| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | ||
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1 | 5th Grade ELAR Year At A Glance | ||||||||||||||||||||||
2 | First Nine Weeks | 2nd Nine Weeks | |||||||||||||||||||||
3 | Week | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |||
4 | Genre | 1st Week/ Reading introduction | Informational Text (Pearson 5.1 Wk 1) | Informational Text (Pearson 5.1 Wk 2) | Historical Fiction (Pearson 5.1 Wk 3) | Historical Fiction (Pearson 5.1 Wk 3 cont.) | Realistic Fiction (Pearson 5.2 Wk 3) | Realistic Fiction (Pearson 5.2 cont. Wk 3) | Argumentative Text (Pearson 5.2 Wk 5) | Argumentative Text Writing Focus | Review/Test (9 week test) | Poetry (Pearson 5.1 Wk4 ) | Poetry (Pearson 5.3 wk4) | Drama (Pearson 5.3 Wk3)/Review | Realistic Fiction (Pearson 5.3 Wk 1) | Realistic Fiction (Pearson 5.3 Wk 2) | Realistic Fiction (Pearson 5.3 Wk 5) | Informational Text (Pearson 5.4 wk 3) | Historical Fiction (Pearson 5.4 Wk 1) | Review/Test (9 week test) | Genre | ||
5 | Reading Focus: | Read Aloud Ideas | Path to Paper Son (TE 31) | Life Beyond Earth (TE 95) | Pedro's Journal (TE 165) | Pedro's Journal (TE 165) | from Hatchet (TE 171) | from Hatchet (TE 171) | Let Wild Animals Be Wild (TE 307) | Don't Release Animals Back to Wild (TE 315) | I Hold the World (TE 228) | Poetry Collection T236 | The Carp and the Hermit Thrush (TE 164) | Love, Amalia T31 | A Pet for Calvin T99 | Life & Art from The Wright 3 T296 | The Bill of RightsT166 | Keeping Mr, John Holton Alive T30 | Reading Focus | ||||
6 | Establish classroom community & norms | Recognize characteristics and structures of informational text | Recognize & analyze text features | Understanding POV in historical fiction | Summary | Analyze POV | Making connections across genres | Recognize characteristics argumentative text | Recognize characteristics argumentative text | Characteristics of poetry | Use figurative language to visualize images in poetry | Structure of drama | Analyze characters | Analyze plot elements | Infer themes | Interpret Text Structure | Analyze characters | ||||||
7 | Classroom mission statement & goal | Central idea | Analyze text structure | Analyze the influence of the setting, including historical and cultural settings, on the plot. | Plot elements | Purpose, elements and structures of text | Purpose, elements and structures of text | Purpose of the message within a text | Purpose of the message within a text | Figurative Language | - | Distinguish elements and characteristics of drama | Make connections to text | Summarize | Confirm and correct predictions | Summarize | Evaluate Details | ||||||
8 | Routines & Expectations | Text evidence | Analyze text features in an informational text to make inferences | Using text evidence to support answers | Characters and relationships | - | - | Recognize structures of argumentative text | Recognize structures of argumentative text | Author's use of imagery for specific purposes | Analyze how the structure/elements of poetry contribute to the author's purpose | Plot elements | Author's use of imagery for specific purposes | ||||||||||
9 | Academic Vocabulary | Academic Vocabulary Link (Lead4Ward) | Academic Vocabulary | ||||||||||||||||||||
10 | Writing Focus | "Get to Know You" writing ideas | Introduce R.A.C.E Strategy Model: (TE 43) What can you conclude about Sam Louie's parents' immigration experience based on information in the selection? What do you think the author's purpose was for writing "The Path to Paper Son? How do you know?" | Continue R.A.C.E Strategy Model: (TE 113) What conclusion can you draw about life on Mars based on the text? Choose a text feature (sidebar) and explain why the author includes this in the text. Use text evidence to support your answer. | Continue R.A.C.E Strategy Model: (TE 185) What identifies this text as historical fiction? How does the author create different moods in the Oc 10 and Oct 11 entries? | Continue R.A.C.E Model: (TE 185) How does Pedro feel about his first sea voyage? Why doesn't he want to join Columbus on a second trip? Explain using text evidence. Pedro often imagines what his mother would think of his expierences. How do her imagined reactions influence his actions and decisions on the journey? | (TE 189) How can you determine the passage is realistic fiction? What is the author's purpose? How do you know? Give examples. | (TE 189) How does the narrator help make the story seem real? Do you think you would survive in the character's situation? Make sure to state your claim clearly describing how you woud react to the same events. 