Longview ISDPage 1

5th Grade Unit 1: / Relationships / Suggested Time Frame: / 6 Weeks
TAKS Objectives: / 1, 2, 3, 4 / TEKS: / 5.4A,5.5F, 5.7A, 5.7B, 5.7C, 5.7D, 5.7E, 5.8A, 5.8B, 5.8C, 5.10A, 5.10B, 5.10C, 5.11, 5.12D, 5.12F, 5.12H-I, 5.14A, 5.16A, 5.16B, 5.18B, 5.18C, 5.18D, 5.19A

Unit Overview

Learners build relationships with their peers, with authors and with books. The types of relationships a learner builds affect the way they learn and interact with texts. Readers read to gather information and for personal enjoyment. By building a relationship with the author or characters, readers can glean meaning from the text. The meaning gained from the text can lead the reader to a deeper understanding of himself and others.
Readers that make time in their lives for reading know when meaning is lost, and they seek strategies to resolve the problem. When regularly engaged in texts, readers can also be influenced by the characters and ideas in the text. By making connections to themselves, other texts, and the world around them, readers are building relationships with authors and texts.

Enduring Understandings

  • Readers make time to read
  • Readers make connections to themselves, the texts they read and the world around them.
  • When reading fiction, readers develop a relationship with the text through the author and the characters.
  • Readers read a variety of texts for entertainment as well as information
  • Readers know when meaning is lost and actively seek ways to fix it.
  • Commonalities help understand and appreciate differences.
/

Essential Questions

  • What are ways to carve out real time for reading?
  • How does observing relationships in books help readers to better understand themselves?
  • How does talking with others help readers better understand text?
  • What can good readers do when reading doesn’t make sense?
  • What can be learned about authors based on the things they write?
  • How are people transformed through relationships?
/

Writing Purpose

Write to Express, Reflect, and Record
Authority List
Journal writing

Focus and Coherence

Sentence to Sentence Connection

Writing Organizations

Pre-write and Plan

Depth of Development

Write ideas in detail
Use vivid words

Voice

Use an Established Voice

Conventions of Written Language

Five parts of a sentence
Command of the Conventions B 1-10
identifying fragments
Command of the Conventions B 1-10
Capitalization and punctuation
Command of the Conventions A 1-12
Language of Instruction
analyze
author
central idea
character plot
characterization
characters
comprehension
conflict
context
develop vocabulary
dialogue
direction and instruction
discussion
draw on experience
effective
effective reading
fluency
illustrator / journal
leader
listening
literature
minor character
motivation
point of view
prior knowledge
reading
reading strategy
relationship
schema
setting
supporting text evidence
text dialogue
title
trait
Core Vocabulary
character
dialogue
fiction
genre
non-fiction
schema
Word Wall Words
Word wall words will be implemented beginning the third week of the 1st Six Weeks (See Unit 1B and 6B) / Relationships and/or Connections that should emerge
  • Reading is an essential part of our lives that enables us to function in the world in which we live.
  • Reading is an active process that requires much more than just pronouncing words in a given text.
  • Readers make connections with what they read.

Products students will develop
  • Reading response notebook: a reader response notebook (spiral) will be developed for readers to keep a running log of their books read, strategies learned as well as reflections of the reading they do during reading workshop.
  • Classroom Library: Students will participate in organizing some or all of the books that will serve as a classroom library for the duration of the school year.
  • Characterization cards
  • Vocabulary journal
  • Brochure – develop a brochure for a summer camp
  • T-chart for fact and non-fact – use brochures to make the charts
  • Create play to act out character traits
  • Character web
  • Newspaper article

5th Grade Unit 1: / Relationships / Suggested Time Frame: / 6 Weeks
TAKS Objectives: / 1, 2, 3, 4 / TEKS: / 5.4A, 5.5F, 5.7A, 5.7B, 5.7C, 5.7D, 5.7E, 5.8A, 5.8B, 5.8C, 5.10A, 5.10B, 5.10C, 5.11, 5.12D, 5.12F, 5.12H-I, 5.14A, 5.16A, 5.16B, 5.18B, 5.18C, 5.18D, 5.19A

