.15 – 13.16
Writing Prompt: Final Persuasive
Letter VDOE Prompts:
(2 per week required) Think about a time you practiced or prepared for an important event. Write about what happened. Be sure to include details. (Descriptive/Explanatory
Essay) Think about a time you were kind. Write to describe the situation and what happened as a result of your kindness. (Descriptive/Explanatory
Essay)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
Gr 5 writing rubric/checklist/prompts
Week 14
Curriculum Framework Reading Blueprint 11 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words and phrases. c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones. f. Develop vocabulary by listening to and reading a variety of texts. 5.6 The student will read and demonstrate comprehension of nonfiction texts. a. Use text organizers such as type, headings, and graphics to predict and categorize information. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. m. Read with fluency and accuracy.
Theme 3: Revolution
Selections:
James Forten
Genre: Biography
Teacher’s Manual
pp.T 220-T261
Benchmark Leveled Readers
Tradebook
Read Aloud: Teacher’s Manual
pp.T230-T231
Prepare to Read: Teacher’s Manual
pp.T234-235
Vocabulary Cards:
Teacher’s Manual p. T232-T233
Vocabulary Support / Extension:
Teacher’s Manual pp. T240.244,246
Comprehension Sequencing
Teacher’s Manual p.T254-T255
Tradebook Unit
Activities
Reading Response Journal
Entries
5.4 ab context clues 5.4 c synonyms 5.4 c roots2 5.5 k i predictions inferencing
sequencing
Vocabulary Check:
Workbook pp. 159
Comprehension Check:
Guided Reading
Discussions (oral)
Think and Respond
p. T240.242, 244,246,248
(written)
Selection Test of Vocabulary and Comprehension: Workbook pages
157-168 Tradebook Unit
Quiz Times
Week 15
Curriculum Framework Reading Blueprint 12 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade.
a. Identify intended audience. b. Use a variety of prewriting strategies.
c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea.
e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and
voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate
resources for a research product. (Bold objectives indicate new material). b. Collect information from multiple resources including online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.
Grammar
Focus: Active and
Passive Voice
Teacher’s Manual Bk.3
pp.T264-T267
Spiral Review: Complex
Sentences
Writing Focus: Plan and
Prewrite a Persuasive
Essay
Teacher’s Manual Bk.3
pp.T268– T271
Making Connections
Teacher’s Manual
Bk. 3 p.T253
Grammar:
Projectibles 14.6, 14.7, 14.8
Workbook pp. 163-167
Writing: Plan and Prewrite a prompt for the
week: Persuasive Essay
Projectibles 14.9, 14.10
Workbook p. 168
Daily prompts related to
descriptive, explanatory and compare/contrast writing from text (See T. Manual
Bk. 3 T224 – T225)
Writing Traits Rubric:
Teacher’s Manual Bk. 3 p.T271
WriteSmart CD
Harcourt Grammar Gold
Power
Proofreading
Education Place
5.5 g Main ideas 5.8 a possessive 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2 5e Author's Purpose
5.4 c Homophones
Weekly Assessment: 14.8 – 14.9
Writing Prompt:
Prewrite of Persuasive Essay
VDOE Prompts:
(2 per week required)
Write about a time you worked hard for something. For example, you may have worked hard to win a game, make money for something, or earn a reward in class. Tell what you did and how you felt. (Descriptive/Explanatory
Essay)
Think about a time something exciting or funny happened. Write about the funny or exciting experience and what happened. (Descriptive/Explanatory
Essay)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
gr 5 writing rubric/checklist/prompts
Week 15
Curriculum Framework Reading Blueprint 13 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words and phrases. c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones. d. Identify an author’s use of figurative language. g. Study word meanings across content areas
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. e. Describe how an author’s choice of vocabulary contributes to the author’s style 5.6 The student will read and demonstrate comprehension of nonfiction texts. a. Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. c. Skim materials to develop a general overview of content and to locate specific information. d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction f. Identify structural patterns found in nonfiction. g. Locate information to support opinions, predictions, and conclusions. h. Identify cause and effect relationships following transition words signaling the pattern. i. Differentiate between fact and opinion. j. Identify, compare, and contrast relationships
Theme 4: What’s Your
Story
Selections: We Were There Too
Genre:
Realistic Fiction
Teacher’s Manual
pp. T2-T43
Benchmark Leveled Readers
Tradebook
Read Aloud: Teacher’s Manual
pp.T302-303
Prepare to Read: Teacher’s Manual
T 306-307
Vocabulary Cards:
Teacher’s Manual
p. T304-305
Vocabulary Support / Extension: Teacher’s Manual pp. T325
Comprehension Compare and
Contrast Teacher’s Manual
p.312,314,316, 318,320
Tradebook Unit Activities Reading
Response Journal Entries
5.4 ab context clues
5.4 c roots2 5.4 c synonyms 5.4 d Figurative Language 5.5e Author's Purpose 5.5i Drawing conclusions 5.5 j cause effect 5.5 g Main ideas
Vocabulary Check:
Workbook 171
Comprehension Check:
Guided Reading
Discussions (oral)
Selection Test of Vocabulary and Comprehension:
Workbook
pp. 169-180
Tradebook Unit Quiz Times
Week 16
Curriculum Framework Reading Blueprint 14 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade.
