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Transcript of teachers.dadeschools.netteachers.dadeschools.net/cconwell/images/5Focus.docx · Web view2010. 9....
Coconut Palm K-8 Academy 2010-2011
Caribbean Elementary School 2010-2011
5th GRADE FOCUS CALENDAR -1ST NINE WEEKS
Houghton Mifflin Grade 5 Focus Calendars-First Nine Weeks
COMMITMENT * EQUITY * HIGH EXPECTIONS * RESPONSIBILITY * TEAM WORK
AT-A-GLANCE BENCHMARK CONTENT and ASSESSMENTS
Week 1
Week 2
Weeks 3-4
Weeks 5-6
Weeks 7-8
Weeks 9-10
Back to School
Focus on Genres
Earthquake Terror
Eye of the Storm
Volcanoes
Michelle Kwan Heart of a Champion
Reading Strategies Reciprocal Teaching
· Predicting
· Phonics/Decoding
· Monitor/Clarify
· Question
· Evaluate
· Summarize
Author’s Purpose
Author’s Perspective
Story Structure
Setting
Character Development
Problem/Resolution
Theme/Topic
Conclusions/Inferences
Text Features
Compare and Contrast
Synonyms
Analyze Words in Text
Context Clues
Introducing the Genre
Tall Tales
Elements of Tall Tales
Refines/Extends Prior Knowledge
Inferences/Conclusions
Literary Terminology
Author’s Purpose/Perspective
Multiple Meanings in Context
Fact or Opinion
Fluency
Dramatic Presentation
Author’s Purpose
Theme/Topic
Chronological Order,
Relevant Details
Conclusions/ Inferences
Character Point of View, Character Development, Setting, Plot, Problem/Solution
Descriptive Language
(e.g., mood, imagery)
Interpret graphical information (text features) e.g., graphics, legends, illustrations, diagrams, charts, keys
Locate, Interpret, Organize Information
Base Words/Affixes
Short Vowels
Synonyms
Author’s Purpose
Text Structure/Organization
Theme/Topic
Chronological Order,
Relevant Details
Conclusions/ Inferences
Descriptive Language
(e.g., mood, imagery)
Validity & Reliability of Information (within and across text)
Interpret graphical information (text features)e.g., graphics, legends, illustrations, diagrams, charts, keys
Locate, Interpret, Organize Information
Syllabication
Long Vowels
Guide Words
Conjunctions
Compound Sentences
Capitalization and Punctuation
Key/Selection Vocabulary
Monitors, clarifies, categorizing and classifying key vocabulary
Background /Prior Knowledge
Locate, Interpret, Organize Information
Long Vowel Patterns
Capitalization and Punctuation
Singular and Plural Nouns
Listening Comprehension/Teacher Read Aloud
Structural Analysis
Compare/Contrast
(Similarity/Differences)
Inferences/Conclusions
Central Idea/Relevant Ideas
Categorize and classify information
Effective Conversations
Characteristics of a Folktale
Dictionary Skills
Compare and Contrast Themes
Key/Selection Vocabulary
Monitors, clarifies, categorizing and classifying key vocabulary
Background /Prior Knowledge
Locate, Interpret, Organize Information
Compound Words
Silent Consonants
Capitalization and Punctuation
Singular and Plural Possessive Nouns
Common and Proper Nouns
Word Families
Listening Comprehension/Teacher Read Aloud
Structural Analysis
Compare/Contrast
(Similarity/Differences)
Inferences/Conclusions
Central Idea/Relevant Ideas
Categorize and classify information
Effective Conversations
Characteristics of an autobiography
Author’s purpose
Making Judgments
Cause and Effect relationships
Fact and Opinion
Problem/Resolution
Plot Development
Assessment
Assessment
Assessment
Assessment
Assessment
Assessment
Interim Baseline
Bi-weekly #1
Bi-weekly #2
Bi-weekly #3
Bi-weekly #4
August 31-September 2
September 17
October 1
October 15
October 29
Bi-weekly Grade
FCAT daily practice
FCAT daily
practice
FCAT daily practice
FCAT daily practice
Houghton Mifflin Weekly Test
Integrated Thematic Unit
Integrated Thematic Unit
Integrated Thematic Unit
Integrated Thematic Unit
Secondary Focus Calendar-
Maintenance-
Houghton Mifflin Anthology Reading List for Grade 5
Grade
Title-THEME 1
Author
Level
Spache
DRP
Location
5
Earthquake Terror
Peg Kehret
S
4.4
52.6
Anthology
5
Eye of the Storm
Stephen Kramer
T
5.4
58.4
Anthology
5
Volcanoes
Seymour Simon
T
5.6
58.8
Anthology
Grade
Title-THEME 2
Author
Level
Spache
DRP
Location
5
Michelle Kwan
Michelle Kwan
S
4.7
52.7
Anthology
5
La Bamaba
Gary Soto
T
5.2
55.7
Anthology
5
The Fear Place
Phyllis Reynolds Naylor
T
5.4
56.9
Anthology
5
Mae Jemison: Space Scientist
Gail Sakurai
U
5.8
64.0
Anthology
Grade
Title-THEME 3
Author
Level
Spache
DRP
Location
5
And Then What Happened, Paul Revere?
