Literary Indicator / Informational Indicator / Complementary
Indicator/s
Writing Workshop / Ongoing
Indicators / MAP
Mean 208-211 / Clarificationof
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
5th Grade Third Nine Weeks Row 1 / 5th Grade Third Nine Weeks Row 1
Fifth Grade – Third Nine Weeks / 5-1.9 Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain).
5-1.5 Interpret the effect of the author’s craft (for example, tone, figurative language, dialogue, and imagery) on the meaning of literary texts. / Social Studies
5-4.1-4.2
New Tech. autos, airplanes, radio, movies
Harlem Renaissance
Prohibition, stock market crash, Great Depression
Ch. 7
Science
(for the nine weeks)
Properties of Matter / 5-1.3 Interpret devices of figurative language
(including simile, metaphor, personification, and hyperbole) and sound devices ( including onomatopoeia and alliteration).
5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.
5-6.5 Create a list of sources that contains information necessary to properly credit and document the work of others.
5-6.6 Use the internet as a source of information.
5-6.7 Use vocabulary that is appropriate for the particular audience or purpose.
5-6.8 Use appropriate organizational strategies to prepare written works and oral and visual presentations.
5-6.9 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.
Writing Workshop
Literary Essays / 5-3.1 Use context clues to generate the meanings of unfamiliar and multiple meaning words.
5-3.2 Use Greek and Latin roots and affixes to determine the meanings of words within texts.
5-3.4 Spell correctly
(Multisyllabic constructions
Double consonant patterns
Irregular vowel patterns in multisyllabic words.)
5-2.4 5-1.7 Create responses to literary and informational texts through a variety of methods.
5-1.11,5-2.9Read independently for extended periods of time to gain information and for pleasure. /
  • Recognizes the author’s use of images, descriptive language, alliteration, onomatopoeia, suspense, symbolism, dialogue, mood, simile, metaphor, and foreshadowing.
  • Analyzes tone used to create humor in a literary text.
  • Analyzes the author’s use of rhythm
  • Defines personification
/ Understand-Organizing, comparing, translating, interpreting, giving descriptions,
How would you classify the type of…?
How would you compare…?contrast…?
How would you rephrase the meaning of…?
Can you explain…?
What is meant by…?
What is the best answer?
Interpret-Change from one form of representation to another by clarifying, paraphrasing, representing, and translating.
Why did the author choose…? Based upon what you know, how would you explain? / See Georgia Heard Awakening the Heart as an excellent resource for lessons.
Students read and discuss examples of poetry noting authors’ use of different elements that influence meaning. Teacher can begin a craft chart. What We Noticed/What We Call It/ Why the Author Did It.
Poetry Analysis Lessons
SeeRichardsonp. 238-240 / Until I Saw the Sea by Lillian Moore A Year Full of Poems, Illustrated by Harrison, Stuart-Clark
A Summer Morning by Rachel FieldA Child’s Anthology of Poetry
Selected works of poetry from Harlem Renaissance Ex. works of Langston Hughes
Hip Hop Speaks to Childrenby Nikki Giovanni, and Out of the Dust by Karen Hesse. / Seven Cent
Cotton and
Forty-Cent
Meat, Glaser
  • Out of the Dust, Hesse
  • The Dust Bowl, Booth
  • The Butterfly, Polacco
/
  • What does the author mean when she says that (the character) could read a painting like a map?
  • In sentence 2, the sentence, (The character) “felt a knot twist tightly in her stomach” means that she is…
  • In paragraph 3, the metaphor, “That field was her safety net” is used to show that…