a. Identify intended audience. b. Use a variety of prewriting strategies.
c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea.
e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and
voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. e. Use quotation marks with dialogue. g. Use hyphen to divide words at the end of a line. h. Edit for fragments and run-on sentences. i. Eliminate double negatives. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate
resources for a research product. (Bold objectives indicate new material). b. Collect information from multiple resources including online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.
Grammar
Focus: Easily
Confused Verbs
Teacher’s
Manual Bk.3 pp.T338-T341
Spiral Review:
Writing Correct
Sentences
Writing Focus: Draft, revise and publish a
Persuasive Essay
Teacher’s
Manual Bk.3 pp.T342– T345
Making
Connections Teacher’s Manual
Bk. 3 p.T327
Grammar:
Projectibles 15.6, 15.7, 15.8
Workbook pp. 175-179
Writing: Plan and Prewrite a prompt for the
week: Persuasive Essay
Projectibles 15.9
Workbook p. 180
Daily prompts related to
descriptive, explanatory and compare/contrast writing from text (See T. Manual
Bk. 3 T296 – T297)
Writing Traits Rubric:
Teacher’s Manual Bk. 3 p.T345
WriteSmart CD
Harcourt
Grammar Gold
Power Proofreading
Education Place
5.5 g Main ideas 5.8 a possessive 5.8 b adjectives 5.8 h sentences 5.8 h sentences Parts of Speech 2 5.5e Author's Purpose 5.4 c Homophones
Weekly Assessment: 15.8 – 15.9
Writing Prompt:
Final of Persuasive Essay
VDOE Prompts:
(2 per week required)
If you could make one wish that would help others, what would you wish for and why? Write to explain what wish you would make and how it would help others. Be sure to include details. (Descriptive/Explanatory
Essay)
There is a saying that time goes by quickly when you are having fun. Write about an exciting event in which the time seemed to go by faster than usual. (Descriptive/Explanatory
Essay)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
gr 5 writing rubric/checklist/prompts
Week 16
Curriculum Framework Reading Blueprint 15 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words and phrases. c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones. e. Use dictionary, glossary, thesaurus, and other word- reference materials. g. Study word meanings across content areas 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
a. Describe the relationship between text and previously
read material.
b. Describe character development.
h. Summarize supporting details from text i. Draw conclusions and make inferences from text. k. Make, confirm, or revise predictions. 5.6 The student will read and demonstrate comprehension of nonfiction texts. a. Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. m. Read with fluency and accuracy.
Theme 4: Express Yourself
Selections:
Lunch Money Genre:
Realistic Fiction
Teacher’s Manual
pp. T12-38
Benchmark Leveled Readers
Tradebook
Read Aloud:
Teacher’s Manual pp.T12-13
Prepare to Read: Teacher’s Manual
pp. T16-17
Vocabulary Cards:
Teacher’s Manual p. T 14.15
Vocabulary Support / Extension:
Teacher’s Manual pp. T33
Comprehension Author’s Purpose Teacher’s Manual
T36-37
Tradebook Unit Activities
Reading
Response Journal Entries
5.5 b character dev 5.5 c plot 5.5i Drawing conclusions 5.5 k i predictions inferencing 5.5e Author's Purpose
Vocabulary Check:
Workbook 183
Comprehension Check:
Guided Reading
Discussions (oral)
Workbook 181-192 (written)
Selection Test of Vocabulary and Comprehension:
Workbook
Tradebook Unit
Test
Week
17
Curriculum Framework Reading Blueprint 16 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade.
a. Identify intended audience. b. Use a variety of prewriting strategies.
c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea.
e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and
voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate
resources for a research product. (Bold objectives indicate new material). b. Collect information from multiple resources including online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.
e. Develop notes that include important concepts, summaries, and identification of information sources.