2nd 6wk focus: Introduce text structure for Extended Response: -Hooks and Introductions -Topic Sentence and supporting details -Conclusions | (TE 323) How do you know the text is argumentative text? Give at least two examples. (TE317) What type of evidence does the author use to persuade the reader? How is the information organized in a way that makes the information easier to understand? | Opinion writing: Should animals be released after being in captivity? Use text evidence to support your answer. Use R.A.C.E strategy to compose response, revise, edit, and peer edit. | Note: As you model the constructed responses, point out the use of different sentence structures according to the language and conventions focus. As students begin attempting their responses, challenge them to have a variety of sentence structures and have them peer edit for correct punctuation and structure. | "A Map and a Dream" (TE 242) - After identifying a metaphor in the poem, have students answer the following question: "What does the peot mean by this metaphor? " Possible Extended Response Question: (TE 247) Which poem best describes what it is like to be an explorer? Support your opinion with text evidence. | Response to reading- (TE 245) How does the figurative language in "Artist to Artist" help you create mental images? Possible Creative Writing lesson- Have students create their own pieces of figurative language & allow them to illustrate (creating visual/mental picture) | (TE 185) What is the author's message in The Carp? Use text evidence to support your answer. Possible Extended Response Question: How is the legend The Carp differnt from the play The Hermit Thrush? Use text evidence to support your answer. | Response to reading- (TE 47) How does Amalia feel at the beginning of the story? Why? Use text evidence to support your answer. Possible Creative Writing lesson- Have students begin brainstorming for their own realistic fiction story. Make sure they include the elements of realistic fiction: characters, setting, problem, solution, etc. You can use a plot map to guide students with their sequence of events. | Response to reading- (TE 113)- How do the different events of the plot show that Calvin thinks more and more about the worm's needs? Use text evidence to analyze plot elements. Possible Creative Writing lesson- Have students begin drafting for their own realistic fiction story. Make sure they include the elements of realistic fiction: characters, setting, problem, solution, etc. You can use a plot map to guide students with their sequence of events. | Response to reading- What is one theme present in Life & Art from The Wright 3? Use evidence to support your answer. Possible Creative Writing lesson- Have students begin revising/editing their drafts & publish their final drafts for their own realistic fiction story. Make sure they include the elements of realistic fiction: characters, setting, problem, solution, etc. You can use a plot map to guide students with their sequence of events. | Response to reading: Give one similarity and one difference in events discussed in the text. Summarize the text by identifying and restating the main idea and key details from your reading. Extended Response: Hooks and Introduction | Response to reading: Evaluate how the author uses language to create the characters of __ and ___. Identify details from the text that show it's a piece of historical fiction. Extended response: Body: Topic sentence and supporting details | Note: As you model the constructed responses, point out the use of different sentence structures according to the language and conventions focus. As students begin attempting their responses, challenge them to have a variety of sentence structures and have them peer edit for correct punctuation and structure. | Writing Focus | ||
11 | Spelling Patterns | Suffixes (TE 66) | Greek Roots ( TE 136) | Vowel Teams (TE 202) | Vowel Teams (cont.) | r-controlled vowels (TE 206) | final stable syllables- flexible option (TE 142) | base words with endings ( TE 340) | Prefixes- flexible option (TE 278) | suffixes (5.1 TE 270) | Suffixes T262 | Spell words with unusual spellings (5.3 Wk 3) | Latin Roots T70 | Suffixes T136 | Suffixes T262 | Prefixes T206 | Prefixes T 68 | Spelling Patterns | |||||
12 | -ic -ism -ive | chron- -meter photo- bio- geo- -logy | -ou -ow -ie -igh -ay -ea -oy | -ou -ow -ie -igh -ay -ea -oy | dark barbeque survival burning | invasion collision assemble article occupation declaration | -ed -ing -full -less | il- in- im- ir- | -able -ible | -ous, -eous, -ious | league yacht debt queue depot liasion | port, dict, ject, terr | -ize, -ance, - ence, - ist | -ous, -eous, -ious | sub-, super- | pro-, com-, con- | |||||||
13 | Language & Conventions (Revising & Editing) | Cups and Arms anchor chart review | Simple Sentences | independent & dependent clauses | Compund & Complex sentences | Compund & Complex sentences | Principal Parts of Irregular Verbs (break, broke, have broken) | Principal Parts of Irregular Verbs (cont.) | Active Voice ( active voice is when the subject takes on an action) | Active Voice (cont.) | Common, proper, & collective nouns | Indefinite and Reflexive Pronouns | Possessive Pronouns | Prepositions and Prepositional Phrases | Pronous and Antecedents | Adverbs | Coordinating Conjunctions | Subordinating Conjunctions | Language & Conventions | ||||
14 | Resources & Anchor Chart Examples | Cups and Arms anchor chart | Handwriting Without Tears | ||||||||||||||||||||
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