Jean Fritz
S
4.9
54.7
Anthology
5
Katie’s Trunk
Ann Turner
T
5.2
47.8
Anthology
5
“James Forten”
Walter Dean Myers
U
5.6
57.6
Anthology
Grade
Title-THEME 4
Author
Level
Spache
DRP
Location
5
Mariah Keeps Cool
Mildred Pitts Walter
S
4.6
49.4
Anthology
5
Mom’s Best Friend
Sally Hobart Alexander
T
4.7
50.6
Anthology
5
Yang the Second and Her Secret Admirers
Lensey Namioka
T
5.1
51.0
Anthology
5
Dear Mr. Henshaw
Beverly Cleary
U
5.4
52.7
Anthology
Grade
Title-THEME 5
Author
Level
Spache
DRP
Location
5
A Boy Called Slow
Joseph Bruchac
S
4.6
51.8
Anthology
5
Pioneer Girl
Andrea Warren
U
5.4
57.4
Anthology
5
Black Cowboy, Wild Horses
Julius Lester
U
5.4
53.4
Anthology
5
Elena
Diane Stanley
U
4.9
49.5
Anthology
Grade
Title-THEME 6
Author
Level
Spache
DRP
Location
5
The Grizzly Bear Family Book
Michio Hoshino
V
5.7
57.7
Anthology
5
The Golden Lion Tamarin Comes Home
George Ancona
W
6.3
62.6
Anthology
5
My Side of the Mountain Jean
Craighead George
U
4.7
51.0
Anthology
Weeks
&
Dates
NEXT GENERATION
SUNSHINE STATE STANDARDS
Houghton Mifflin
Story Title & Instructional Tools-THEME 1
FCAT COACH &
Assessments
Benchmark
Objectives
1
08/23/10-08/27/10
5 Days
LA.5.1.6.2 Listen to, read, and discuss familiar and conceptually challenging text.
LA.5.1.7.2 Identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences text.
LA.5.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources
LA.5.1.7.3 Determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details
LA.5.2.1.2 Locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction
LA.5.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selections.
LA.5.1.7.1 Identify the purpose of text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps.)
LA.5.1.6.1 Use new vocabulary that is introduced and taught directly
LA.5.1.6.2 Listen to, read, and discuss familiar and conceptually challenging text
LA.5.1.6.3 Use context clues to determine meanings of unfamiliar words
LA.5.1.6.8 Use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words.
THEME: Back to School
The Pumpkin Runner
THEME: Focus on Florida
Spanish Treasure Fleet Lost and Found
Vocabulary:
FCAT Vocabulary
Elements of Reading: Vocabulary
Houghton Mifflin Vocabulary Readers
Technology:
Audio Tapes/ CDs
Get Set to Read
Success Maker
Ticket to Read
Riverdeep
FCAT Explorer
FOCUS/ACHIEVES
CPALMS
www.eduplace.com
www.bookadventure.com
Strategies:
Refer to “Meeting individual needs” in Houghton Mifflin TE for Above, On, & Below level differentiation
ELL:
Enrichment:
SPED:
Weekly Grade Suggestions:
Week 1 Weekly Selection Test
Prepare students for Baseline Benchmark Assessments.