Grammar
Focus: Adjectives
Teacher’s
Manual Bk.3 pp.T46-T49
Spiral Review:
Kinds of Pronouns
Writing Focus: Friendly Letter
Teacher’s Manual Bk.4 pp.T50– T53
Making
Connections Teacher’s Manual
Bk. 4 p.T35
Grammar:
Projectibles 16.6, 16.7, 16.8
Workbook pp. 187-191
Writing: Prewrite, draft,
and revise a prompt for the
week: Friendly Letter
Projectibles 16.9, 16.10, 16.11
Workbook p. 192
Daily prompts related to
descriptive, explanatory and compare/contrast writing from text (See T. Manual Bk. 4 T6 – T7)
Writing Traits Rubric:
Teacher’s Manual Bk. 4 p.T53
WriteSmart CD
Harcourt
Grammar Gold
Power Proofreading
Education Place
5.5 g Main ideas 5.8 a possessive 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2 5.5e Author's Purpose 5.4 c Homophones
Weekly Assessment:
16.9 – 16.10
Writing Prompt: Final of Friendly letter
VDOE Prompts:
(2 per week required)
Think about a trip you went on with your class, family, friends, or a group. Write about what happened on the trip. (Descriptive/Explanatory
Essay)
Imagine you are going on a field trip in a bus created especially for kids. Describe this bus and explain why kids will like it. (Descriptive/Explanatory
Essay)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
gr 5 writing rubric/checklist/prompts
Week 17
Curriculum Framework Reading Blueprint 17 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
Review Skills for the 9 weeks DWAP testing 5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. b. Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words. homographs, homophones, word study: analogies). d. Identify an author’s use of figurative language. e. Use dictionary, glossary, thesaurus, and other word- reference materials. f. Develop vocabulary by listening to and reading a variety of texts. g. Study word meanings across content areas. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
a. Describe the relationship between text and previously read materials.
b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme). d. Describe the characteristics of free verse, rhymed, and
patterned poetry.
e. Describe how author’s choice of vocabulary contributes to
Theme 3:
Revolution and
Theme 4: Big Idea
Benchmark
Leveled Readers
Tradebook
Review vocabulary and
enabling objectives
covered in weeks 10-17
5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 e dictionary
5.5 b character dev 5.5 c plot
5.5 j cause effect
Oral Reading Fluency
Assessment:
Teacher’s Manual p.T117
Tradebook AR Test
Week 18
Curriculum Framework Reading Blueprint 18 Writing Blueprint ESS will be added when available
Reading Review con’t week 18 the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). f. Identify sensory words and their effect on the reader. g. Identify main idea. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy. 5.6 The student will read and demonstrate comprehension of nonfiction texts.
a. Use text organizers such as type, headings, and graphics
to predict and categorize information.
b. Use prior knowledge and build additional background
knowledge as context for new learning.
c. Skim materials to develop a general overview of content
and to locate specific information.
d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. g. Locate information to support opinions, predictions, and conclusions. h. Identify cause and effect relationships following transition words signaling the pattern. i. Differentiate between fact and opinion. j . Identify, compare, and contrast relationships. k. Identify new information gained from reading. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Curriculum Framework Reading Blueprint 19 Writing Blueprint ESS will be added when available
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a. Use plural possessives. b. Use adjective and adverb comparisons. c. Identify and use interjections. d. Use apostrophes in contractions and possessives. e. Use quotation marks with dialogue.
f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. i. Eliminate double negatives. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product. a. Construct questions about a topic. b. Collect information from multiple resources including
online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.
d. Organize information presented on charts, maps, and graphs.
Lessons 9-10 Teacher’s
Manual Book 2
and Lessons 11-15
Teacher’s Manual Book
3 and
Lesson 16 Teacher’s
Manual Book 4
Review rubrics, graphic writing organizers, and
grammar objectives
covered in weeks 10-17
Sharing of
prompt responses from
weeks 10-17 with peers or class
Write On
Read Write Think
Harcourt Grammar Gold
Power
Proofreading
Education Place
Final Drafts with Grading Rubric
For Selected Prompt Responses From
Journals
gr 5 writing rubric/checklist/pro
mpts
Week 18
Curriculum Framework Reading Blueprint 1 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks Grade 5 English 2013-2014
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words.
c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Theme 4: Big Idea
Selections:
LAFF
Genres: Science Fiction
Teacher’s Manual pp. T73-
T119
Benchmark Leveled Readers
Tradebook
Read Aloud: Teacher’s Manual
pp. 84-85 Prepare to Read: Teacher’s Manual
pp. 88-89 Vocabulary:
Teacher’s Manual pp. 86-87
Teacher’s Manual p. T164 (cards)
Vocabulary Support / Extension:
Teacher’s Manual pp. 116-117
Comprehension Support
Teacher’s Manual pp. 90-91
Teacher’s Manual pp. S138 – S139
Introduce new
tradebook/ tradebook activities Reading
Response Journal Entries
5.4 ab context clues 5.5 b Character Dev 5.5 c Narrative Elements 5.5 d Poetry 5.5 f Point of View 5.5 g Main Idea 5.5 I Draw Conclusions 5.5 j Cause Effect 5.5 k Predictions 5.5 m Readers Theatre SOL practice SOL Vocabulary Resources Teacher Direct
Vocabulary Check:
Workbook p. 195
Comprehension Check:
PB 193-194
Guided Reading Discussions
(oral)
Comprehension Focus:
Infer/Predict
Selection Test of Vocabulary and Comprehension:
Tradebook Unit Quiz Times
Week 19
Curriculum Framework Reading Blueprint 2 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks Grade 5 2012-2013
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe,
to inform, to entertain, and to persuade. a. Identify intended audience.
b. Use a variety of prewriting strategies. c. Organize information to convey a central idea.
d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and
voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, sentence structure, and paragraphing.
b. Use adjective and adverb comparisons. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product.
b. Collect information from multiple resources including online, print, and media.
c. Use technology as a tool to research, organize, evaluate, and communicate information.
f. Give credit to sources used in research.