Literary Indicator / Informational Indicator / Complementary
Indicator/s
Writing Workshop / Ongoing
Indicators / MAP
Mean 208-211 / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
5th Grade Third Nine Weeks Row 2 / 5th Grade Third Nine Weeks Row 2
Fifth Grade – Third Nine Weeks / 5-1.6 Analyze the details that support the expression of the main idea in a given literary text. / 5-2.1 Summarize the central idea and supporting evidence of a given informational text.
5-2.3 Analyze a given text to detect author bias (for example, unsupported opinions).
Social Studies
5-4.3-4.4
New Deal
WWII-PearlHarbor
Allied/Axis leaders
Atom Bomb
Ch 7 & 8
Science
(for the nine weeks)
Properties of Matter / 5-6.4 Paraphrase research information accurately and meaningfully.
5-6.2 Use print sources (for example, books, magazines,charts, graphs,
diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and non-print sources to access information.
5-2.5 Use titles, print styles, chapter headings, captions, subheadings, and white space to gain information.
5-6.5 Create a list of sources that contains information necessary to properly credit and document the work of others.
5-6.6 Use the internet as a source of information.
5-6.7 Use vocabulary that is appropriate for the particular audience or purpose.
5-6.8 Use appropriate organizational strategies to prepare written works and oral and visual presentations.
5-6.9 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.
Writing Workshop
Test Writing
☺Writing Unit to prepare for
PASS / 5-3.1 Use context clues to generate the meanings of unfamiliar and multiple meaning words.
5-3.2 Use Greek and Latin roots and affixes to determine the meanings of words within texts.
5-3.4 Spell correctly
(Multisyllabic constructions
Double consonant patterns
Irregular vowel patterns in multisyllabic words.
5-2.4 5-1.7 Create responses to literary and informational texts through a variety of methods.
5-1.11,5-2.9Read independently for extended periods of time to gain information and for pleasure. /
  • Restates supporting details in literary texts
  • Evaluates literary and informational passages to select the best summary
  • Analyzes passages and rephrases the main idea of the text
  • Recognizes details that support the main idea of a literary or central idea of an informational text
  • Evaluates statements to choose the one which represents the main idea of a literary and informational passage
  • Summarizes informational text
  • Analyzes informational text to identify a title best representing the central idea
/ Distinguish the detail that best supports the main idea. / Main Idea
  • Analyze author’s purpose to determine theme. (use both fiction and poetry) (Richardson, p. 217.)
Central Idea
(Richardson p. 218-219)
  • Teacher models how to turn heading into central idea question and students find supporting details while teacher lists them in bullet form.
  • Students turn the heading into a question and list supporting details in bullet form.
  • Students identify stated central idea. (The heading is the key piece of the central idea.)
  • Students rephrase stated central idea.
  • Students infer central idea.
  • Students select key words from details and combines with the heading to create a summary to support their central idea.
  • Students create title to represent central idea.
☺Read and Retell (T. Stead)
  • Summarize
Thesis/Proof
(Richardson p. 243)
  • Back Talks (Richardson p. 243, 244)
/ Song for the Old Ones by Maya Angelou, Poetry for Young People, Illustrated by Jerome Lagarrigue
Me and My Work by Maya Angelou Poetry for Young People, Illustrated by Jerome Lagarrigue / Pearly Harbor,
Krensky
  • Sadako, Coerr
  • The Cats in Krasinski Square, Hessee
  • Erika’s Story, Zee
  • Anne Frank, Poole
  • The Harmonica, Johnson
  • Elsie War, Smith
  • Hiroshima No Pika, Maruki
Heroes,
Mochizuki /
  • According to the passage, why does…what did…who…?
  • Which detail best supports the main/central idea of the passage?
  • Which detail best tells …
  • Which of these is the best summary of the passage?

Literary Indicator / Informational Indicator / Complementary
Indicator/s
Writing Workshop / Ongoing
Indicators / MAP
Mean 208-211 / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
5th Grade Third Nine Weeks Row 3 / 5thGrade Third Nine Weeks Row 3
Fifth Grade – Third Nine Weeks / 5-1.1 Analyze literary texts to draw conclusions and make inferences. / 5-2.2 Analyze informational texts to draw conclusions and make inferences.
Social Studies
5-4.5
Women’s roles, internment camps, technology-weapons/ communication, economic interdependence
Ch. 8
Science
(for the nine weeks)
Properties of Matter / 5-1.4 Analyze literary texts to distinguish between direct and indirect characterization.
5-6.5 Create a list of sources that contains information necessary to properly credit and document the work of others.
5-6.6 Use the internet as a source of information.
5-6.7 Use vocabulary that is appropriate for the particular audience or purpose.
5-6.8 Use appropriate organizational strategies to prepare written works and oral and visual presentations.
5-6.9 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.
Writing Workshop
Test Writing
☺Writing Unit to prepare for
PASS / 5-3.1 Use context clues to generate the meanings of unfamiliar and multiple meaning words.
5-3.2 Use Greek and Latin roots and affixes to determine the meanings of words within texts.
5-3.4 Spell correctly
(Multisyllabic constructions
Double consonant patterns
Irregular vowel patterns in multisyllabic words)
5-2.4 5-1.7 Create responses to literary and informational texts through a variety of methods.
5-1.11,5-2.9Read independently for extended periods of time to gain information and for pleasure. /
  • Infers meaning in literary text (1-6 paragraphs)
  • Infers a title using information found in literary text
  • Draws conclusions from literary text
  • Makes inferences from informational paragraphs
/ Break material into its parts and determine how the parts relate to one another and to an overall structure or purpose.
What is the relationship between?
Identify, classify, compare, contrast, differentiate, organizing, attributing
Making inferences –drawing a conclusion or making a prediction based upon what one already knows either from prior knowledge, observations, or text evidence. / Drawing Conclusions/Inferences
  • Drawing Conclusions: In the text- In my head
  • (Richardson, p. 231-236)
  • Confirm or change conclusion(follow the same procedure for confirming and changing predictions (Richardson p. 206)
  • Make inferences about theme (Toolkit, Infer meaning, p. 57)
Review the following as needed:
  • Make inferences from speaker tags (Richardson, p. 231-232)
  • Make inferences from dialogue (Richardson, p. 231-232)
  • Make inferences from character’s inner thoughts (Richardson, p. 235)
Drawing Conclusions/Inferences
  • Three column notes Toolkit p. 16 Book 4
  • Inferred Facts /Red Questions (Richardson p. 237-238
/ I, Too by Langston Hughes, Poetry Connections by Great Source
This is Just To Say by William Carlos Williams Poetry for Young People, Illustrated by Robert Crockett / Baseball Saved
Us, Mochizuki
  • Luba, McCann
  • The Bracklet, Uchida
  • So Far From the Sea, Bunting
/
  • Based on the passage, what inference can be made about (character)?
  • What is the most likely reason…?
  • Based on the poem, the reader can tell that…
  • The reader can conclude that…
  • The reader can infer that…
  • The author probably thinks that…
  • Based on the information in the passage, it is reasonable to conclude that…

Richardsonrefers to the text The Next Step in Guided Reading, published 2009.