Reading (English & Spanish) – Grade 5

Unit of Study: What’s Your Story?

Third Grading Period – Week 1- 9CURRICULUM OVERVIEW

Enduring Understandings (Big Ideas) / Unit Rationale
Students who read like a detective develop deeper understanding of the text. / Students need to read text dependently, proving their answers using evidence from the text. All answers must be based on text evidence.
Essential Questions / Guiding Questions
  • How can I get better as a reader? (1A, 6A, 6B, 9A, 11A,11E,Figure 19A, Figure 19B, Figure 19C, Figure 19D, Figure 19E, Figure 19F)
  • What do I do when the reading gets harder? (2B, 9A, 11B, 10A,11C,11D,13B,Figure 19A, Figure 19C, Figure 19D, Figure 19E)
  • How can I figure out the meaning of unknown words? (2A, 2B,2C,2D,2E)
  • How can I improve my spelling? (22Aii, 22Biii, 22Biv, 22D)
/
  • How can I infer the author’s viewpoint and the selection’s theme?
  • How can I use story details to make inferences and predictions?
  • What are the main elements of a story’s structure?
  • How do authors use facts to support opinions? How can summarizing an argument help readers comprehend?
  • How do I infer character traits?
  • How can I use word parts and inflectional endings to decode longer words?
  • How are analogies used to make comparisons?
  • What are Greek and Latin suffixes and how do they help me determine the meaning of words?

TEKS (Standards) / TEKS Specificity - Intended Outcome
Fluency
1A read grade level text with fluency and comprehension (ELPS 2A, 2B, 2C, 3A, 4A)
Vocabulary development
2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (ELPS 1E, 1F, 2C, 2E)
2B use context to determine or clarify the meaning of unfamiliar or multiple meaning words (ELPS 1D, 1E, 1F, 4D, 4F)
2C produce analogies using knowledge of antonyms and synonyms
2D identify and explain the meaning of common idioms, adages, and other sayings (ELPS 1E, 1F, 2C, 4C)
2E use a dictionary, a glossary, or a thesaurus (ELPS 1C, 1E, 1F, 1H)
Reading/Comprehension of Literary Text/Fiction
6A describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events.(ELPS 3F)
6B explain the roles and functions of characters in various plots, including their relationships and conflicts;(ELPS 4F, 4G, 4I, 5G)
Reading/Comprehension of Text/Independent Reading
9A read independently for a sustained period of time and produce evidence of reading
10A draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved(ELPS 3B, 4D, 4G, 4J) / ” I CAN” statements highlighted in yellow should be displayed for students.
I can:
  • read with fluency 1A
  • use strategies to understand unknown words 2A, 2B, 2C, 2E
  • understand idioms 2D
  • identify sequence of events 6A
  • describe characters and their relationships to each other 6B
  • read independently 9A
  • draw conclusions 10A
  • write a summary, identify the main idea 11A, Figure 19E
  • find facts in text 11B
  • understand how texts are organized 11C
  • make connections 11E, Figure 19F
  • interpret information 13B
  • spell correctly 22Aii
  • use patterns and resources to check spelling 22D

Reading/Comprehension of Informational Text/Expository Text
11A summarize the main ideas and supporting details in a text (ELPS 1E, 1H)
11B determine the facts in text and explain how to verify them through established methods
11C analyze how the organizational pattern of a text influences the relationships among the ideas (ELPS 1A, 1E, 4G)
11D use multiple text features to gain an overview of the contents of text and to locate information (ELPS 3F, 4D, 4E, 4F, 4G)
11E synthesize and make logical connections between ideas within a text and across two or three texts (ELPS 2C, 3B)
13Binterpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams
Oral and Written Conventions/Spelling
22A(ii)spell words with more advanced patterns and rules: vowel changes
22B(iii) spell words with Greek suffixes
22B(iv)spell words with Latin suffixes
22D use spelling patterns and rules and print and electronic resources to determine and check correct spellings(ELPS 5C) /
  • speak clearly 28A
  • set a purpose for reading Figure 19A
  • ask questions Figure 19B
  • use fix up strategies Figure 19 C
  • draw inferences Figure 19D
Reading Comprehension Process (RCP)
  • APK – Activate Prior Knowledge to support comprehension Figure 19C
  • Set Purpose for reading Figure 19A
  • Stop and Jot - to monitor comprehension and make modifications when understanding breaks down Figure 19C
  • React/Reflect Figure 19D
  • Summarize - paraphrase and summarize text Figure 19E
  • use my reader’s notebook to record and interpret ideas 9A
Yo puedo:
  • leer con fluidez 1ª
  • recurrira sus experiencias para dar significado a palabras en contextos significados múltiples 2A, 2B, 2C, 2E
  • entender los modismos 2D
  • identificar la secuencia de eventos 6A
  • sacar conclusiones 10A
  • interpretar información 13B
  • hallar hechos en el texto 11B
  • entender cómo los textos están organizados 11C
  • describir los personajes y cómo se relacionan los unos con los otros 6B
  • leer independientemente 9A,11A, Figure 19E,11C,11D
  • hacerconexiones 11E, Figure 19F
  • interpretar información 13B
  • deletrearcorrectamente 22A
  • utilizar patrones y recursos para verificar la ortografía 22D