Grammar Focus:
Adverbs
Teacher’s Manual Bk. 4
pp.T122 – T125
Spiral Review: Simple Verb
Tenses
Writing Focus: Write to Narrate:
Character Description
Teacher’s
Manual Bk. 4 pp.T126 –
T129 Making
Connections Teacher’s
Manual Bk. 4 p.T111
Grammar:
Projectibles 17.6, 17.7, 17.8
Workbook
pp. 199-202
Writing: Write to Narrate:
Character Description
Projectibles 17.9, 17.10
Workbook
p. 203
Daily prompts related to
descriptive and explanatory
writing from text (See Teacher’s Manual T78 –
T79)
Writing Traits Rubric:
Teacher’s Manual Bk. 4 p.T129
Write On
Read Write Think
Harcourt
Grammar Gold
Power Proofreading
Education Place
Weekly Assessment:
17.9 – 17.10
Write to Narrate Prompt
VDOE Prompts:
(2 per week required)
There are many different kinds of entertainment, such as music, games, books, or movies. Explain your favorite type of entertainment and why you like it. (Opinion/Descriptive Essay) What is something you would like to learn to do? Explain what you would like to learn and why. (Opinion/Descriptive)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
Writing rubric/checklist
Week
19
Curriculum Framework Reading Blueprint 3 Writing Blueprint ESS
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading 3rd nine weeks Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. and differentiate among multiple meanings of words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). f. Develop vocabulary by listening to reading a variety of texts. 5.6 The student will read and demonstrate comprehension
of nonfiction texts.
e. Summarize supporting details in nonfiction text i. Differentiate between fact and opinion.
Theme 4: Big idea
Selections:
The Dog Newspaper
Genres:
Autobiography
Teacher’s Manual
pp. 149-189
Benchmark Leveled Readers
Tradebook
Read Aloud: Teacher’s Manual
pp. 160-161
Prepare to Read: Teacher’s Manual
pp. 164-165
Vocabulary: Teacher’s Manual
pp. 164 and
p. T162-163 (cards)
Vocabulary Support / Extension:
Teacher’s Manual pp. 186-187
Comprehension Support/
Extension: Teacher’s Manual
pp. 182-183
Tradebook Unit Activities
Reading Response Journal Entries
5.4 ab context clues 5.4 c Synonyms and antonymns 5.4c SuffixesPrefixes 5.5 b Character Dev 5.5 c Narrative Elements 5.5 f Point of View 5.5 g Main Idea 5.5 I Draw Conclusions 5.5 j Cause Effect 5.5 k Predictions 5.5 m Readers Theatre SOL practice Teacher Direct
Vocabulary Check:
Workbook p. 207
Comprehension
Check:
Guided Reading Discussions
(oral)
Comprehension Focus:
Fact/Opinion Workbook p.205-
206 (written)
Selection Test of Vocabulary and Comprehension:
Workbook
pp. 205-216
Tradebook Unit Quiz Times
Week 20
Curriculum Framework Reading Blueprint 4 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe,
to inform, to entertain, and to persuade. a. Identify intended audience.
b. Use a variety of prewriting strategies. c. Organize information to convey a central idea.
d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and
voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, sentence structure, and paragraphing.
b. Use adjective and adverb comparisons. c. Identify and use interjections. d. Use apostrophes in contractions and possessives. e. Use quotation marks with dialogue. f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product.
c. Use technology as a tool to research, organize, evaluate, and communicate information.