Share test-taking strategies with students.
Familiarize students with the New Generation Standards.
Use CPALMS to preview the New Generation Standards
INTERIM ASSESSMENT
August 23–
September 10
Interim Assessment Tests: Baseline
Reading, Mathematics, and Science
See the Assessment Calendar
The student will be able to:
· Predict and Infer by using clues in the title and beginning text.
· Monitor reading comprehension by monitoring and clarifying the story.
· Use decoding strategies to help the student read new words.
· Construct questions about important ideas and events while reading.
· Evaluate the author’s purpose in writing the text.
· Summarize the most important parts of the story
· Identify themes or topics across a variety of fiction and non-fiction text.
· Identify the purpose of a map
· Interpret the author’s thoughts and ideas
· Draw conclusions based on text
· Compare/contrast elements within text
· Use simple strategies to determine meaning and increase vocabulary
Weeks
&
Dates
NEXT GENERATION
SUNSHINE STATE STANDARDS
Houghton Mifflin
Story Title & Instructional Tools-THEME 1
FCAT COACH &
Assessments
Benchmark
Objectives
2
08/30/10-
09/03/10
5 Days
LA.5.1.7.2 Identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text
LA.5.1.7.7 Compare and contrast elements in multiple texts (e.g., setting, characters, problems)
LA.5.2.1.1 Demonstrate knowledge of the characteristics of various genres (e.g., poetry, fiction, short story, dramatic literature)
LA.5.2.1.2 Locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction
LA.5.2.1.4 Identify an author’s theme, and use details from the text to explain how the author developed that theme
LA.5.2.1.7 Identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects
LA.5.1.7.3 Determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details
LA.5.1.6.3 Use context clues to determine meanings of unfamiliar words
LA.5.2.2.2 Use information from the text to answer questions related to explicitly stated main ideas or relevant details
LA.5.5.2.1 Listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal presentations
THEME: Focus on Genres: Tall Tales
Day 1: Bess Call
Days 2-5: Choose one or more selections based on class progression.
Vocabulary:
FCAT Vocabulary
Elements of Reading: Vocabulary
Houghton Mifflin Vocabulary Readers
Technology:
Audio Tapes/ CDs
Get Set to Read
Success Maker
Ticket to Read
Riverdeep
FCAT Explorer
FOCUS/ACHIEVES
CPALMS
www.eduplace.com
www.bookadventure.com
Strategies:
Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation.
ELL:
Enrichment:
SPED:
Weekly Grade Suggestions:
Week 1 Weekly Selection Test
Prepare students for Baseline Benchmark Assessments.
Share test-taking strategies with students.
Familiarize students with the New Generation Standards.
Use CPALMS to preview the New Generation Standards
INTERIM ASSESSMENT
August 23–
September 10
Interim Assessment Tests: Baseline
Reading, Mathematics, and Science
See the Assessment Calendar
Baseline, August 31
Students will be able to::
· identify and define a tall tale
· compare different examples of tall tales
· identify the elements of a tall tale
· draw conclusions based on text
· identify, analyze, and apply literary terminology
· identify and explain an author’s use of figurative language
· use context clues to understand vocabulary in text
· describe author’s purpose and author’s perspective
· discern between fact or fiction
· identify character descriptions
· recognize how the writer creates humor in the story
perform a reader’s theater
Weeks
&
Dates
NEXT GENERATION
SUNSHINE STATE STANDARDS
Houghton Mifflin
Story Title & Instructional Tools-THEME 1
FCAT COACH &
Assessments
Benchmark
Objectives
3 and 4
09/06/10-09/17/10
9 days
LA.5.1.7.2 Identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text
LA.5.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selections
LA.5.1.7.3 Main idea, relevant supporting details, strongly implied message, inference, and chronological order.