Listening and Speaking/Speaking
28A speak clearly and to the point
Comprehension Skills
Figure 19 A establish purposes for reading selected tests based upon own or others’ desired outcome to enhance comprehension (ELPS 4D, 4G)
Figure 19 B ask literal, interpretive, evaluative, and universal questions of text (ELPS 3G, 4D, 4K)
Figure 19 C monitor or adjust comprehension (ELPS 4I)
Figure 19 D make inferences about text and use textual evidence to support understanding (ELPS 1C, 1E, 1H, 4F, 4J)
Figure 19 E summarize and paraphrase texts in ways that maintain meaningand logical order within a text and across texts.(ELPS 4D, 4G)
Figure 19 F make connections (ELPS 4I, 4J, 5G) / identificar los propósitos dediferentes textos Figura 19A ,Figure 19B,Figure 19C
hacer inferencias como sacar conclusiones o generalizaciones y apoyarlas con evidencia del texto y experiencia personal Figura 19D, Figura 19F
hablar claramente 28A
  • hacer preguntas Figure 19B
  • utilizar estrategias para mejorar el rendimiento Figure 19C
Proceso de comprensión de la lectura (PCL)
ACP – Activar conocimientos previos para apoyar la comprensión Figura 19C
Establecer el propósito para la lectura Figura 19A
Pausa, piensa y anota (PPA) - prestar atención a su propia comprensión y cuando decae,hacer modificaciones usando estrategias con volver a leer una porción en voz alta, utilizar referencias, buscar claves y hacer preguntas Figura 19C
Reaccionar/Reflexionar (R/R) 19D
Resumir - parafrasear y hacer un resumen del texto Figura 19E
use my utilizar mi cuaderno de lectura para anotar y interpretar ideas9A
Evidence of Learning (Summative Assessment)
  • 85% of students will score an 85% or more on the weekly comprehension, vocabulary, and decoding assessments.
  • 85% of students will score an 85% or better on the weekly spelling test.

Reading (English & Spanish) – Grade 5

Unit of Study: What’s Your Story?