Grammar
Focus: Prepositions
and Prepositional
Phrases
Teacher’s Manual Bk. 4
pp.T192 – T195
Spiral Review: Verbs in the
Present
Writing Focus: Personal Narrative
Teacher’s
Manual Bk. 4 pp.T196 –
T199 Making
Connections Teacher’s
Manual Bk. 4 p.T181
Grammar:
Projectibles 18.6, 18.7, 18.8
Workbook
pp. 211-214
Writing: Personal Narrative
Projectibles
18.9, 18.10,18.11
Workbook p. 215
Daily prompts (See Teacher’s Manual T154 –
T155)
Writing Traits Rubric:
Teacher’s Manual Bk. 4 p.T199
Write On
Read Write Think
Harcourt
Grammar Gold
Power Proofreading
Education Place
5.8 h sentences
Weekly Assessment:
18.13 – 18.14
Final Copy of Personal Narrative
VDOE Prompts:
(2 per week required)
Imagine someone made an exciting announcement at school. Write about the announcement and what happened next. (Narrative) Suppose a door suddenly appears as you are walking down the hall. Write about what happens when you open the door. (Narrative)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
Writing
rubric/checklist
Week 20
Curriculum Framework Reading Blueprint 5 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. b. Use context and sentence structure to determine meanings and differentiate among multiple meaning words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
b. Describe character development e. Describe how an author’s choice of vocabulary contributes to the author’s style h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts. c. Skim materials to develop a general overview of content and to locate specific information i. Differentiate between fact and opinion.
Theme 5: Big idea
Selections:
Darnell Rock Reporting
Genres: Realistic Fiction
Teacher’s Manual
pp. 220-272
Benchmark
Leveled Readers
Tradebook
Read Aloud: Teacher’s Manual
pp. 230-231
Prepare to Read: Teacher’s Manual
pp. 234-235
Vocabulary: Teacher’s Manual
pp. 232-233
Vocabulary Support / Extension:
Teacher’s Manual pp. 260
Comprehension
Support / Extension:
Teacher’s Manual pp. 256
Tradebook Unit Activities Reading
Response Journal Entries
5.4 ab context clues 5.4 c Synonyms and antonymns 5.4c SuffixesPrefixes 5.5 b Character Dev
5.5 c Narrative Elements
5.5 d Poetry 5.5 f Point of View 5.5 g Main Idea 5.5 I Draw Conclusions
5.5 j Cause Effect 5.5 k Predictions SOL practice Teacher Direct
Vocabulary Check:
Workbook p. 219
Comprehension Check:
Guided Reading
Discussions (oral)
Comprehension Focus:
Persuasion/ Summarizing
Workbook p. 217 (written)
Selection Test of Vocabulary and Comprehension
Tradebook Unit Quiz Times
Week 21
Curriculum Framework Reading Blueprint 6 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience.
b. Use a variety of prewriting strategies. c. Organize information to convey a central idea.
d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, sentence structure, and paragraphing.
a. Use plural possessives. b. Use adjective and adverb comparisons. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product.
a. Construct questions about a topic. b. Collect information from multiple resources including online, print, and media.
c. Use technology as a tool to research, organize, evaluate, and communicate information.
d. Organize information presented on charts, maps, and graphs. e. Develop notes that include important concepts,
summaries, and identification of information sources.
Grammar
Focus: Pronouns
Teacher’s
Manual Bk. 4 pp.T266 –
T269
Spiral Review: Verbs in the Present and Past Tenses
Writing Focus:
Personal Narrative
Teacher’s
Manual Bk. 4 pp.T270 –
T272 Making
Connections Teacher’s
Manual Bk. 4 p.T255
Grammar:
Projectibles 19.6, 19.7, 19.8
Workbook
pp. 223 - 227
Writing: Personal Narrative
Projectibles 19.9, 19.10
Workbook
p. 228
Daily prompts (See Teacher’s Manual T224 –
T225)
Writing Traits Rubric:
Teacher’s Manual Bk. 4 p.T273
Write On
Read Write Think
Harcourt
Grammar Gold
Power Proofreading
Education Place
Weekly Assessment:
19.8 – 19.9
Final Copy of Personal Narrative
VDOE Prompts:
(2 per week required)
Imagine a fish popped its head out of the water and said something. What would you do? Write a story about what happened. Be sure to include details in your story. (Narrative) Imagine yourself as a superhero. You might be able to see through walls, fly, or swim like a fish. Write about your superhuman power and what happens when you use it. (Narrative)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
Writing rubric/checklist
Week 21
Curriculum Framework Reading Blueprint 7 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
Preparing for SOL writing Optional: Reader’s Theatre
5.4 ab context clues 5.5 b Character Dev 5.5 c Narrative Elements 5.5 g Main Idea 5.5 I Draw Conclusions 5.5 j Cause Effect 5.5 k Predictions 5.5 m Readers Theatre SOL practice SOL Vocabulary Resources Teacher Direct
Week 22
Curriculum Framework Reading Blueprint 8 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives Resources Assessments Time
Frame Writing Text Activities Technology 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a. Use plural possessives. b. Use adjective and adverb comparisons. c. Identify and use interjections. d. Use apostrophes in contractions and possessives. e. Use quotation marks with dialogue.
f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. i. Eliminate double negatives. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product. a. Construct questions about a topic. b. Collect information from multiple resources including
online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.
d. Organize information presented on charts, maps, and graphs.