LA.5.2.1.2 Elements of Story Structure – Character, Character Development, Setting, Plot, Problem/Solution.
LA.5.2.1.7 Identify and explain the use of descriptive, idiomatic, and figurative language to describe people, feelings, and objects.
LA.5.6.1.1 Read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions
LA.5.1.6.7 Use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words
LA.5.1.4.1 Understand spelling patterns
LA.5.1.6.10 Determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools
LA.5.3.4.4 The four basic parts of speech (nouns, verbs, adjectives, adverbs) and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns
LA.5.3.4.5 Subject/verb and noun-pronoun agreement in simple and compound sentences
THEME: Nature’s Fury
Earthquake Terror/ El Niño
Vocabulary:
FCAT Vocabulary
Elements of Reading: Vocabulary
Houghton Mifflin Vocabulary Readers
Technology:
Audio Tapes/ CDs
Get Set to Read
Success Maker
Ticket to Read
Riverdeep
FCAT Explorer
FOCUS/ACHIEVES
CPALMS
www.eduplace.com
www.bookadventure.com
Strategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation.
ELL:
Enrichment:
SPED:
Weekly Grade Suggestions:
Week 1 Weekly Selection Test
Week 2 Bi-Weekly Assessment
Lesson 13, p. 112
Share test-taking strategies with students.
Familiarize students with the New Generation Standards.
Use CPALMS to preview the New Generation Standards
ASSESSMENTS
Biweekly #1
September 17, 2010
The student will be able to:
· Identify author’s purpose
· Identify themes and topics across selections
· Identify the sequence of story events.
· Identify words that signal sequence.
· Identify the element of narrative nonfiction
· Predict what will happen to story characters.
· Identify character traits based on a story, character’s speech, actions, thoughts, and feelings.
· Identify the descriptive language used to create mood in a scene or story.
· Use the title, subtitles, captions & graphics to find a variety of information.
· Write spelling words with short vowel patterns.
· Use the thesaurus to find synonyms for specific words.
· Identify the four kinds of sentences
· Identify complete and simple subjects and predicates.
· Proofread and correct sentences with grammar and spelling errors.
· Practice sentence combining.
Weeks
&
Dates
NEXT GENERATION
SUNSHINE STATE STANDARDS
Houghton Mifflin
Story Title & Instructional Tools-THEME 1
FCAT COACH &
Assessments
Benchmark
Objectives
5 and 6
09/20/10-10/01/10
10 days
LA.5.1.7.2 Identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text
LA.5.1.7.5 Identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text
LA.5.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selections
LA.5.1.7.3 Main idea, relevant supporting details, strongly implied message, inference, and chronological order.
LA.5.2.1.7 Identify and explain the use of descriptive, idiomatic, and figurative language to describe people, feelings, and objects.
LA.5.6.2.2 Read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information
LA.5.6.1.1 Read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions
LA.5.1.4.3 Use language structure to read multi-syllabic words in text
LA.5.1.4.1 Understand spelling patterns
LA.5.1.6.10 Determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools
LA.5.3.4.5 Subject/verb and noun-pronoun agreement in simple and compound sentences
LA.5.3.4.3 Punctuation, including commas in clauses, hyphens, and in cited sources, including quotations for exact words from sources
THEME: Nature’s Fury
Eye of the Storm/
Storm Warning
Vocabulary:
FCAT Vocabulary
Elements of Reading: Vocabulary
Houghton Mifflin Vocabulary Readers
Technology:
Audio Tapes/ CDs
Get Set to Read
Success Maker
Ticket to Read
Riverdeep
FCAT Explorer
FOCUS/ACHIEVES
CPALMS
www.eduplace.com
www.bookadventure.com
Strategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation.
ELL:
Enrichment:
SPED:
Weekly Grade Suggestions:
Week 1 Weekly Selection Test
Week 2 Bi-Weekly Assessment
Lesson 16, p. 126
Share test-taking strategies with students.