Third Grading Period – Week 1CURRICULUM GUIDE

Guiding Questions / Essential Pre-requisite Skills
  • How can comparisons and contrasts influence the relationship of ideas?
  • How can making text to self connections help me to comprehend text?
  • How can I use prefixes to determine word meaning?
/ (3.14A) Identify what the author is trying to persuade the reader to think or do (Third Grade)
(4.22B) Spell base words and roots with affixes (Fourth Grade)
(1.5A, 2.4A,3.3A) Read aloud grade-level appropriate text with fluency (First-Third Grade)
Houghton Mifflin Harcourt Texas Journeys Unit 3
Paired Selections:“We Were There, Too! ” pp.T310 –T322, “Patriotic Poetry” pp.T324 –T326
”Joseph Plumb Martin” de Nosotros también estuvimos allí pp.T310-T322, “Poesía patriótica” pp.T324 –T326
Comprehension Focus:Compare and Contrast; Monitor/Clarify /Comparar y constrastar; Verificar/Aclarar
Differentiation Opportunities: Please note that each HMH lesson has several opportunities for re-teach or enrichment of the comprehension focus (Deepen Comprehension, Differentiate Comprehension). These may be used during small group time. In addition, differentiated plans are available (Struggling, On Level, Advanced, ELL) for both the Vocabulary Readers and the Leveled Readers. Each lesson offers four different titles (and level) of Leveled Readers to match the needs of each student.
Read Aloud
10 min. / Whole Group
25 min. / Small Group
30 min. / Spelling/Fluency
10 min.
Monday / Chapter Book
See Book Recommendations in Toolkit /
  • Comprehension Preview the target skill T303
  • Vocabulary Intro Read Aloud T302 – T303
  • Vocabulary in Context CardsT304 – T305
  • Post words on word wall by story – not alphabetical order
  • Develop BackgroundT306 – T307
/ Small Group
Vocabulary Reader T356 –T357
or another text on the students’ instructional reading level / Other Students
HMH (Houghton Mifflin Harcourt) Work Stations,T156 -T157 / Introduce Spelling Words/ Word Sort
T336
Tuesday / Chapter Book /
  • Introduce Comprehension with projectable ; Compare and Contrast , Monitor/Clarify T308 – T309
Main SelectionPart 1Read We Were There, Too!/ Nosotros también estuvimos allí T310 – T317
  • Review bookmark on first page of story for focus
  • Set a purpose
  • Teacher reads first page
  • Use sidebar questions sparingly
  • Students read the ensuing pages silently,pausing at “Stop and Think”
  • Teacher waits for students to read a section to discuss “Stop and Think”
/ Small Group
Differentiate Comprehension
T358 – T359
or another text on the students’ instructional reading level / Other Students
  • Reread Part 1 Main Selection and write out purpose and “Stop and Think” in Reading Notebook
  • Write a summary of what has happened so far (or what you learned)
/ Fluency
T317
Wednesday / Chapter Book /
  • Deepen Comprehension T328 –T329
  • Review Vocabulary with word wall
Main SelectionPart 2Read We Were There, Too!/ Nosotros también estuvimos allí T318 – T322
  • Recap yesterday’s reading and purpose
  • Review purpose
  • Use sidebar questions sparingly
  • Students read the pages silently, pausing at “Stop and Think”
  • Teacher waits for students to read a section to discuss “Stop and Think”
  • Orally go over “Your Turn” Make sure students cite text support , T323
/ Small Group
Read appropriate Leveled Readers
T360 – T363/ Senderos T360-T362
or another text on the students’ instructional reading level / Other Students
Reread Part 2 Main Selection and write and “Stop and Think” in Reading Notebook
  • Write a summary
  • Write answers to “Your Turn” in Reading Notebook
/ Teach Word Families
Activity, T337
Thursday / Chapter Book / Paired SelectionPatriotic Poetry/Poesía patriotic T324 –T326
  • Review bookmark on first page of paired selection
  • Set a purpose
  • Teacher reads the intro to paired selection
  • Students read the rest silently
  • Making ConnectionsT327
/ Small Group
Read appropriate Leveled Readers
T360 – T363/
Senderos T360-T362
or another text on the students’ instructional reading level / Other Students
Choose a “Making Connections” to write in their Reading Notebook / Fluency
T325
Friday / Chapter Book / Assessment: Weekly Tests T346 – T347
  • Comprehension
  • Vocabulary
  • Decoding
/ The Reading Zone
  • Read book of choice
Must keep a Reading Log (Toolkit) of pages read in Reading Notebook / Posttest
T337
Week 1
Target Vocabulary: English / Vocabulario clave / Spelling / Ortografía / Academic Language / Vocabulario académico
  • mimic
  • mocking
  • efficient
  • personally
  • lacked
  • rural
  • tedious
  • organize
  • summons
  • peal
/
  • agotador
  • armarse de valor
  • burlar
  • carecer
  • eficiente
  • estruendo
  • imitar
  • organizar
  • personalmente
  • rural
/
  • formal
  • whistle
  • label
  • puzzle
  • legal
  • angle
  • normal
  • needle
  • angel
  • pupil
/
  • struggle
  • level
  • local
  • bicycle
  • channel
  • global
  • stumble
  • quarrel
  • article
  • fossil
/
  • armas
  • banderas
  • diarios
  • abuelos
  • Milicianos
  • hindúes
  • caries
  • tambores
  • quienes
/
  • soles
  • ratones
  • tamales
  • luces
  • peces
  • aves
  • ideas
  • canales
  • telares
  • coces
/
  • compare
  • contrast
  • monitor
  • clarify
/
  • aclarar
  • comparar
  • contrastar
  • verificar

Reading (English & Spanish) – Grade 5

Unit of Study: What’s Your Story?