Writer’s
workshops – peer sharing, revising,
and editing
Analyze released anchor papers
Review planning
organizers
Teacher created proofing exercises
SOL practice
Teacher Direct
Teacher made tests Teacher Observation Student Journals – revise earlier prompt responses Writing Rubric/checklists VDOE sample and released items grade_5_checklist_for_writers
Week 22
Curriculum Framework Reading Blueprint 9 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words and phrases. c. Use context and sentence structure to determine
meanings and differentiate among multiple meaning words.
f. Develop vocabulary by listening to and reading a variety of texts. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
a. Describe the relationship between text and previously read materials.
b. Describe character development.
c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme.
g. Identify main idea. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Theme 5: Big Idea
Selection:
Don Quixote
Genre: Humorous
Fiction
Teacher’s Manual
pp. 294-335
Benchmark Leveled Readers
Tradebook
Read Aloud: Teacher’s Manual
pp. 304-305 Prepare to Read: Teacher’s Manual
pp. 308-309
Vocabulary: Teacher’s Manual
pp. 306-307
Vocabulary Support / Extension:
Teacher’s Manual pp.332-333
Comprehension Support / Extension:
Teacher’s Manual
p. 328-329
Tradebook Unit Activities Reading
Response Journal Entries
5.4 ab context clues 5.4 e Dictionary 5.5 I Draw Conclusions .5.5 k Predictions SOL practice SOL Vocabulary Resources
Teacher Direct
Vocabulary Check: Workbook p. 231 Comprehension
Check:
Guided Reading Discussions
(oral)
Comprehension Focus:
Character Development
Workbook p. 229
(written) Selection Test of Vocabulary and Comprehension:
Workbook
pp. 229-240
Oral Reading Fluency
Assessment: Teacher’s Manual
pp. T304 Tradebook Unit
Test
Week 23
Curriculum Framework Reading Blueprint 10 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade.
a. Identify intended audience. b. Use a variety of prewriting strategies.
c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea.
e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a. Use plural possessives. b. Use adjective and adverb comparisons. c. Identify and use interjections. d. Use apostrophes in contractions and possessives. e. Use quotation marks with dialogue.
f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product. a. Construct questions about a topic. b. Collect information from multiple resources including
online, print, and media. c. Use technology as a tool to research, organize, evaluate,
Grammar Focus:
Contractions
Teacher’s Manual Bk. 4
pp.T338– T341
Spiral Review: Easily
confused verbs
Writing Focus:
Personal Narrative
Teacher’s
Manual Bk. 4 pp.T342-T345
Making
Connections Teacher’s
Manual Bk. 4 p.T327
Grammar:
Projectibles 20.6, 20.7, 20.8
Workbook
pp. 235 - 238
Writing: Personal Narrative
Projectible
20.9
Workbook p. 239-240
Daily prompts (See Teacher’s Manual T298 –
T299)
Writing Traits Rubric:
Teacher’s Manual Bk. 4 p.T345
SOL practice Teacher Direct
Write On
Read Write Think
Harcourt Grammar Gold
Power
Proofreading
Education Place
Weekly Assessment:
20.8 – 20.9
Final Copy of Personal Narrative
VDOE Prompts:
(2 per week required)
Imagine you and a friend found a spaceship. The door opened and you looked inside. Write about what happened. (Fictional Narrative) Imagine your friend has a car that talks and flies. The car can do other amazing things, too. Your friend takes you for a ride. Write to tell what happened when your friend took you for a ride in the car. (Fictional Narrative)
Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL
Writing rubric/checklist
Week 23
(cont. next page)
Curriculum Framework Reading Blueprint 11 Writing Blueprint ESS
and communicate information. e. Develop notes that include important concepts,
summaries, and identification of information sources. g. Define the meaning and consequences of plagiarism.
Curriculum Framework Reading Blueprint 12 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words and phrases. c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones. d. Identify an author’s use of figurative language. e. Use dictionary, glossary, thesaurus, and other word- reference materials. f. Develop vocabulary by listening to and reading a variety of texts. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
b. Describe character development. e. Describe how an author’s choice of vocabulary contributes to the author’s style h. Summarize supporting details from text. j. Identify cause and effect relationships. m. Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts. a. Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction t
Theme 5:
Our Country is Always
Changing
Selections: Tucket’s Travels
Genres:
Historical Fiction
Teacher’s Manual pp. 2-47
Benchmark
Leveled Readers
Tradebook
Read Aloud: Teacher’s Manual
pp. 12-13 Prepare to Read: Teacher’s Manual
pp. 16-17
Vocabulary: Teacher’s Manual
pp. 14-15
Vocabulary Support / Extension:
Teacher’s Manual pp. 44-45
Comprehension Support / Extension:
Teacher’s Manual pp. 40-41
Tradebook Unit
Activities
Reading Response Journal
Entries
5.4 ab context clues 5.6 a Graphic Organizers .6 a Structural Patterns 5.5 g Main Idea 5.5 j Cause Effect 5.6 f fact-opinion SOL practice SOL Vocabulary Resources Teacher Direct
Vocabulary Check:
Workbook p. 243
Comprehension Check:
Guided Reading
Discussions (oral)
Comprehension Focus:
Sequence of Events Workbook p.241-
242
Selection Test of Vocabulary and Comprehension:
Tradebook Unit Quiz Times
Week 24
Curriculum Framework Reading Blueprint 13 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice.