Unit Overview

Learners build relationships with their peers, with authors and with books. The types of relationships a learner builds affect the way they learn and interact with texts. Readers read to gather information and for personal enjoyment. By building a relationship with the author or characters, readers can glean meaning from the text. The meaning gained from the text can lead the reader to a deeper understanding of himself and others.
Readers that make time in their lives for reading know when meaning is lost, and they seek strategies to resolve the problem. When regularly engaged in texts, readers can also be influenced by the characters and ideas in the text. By making connections to themselves, other texts, and the world around them, readers are building relationships with authors and texts.
Text Resources
Big Books for Shared Reading:
  • Ashia in the Attic
  • Native Americans of the Plains and the Eastern Woodland
  • A Rainbow Year
  • The Rock Band
  • Express Yourself
  • Westward to Oregon
Read Aloud Books:
  • My Rotten Red Headed Older Brother by Patricia Polocco
  • Amazing Grace by Mary Hoffman
  • Uncle Jed’s Barbershop by Margaree King Mitchell
  • Grandpa Never Lies by Ralph Fletcher
  • The Hickory Chair by Lisa Rowe Fraustino
  • Because of Winn Dixie by Kate DiCamillo
  • A Day’s Work by Eve Bunting
  • Amelia’s Road by Linda Jacobs Altman
  • The Harmonica
  • Unique Monique by Marie Rousaki
  • If the World was a Village by David Smith
  • If You Could Wear My Sneakers by Sheree Fitch
  • The Spider and the Fly by Tony DiTerlizzi
  • The Other Sideby Jacqueline Woodson
  • The Graduation of Jake Moon by Barbara Park
  • Juan Verdades: The Man Who Couldn't Tell a Lie by Joe Hayes
Benchmark:
  • Bread and Roses
  • Animal Adventures
  • Native People
  • Trackers of Dynamic Earth
  • From Pyramids to Skyscrapers
  • Portraits in Greatness
  • Plant Genetics
Navigators:
  • Having Healthful Habits
Kilgo Skill Bag:
  • #9 Trouble Brewing
  • #13 Yourself
  • #12 Will I get the part? (Poster)
/ Enrichment Workstation
  • Independent/Buddy Reading
  • Word Study/Vocabulary Station
Technology & Electronic Resources
  • For ideas and lesson plans for comprehension strategies:
  • For ideas to help struggling readers:

    click on struggler street
  • Author websites:
    Patricia Polacco
  • International Reading Association
  • Annenberg Media Learner.Org
    Video clips of reading communities in classrooms from Texas to Boston to Hawaii.
Graphic Organizers
  • T-chart for Fact & Opinion
  • Character Web/Pyramid
  • Fiction and Non-Fiction plot web
    ( Becky Koesel product
/ Reading Skills/Processes
□5.10A
□5.10B
□5.10C
□5.10D
□5.10E
□5.10F
□5.10G
□5.10H
□5.10I
□5.10J
□5.10K
□5.10L
□5.11A / □5.11B
□5.11C
□5.11D
□5.12A
□5.12C
□5.12D
□5.12E
□5.12F
□5.12G
□5.12H
□5.12I
□5.12B
Writing Skills/Processes
□5.19A
□5.19B
□5.19C
□5.19D
□5.19E
□5.19F
□5.19G
□5.19H
□5.19I
WRITING MINILESSONS:
Teaching the Qualities of Writing by Portalupi and Fletcher
Week 1 / I-4 Dig up buried stories
Week 2 / I-1 Create an Authority List
I-12 Free-write for specifics
Week 3 / D-30 Find your focus
I-17 Use supporting details
/ WRITING MINILESSONS: continued
Week 4 / D-15 Use a thematic focus
D-16 Use a time focus
Week 5 / L-23 Use verbs that describe action
L-22 use precise nouns
L-21 Use choice adjectives
Week 6 / P-10 Edit with a checklist
P-8 Be aware of words you commonly misspell
P-11 Fix spelling errors
/ Method(s) of Assessment
Observation
AObservation evaluated by peers
BStudents engaged in learning activities
CDirect questioning
DObservation of performance or process
Constructed Response
  1. TEKS Check
  2. Open-ended
  3. Essay
  4. Research Paper
  5. Log / Journal
  6. Story / Play / Poem
  7. Model / Map / Video
  8. Oral / Visual / Multimedia Presentation
Selected Response
1Fill-in-the-blank test
2Matching test
3Multiple choice test
4True/False test

5th Grade ELA 1st Six Weeks Summary

2007-2008

In this brief summary, dates will fluctuate according to your students, calendar, and special events.

Relationships

August 27th – October 3rd

  • Week 1:Classroom procedures
  • Week 2:Paraphrasing and Summarizing
  • Week 3:Draw Inferences/Text Purposes
  • Week 4:Recognizing features of genre
  • Fact and Non-fact
  • Week 5:Recognizing story plot, setting, and problem solution
  • Week 6:Main Idea

On-going TEKS must be taught throughout the six weeks.

5/15/2007DRAFT 3