Familiarize students with the New Generation Standards.
Use CPALMS to preview the New Generation Standards
ASSESSMENTS
Biweekly #2
October 1, 2010
Students will be able to:
· Identify author’s purpose
· Identify how the author has organized information in a nonfiction selection.
· Identify themes and topics across selections
· Identify the sequence of story events.
· Identify words that signal sequence.
· Identify the elements of nonfiction
· Identify the descriptive language used to create mood in a scene or story
· Identify facts and opinions in the selection and use them to determine author’s perspective.
· Use the title, subtitles, captions & graphics to find a variety of information.
· Read words with two or more syllables.
· Write spelling words with
long vowel patterns
· Use pairs of guide words to locate the page of specific entry words.
· Identify conjunctions.
· Identify compound sentences.
· Proofread and correct sentences with grammar and spelling errors.
Weeks
&
Dates
NEXT GENERATION
SUNSHINE STATE STANDARDS
Houghton Mifflin
Story Title & Instructional Tools-THEME 1
FCAT COACH &
Assessments
Benchmark
Objectives
7 and 8
10/04/10
10/15/10
10 days
LA.5.1.6.4 Categorize key vocabulary and identify salient features
LA.5.1.7.2 Identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text
LA.5.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other source
LA.5.3.4.4 The four basic parts of speech (nouns, verbs, adjectives, adverbs) and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns
LA.5.5.2.1 Listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal presentations
LA.5.1.6.3 Use context clues to determine meanings of unfamiliar words
LA.5.1.7.5 Identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text
LA.5.1.7.7 Compare and contrast elements in multiple texts (e.g., setting, characters, problems
LA.5.2.1.2 Locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction
LA.5.1.4.2 Recognize structural analysis
LA.5.3.3.1 Evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation
LA.5.1.7.3 Main idea, relevant supporting details, strongly implied message, inference, and chronological order.
LA.5.2.2.3 Organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing
LA.5.2.1.1 Demonstrate knowledge of the characteristics of various genres (e.g., poetry, fiction, short story, dramatic literature)
LA.5.6.1.1 Read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions
LA.5.1.7.7 Compare and contrast elements in multiple texts (e.g., setting, characters, problems
THEME: Nature’s Fury
Volcanoes/The Princess and the Warrior
Vocabulary:
FCAT Vocabulary
Elements of Reading: Vocabulary
Houghton Mifflin Vocabulary Readers
Technology:
Audio Tapes/ CDs
Get Set to Read
Success Maker
Ticket to Read
Riverdeep
FCAT Explorer
FOCUS/ACHIEVES
CPALMS
www.eduplace.com
www.bookadventure.com
Strategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation.
ELL:
Enrichment:
SPED:
Weekly Grade Suggestions:
Week 1 Weekly Selection Test
Week 2 Bi-Weekly Assessment
Lesson 6, p. 68
Lesson 2, p. 50
Share test-taking strategies with students.
Familiarize students with the New Generation Standards.
Use CPALMS to preview the New Generation Standards
ASSESSMENTS
Biweekly #3
October 15, 2010
The student will be able to:
· categorize and classify information
· understand and explain the meaning of the key vocabulary
· gain understanding of theme through background building
· monitor and clarify their understanding of the selection by rereading
· write spelling words with long vowel patterns
· proofread and correct sentences with grammar and spelling errors
· identify singular nouns
· identify plural nouns
· listen in order to categorize and classify information
· read words with the roots struct and rupt
· compare and contrast complex information
· infer and draw conclusions based on a variety of informational sources
· determine that the topic of a selection is what it tells about, and that main idea is what the paragraphs say about the topic
· improve their writing by correcting sentence fragments
· determine that writers often categorize information to make it easier for readers to understand
· locate the definition of an entry word in the dictionary
· use active listening strategies
· hold a conversation with a partner about a topic of mutual interest
Weeks
&
Dates
NEXT GENERATION
SUNSHINE STATE STANDARDS
Houghton Mifflin
Story Title & Instructional Tools-THEME 1
FCAT COACH &
Assessments
Benchmark
Objectives
9 and 10
10/18/10-
10/29/10
10 days
End of the grading period.