g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
d. Use apostrophes in contractions and possessives. f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product. a. Construct questions about a topic. b. Collect information from multiple resources including
online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.
e. Develop notes that include important concepts, summaries, and identification of information sources.
g. Define the meaning and consequences of plagiarism.
Grammar
Focus: Verbs ‘Be’ and
‘Have’
Teacher’s Manual Bk. 5 pp.T50– T53
Spiral Review: Adjectives and
Adverbs
Writing Focus: Write to Inform
Teacher’s
Manual Bk. 5 pp.T54-T57
Making
Connections Teacher’s
Manual Bk. 5 p.T39
Grammar:
Projectibles 21.6, 21.7, 21.8
Workbook
pp. 247 - 250
Writing: Write to Inform
Projectible
21.9, 21.10, 21.11
Workbook p. 251
Daily prompts
(See Book 5 Teacher’s Manual
T6 – T7)
Writing Traits Rubric:
Teacher’s Manual Bk. 5 p.T57
SOL practice
Teacher Direct
Write On
Read Write Think
Harcourt
Grammar Gold
Power Proofreading
Education Place
Weekly Assessment:
21.9 – 21.10
Final Copy of Personal Narrative
VDOE Prompts:
(2 per week required) Imagine a helicopter with a famous person on board landed near your school. The person was coming to visit your class. Who was the person, and what happened when he or she came to your classroom? (Fictional Narrative) Imagine one day you were outside and came across a vine-covered stone wall. In the middle of the wall was a locked wooden gate with a golden key hanging next to it. Using details, write a story about what happened. (Fictional Narrative)
Writing rubric/checklist
Week 24
Curriculum Framework Reading Blueprint 14 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words and phrases. b. Use context and sentence structure to determine meanings and differentiate among multiple meaning words.
e. Use dictionary, glossary, thesaurus, and other word- reference materials 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development. e. Describe how an author’s choice of vocabulary contributes to the author’s style. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text 5.6 The student will read and demonstrate comprehension of nonfiction texts.
a. Use text organizers such as type, headings, and graphics to predict and categorize information.
m. Read with fluency and accuracy.
Theme 5
Selections: The Birchbark
House
Genres: Historical
Fiction
Teacher’s Manual
pp. 78 – 117
Benchmark
Leveled Readers
Tradebook
Read Aloud: pp. 88-89
Prepare to Read: T93
Vocabulary: Teacher’s Manual 90-91
Vocabulary Support / Extension: Teacher’s Manual
pp. 116-117 Comprehension
Support / Extension: Teacher’s Manual
pp. 112-113
Tradebook Unit Activities
Reading
Response Journal Entries
5.4 ab context clues 5.4 c Synonyms and antonymns 5.4c SuffixesPrefixes 5.6 a Graphic Organizers 5.5 g Main Idea 5.5 k Predictions 5.5 j Cause Effect 5.6 f fact-opinion 5.6 j compare-contrast SOL practice SOL Vocabulary Resources Teacher Direct
Vocabulary Check:
Workbook p. 255
Comprehension
Check:
Guided Reading Discussions
(oral)
Comprehension Focus:
Infer/Predict
Workbook p. 253-254
(written)
Selection Test of Vocabulary and Comprehension:
Workbook
pp. 253-264
Tradebook Unit Quiz Times
Week 25
Curriculum Framework Reading Blueprint 15 Writing Blueprint ESS
GRADING PERIOD: 3rd
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade.
a. Identify intended audience. b. Use a variety of prewriting strategies.
c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea.
e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and
voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
b. Use adjective and adverb comparisons. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words.
5.9 The student will find, evaluate, and select appropriate resources for a research product. a. Construct questions about a topic. b. Collect information from multiple resources including online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.