LA.5.2.1.4 Identify an author’s theme, and use details from the text to explain how the author developed that theme
LA.5.1.6.4 Categorize key vocabulary and identify salient features
LA.5.1.7.2 Identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text
LA.5.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other source
LA.5.3.4.4 The four basic parts of speech (nouns, verbs, adjectives, adverbs) and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns
LA.5.1.6.3 Use context clues to determine meanings of unfamiliar words
LA.5.1.7.5 Identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text
LA.5.1.7.7 Compare and contrast elements in multiple texts (e.g., setting, characters, problems
LA.5.2.1.2 Locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction
LA.5.1.4.2 Recognize structural analysis
LA.5.3.3.1 Evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation
LA.5.1.7.3 Main idea, relevant supporting details, strongly implied message, inference, and chronological order.
LA.5.6.1.1 Read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions
LA.5.2.1.6 Write a book report, review, or critique that identifies the main idea, character(s), setting, sequence of events, conflict, crisis, and resolution
LA.5.2.2.2 Use information from the text to answer questions related to explicitly stated main ideas or relevant details
LA.5.2.2.4 Identify the characteristics of a variety of types of text (e.g., reference, newspapers, practical/functional texts)
LA.5.1.7.4 Identify cause-and-effect relationships in text
THEME: Give It All You’ve Got
Michelle Kwan Heart of a Champion/The Eleven Cities Tour
Vocabulary:
FCAT Vocabulary
Elements of Reading: Vocabulary
Houghton Mifflin Vocabulary Readers
Technology:
Audio Tapes/ CDs
Get Set to Read
Success Maker
Ticket to Read
Riverdeep
FCAT Explorer
FOCUS/ACHIEVES
CPALMS
www.eduplace.com
www.bookadventure.com
Strategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation.
ELL:
Enrichment:
SPED:
Weekly Grade Suggestions:
Week 1 Weekly Selection Test
Week 2 Bi-Weekly Assessment
Lesson 15, p.122
Lesson 5, p. 64
Share test-taking strategies with students.
Familiarize students with the New Generation Standards.
Use CPALMS to preview the New Generation Standards
ASSESSMENTS
Biweekly #4
October 29, 2010
Students will be able to:
· Focus on the relationships among selections and to the overall theme
· categorize and classify information
· understand and explain the meaning of the key vocabulary
· gain understanding of theme through background building
· monitor and clarify their understanding of the selection by rereading
· proofread and correct sentences with grammar and spelling errors
· write spelling words that are compound words
· read words that have silent consonants
· identify singular possessive nouns
· identify plural possessive nouns
· identify words that are related in both spelling and meaning
· listen in order to categorize and classify information
· compare and contrast complex information
· infer and draw conclusions based on a variety of informational sources
· determine that the topic of a selection is what it tells about, and that main idea is what the paragraphs say about the topic
· improve their writing by correcting sentence fragments
· determine that writers often categorize information to make it easier for readers to understand
· use active listening strategies
· hold a conversation with a partner about a topic of mutual interest
· understand the distinguishing features of nonfiction texts
· identify an author’s theme
· form and support ideas using the text
· recognize the difference between fact and opinion presented in text
· identify the problem and resolution in a story
HOME LEARNING Correlated with daily skills.
Week 1
Week 2
Weeks 3-4
Weeks 5-6
Weeks 7-8
Weeks 9-10
Back to School
Back to School
Earthquake Terror
Week 1
Eye of the Storm
Week 1
Volcanoes
Week 1
Michelle Kwan Heart of a Champion
Week 1
Earthquake Terror
Week 2
Eye of the Storm
Week 2
Volcanoes
Week 2
Michelle Kwan Heart of a Champion
Week 2
NOTE: (Reminders and ideas for next year)
Mrs. Christina Guerra, Principal
Mr. Carl Robinson, Assistant Principal
Mrs. Carolyn Conwell, Reading Coach