Grammar
Focus: Perfect Tenses
Teacher’s
Manual Bk. 5 pp.T122– T125
Spiral Review: Adjectives and
Adverbs
Writing Focus: Write to Inform
Teacher’s
Manual Bk. 5 pp.T126-T128
Making
Connections Teacher’s
Manual Bk. 5 p.T111
Grammar:
Projectibles 22.6, 22.7, 22.8
Workbook
pp. 259 - 262
Writing: Write to Inform
Compare/Contrast
Projectible 22.9, 22.10, 22.11
Workbook
p. 263
Daily prompts (See Book 5
Teacher’s Manual T82 – T83)
Writing Traits
Rubric: Teacher’s Manual
Bk. 5 p.T129
SOL practice
Teacher Direct
Write On
Read Write Think
Harcourt
Grammar Gold
Power Proofreading
Education Place
Weekly Assessment:
22.9 – 22.10
Final of Compare/Contrast Expository Prompt
VDOE Prompts:
(2 per week required) Imagine you were awakened one morning by a talking parrot. “I know where a treasure is buried,” it squawked. Using details, write a story about what happened. (Fictional Narrative) Think about your favorite year in school. Was it kindergarten, first grade, second, grade, or another grade? Write to explain why the year you chose was your favorite. (Personal Narrative)
Writing rubric/checklist
Week 25
Curriculum Framework Reading Blueprint 16 Writing Blueprint ESS
GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
SOL Writing Test Week
SOL
WRITING TEST
Week
26
Curriculum Framework Reading Blueprint 17 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
SOL Writing Test Week
SOL WRITIG TEST
SOL practice
Teacher Direct
Week 26
Curriculum Framework Reading Blueprint 18 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Reading Text Activities Technology
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meaning of unfamiliar words. b. Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). d. Identify an author’s use of figurative language. e. Use dictionary, glossary, thesaurus, and other word- reference materials.
f. Develop vocabulary by listening to and reading a variety of texts.
g. Study word meanings across content areas.
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
a. Describe the relationship between text and previously read materials.
b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme).
d. Describe the characteristics of free verse, rhymed, and patterned poetry.
e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery).
f. Identify and ask questions that clarify various points of view.
g. Identify main idea.
Theme 5: Our Country
is always Changing
Tradebook
Review vocabulary and
enabling objectives
covered in weeks 19-26
SOL practice
Teacher Direct
5,5 c Idioms 5.4 ab context clues 5.4 c Synonyms and antonymns 5.4 e Dictionary 5.4c SuffixesPrefixes 5.5 b Character Dev 5.5 c Narrative Elements 5.5 d Poetry 5.5 f Point of View 5.5 g Main Idea 5.5 I Draw Conclusions 5.5 j Cause Effect 5.5 k Predictions 5.5 m Readers Theatre 5.6 a Graphic Organizers 5.6 a Structural Patterns 5.6 f fact-opinion 5.6 j compare-contrast
3rd Nine Weeks
Testing (1 day for reading)
Oral Reading
Fluency Assessment:
STAR Test
Tradebook AR Test (continued on next page)
Week 27
Curriculum Framework Reading Blueprint 19 Writing Blueprint ESS
h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy. 5.6 The student will read and demonstrate comprehension of nonfiction texts.
a. Use text organizers such as type, headings, and graphics
to predict and categorize information.
b. Use prior knowledge and build additional background
knowledge as context for new learning.
c. Skim materials to develop a general overview of content
and to locate specific information.
d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. g. Locate information to support opinions, predictions, and conclusions. h. Identify cause and effect relationships following transition words signaling the pattern. i. Differentiate between fact and opinion. j. Identify, compare, and contrast relationships. k. Identify new information gained from reading. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.
Curriculum Framework Reading Blueprint 20 Writing Blueprint ESS
GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5
SOL / Enabling Objectives
Resources Assessments Time
Frame
Writing Text Activities Technology
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade.
a. Identify intended audience. b. Use a variety of prewriting strategies.
c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea.
e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and
information. i. Include supporting details that elaborate the main idea.
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. b. Use adjective and adverb comparisons.
f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. k. Identify and use conjunctions.
5.9 The student will find, evaluate, and select appropriate
resources for a research product. a. Construct questions about a topic. b. Collect information from multiple resources including online, print, and media.
c. Use technology as a tool to research, organize, evaluate, and communicate information. d. Organize information presented on charts, maps, and graphs. e. Develop notes that include important concept, summaries, and identification of information sources.
Grammar
Focus: Transitions
Teacher’s
Manual Bk. 5 pp.T194– T197
Spiral Review: Prepositions
Writing Focus:
Write to Inform
Teacher’s
Manual Bk. 5 pp.T198-T201
Making
Connections Teacher’s
Manual Bk. 5 p.T183
Grammar:
Projectibles 23.6, 23.7, 23.8
Workbook
pp. 271 - 274
Writing: Write to Inform
Compare/Contrast
Projectible 23.9, 23.10, 23.11
Workbook
p. 275
Daily prompts (See Book 5
Teacher’s Manual T154 – T155)
Writing Traits
Rubric: Teacher’s Manual Bk. 5 p.T201 SOL practice Teacher Direct
Write On
Read Write Think
Harcourt Grammar Gold
Power
Proofreading
Education Place
Weekly
Assessment: 23.9 – 23.10
Final of
Compare/Contrast Expository Prompt
Week 27