Third Grading Period – Week 2CURRICULUM GUIDE

Guiding Questions / Essential Pre-requisite Skills
  • Why does an author write stories?
  • How can I infer the author’s viewpoint and the selection’s theme?
  • How can I use word parts and inflectional endings to decode longer words?
  • How do words change over time?
/ (1 A) recognize that spoken words are represented in written English by specific sequences of letters (First Grade)
(1 C) demonstrate the one–to-one correspondence between a spoken word and a printed word in text (Kindergarten)
(1 A) decode multisyllabic words in context and independent of context by applying common spelling patterns (Third Grade)
(1 B) use common syllabication patterns to decode words (Third Grade)
(1 C) decode words applying knowledge of common spelling patterns (Third Grade)
Houghton Mifflin Harcourt Texas Journeys Unit 4
Paired Selections:“Lunch Money” pp.T240-T251, “Zap! Pow! : A History of the Comics” pp.T252-T254
”Dinero para comer” pp.T240-T251, “¡Zaz! ¡Pum! Historia de las tiras cómicas” pp.T252-T254
Comprehension Focus:Author’s Purpose; Monitor/Clarify/ Propósito del autor; Verificar/Aclarar
Differentiation Opportunities: Please note that each HMH lesson has several opportunities for re-teach or enrichment of the comprehension focus (Deepen Comprehension, Differentiate Comprehension). These may be used during small group time. In addition, differentiated plans are available (Struggling, On Level, Advanced, ELL) for both the Vocabulary Readers and the Leveled Readers. Each lesson offers four different titles (and level) of Leveled Readers to match the needs of each student.
Read Aloud
10 min. / Whole Group
25 min. / Small Group
30 min. / Spelling/Fluency
10 min.
Monday / Chapter Book
See Book Recommendations in Toolkit /
  • Comprehension Preview the target skill T13
  • Vocabulary Intro Read Aloud T12 – T13
  • Vocabulary in Context Cards T14 –T15
  • Post words on word wall by story – not alphabetical order
  • Develop Background T16 – T17
/ Small Group
Vocabulary Reader T60 –T61
or another text on the students’ instructional reading level / Other Students
HMH (Houghton Mifflin Harcourt) Work StationsT10 –T11 / Introduce Spelling Words/ Word Sort
T44
Tuesday / Chapter Book /
  • Introduce Comprehension with projectable
Author’s Purpose, Monitor/Clarify T18 –T19
Main SelectionPart 1Lunch Money/ Dinero para comerT 20 –T25
  • Review bookmark on first page of story for focus
  • Set a purpose
  • Teacher reads first page
  • Use sidebar questions sparingly
  • Students read the ensuing pages silently,pausing at “Stop and Think”
  • Teacher waits for students to read a section to discuss “Stop and Think”
/ Small Group
Differentiate Comprehension
T62 – T63
or another text on the students’ instructional reading level / Other Students
  • Reread Part 1 Main Selection and write out purpose and “Stop and Think” in Reading Notebook
  • Write a summary of what has happened so far (or what you learned)
/ Fluency
T23
Wednesday / Chapter Book /
  • Deepen Comprehension T36 –T37
  • Review Vocabulary with word wall
Main SelectionPart 2Lunch Money/ Dinero para comerT26 –T30
  • Recap yesterday’s reading and purpose
  • Review purpose
  • Use sidebar questions sparingly
  • Students read the pages silently, pausing at “Stop and Think”
  • Teacher waits for students to read a section to discuss “Stop and Think”
  • Orally go over “Your Turn” Make sure students cite text support , T31
/ Small Group
Read appropriate Leveled Readers
T64 – T67
Senderos T64- T66
or another text on the students’ instructional reading level / Other Students
  • Reread Part 2 Main Selectionand write and “Stop and Think” in Reading Notebook
  • Write a summary
  • Write answers to “Your Turn” in Reading Notebook
/ Teach Word Families
Activity, T45
Thursday / Chapter Book / Paired SelectionZap! Pow!: A History of the Comics/ ¡Zaz!
¡Pum! Historia de las tiras cómicas T32 –T34
  • Review bookmark on first page of paired selection
  • Set a purpose
  • Teacher reads the intro to paired selection
  • Students read the rest silently
  • Making ConnectionsT35
/ Small Group
Read appropriate Leveled Readers
T64 – T67
Senderos T64- T66
or another text on the students’ instructional reading level / Other Students
Choose a “Making Connections” to write in their Reading Notebook / Fluency
T38
Friday / Chapter Book / Assessment: Weekly TestsT54-T55
  • Comprehension
  • Vocabulary
  • Decoding
/ The Reading Zone
  • Read book of choice
Must keep a Reading Log (Toolkit) of pages read in Reading Notebook / Posttest
T45
Week 2
Target Vocabulary: English / Vocabulario clave / Spelling / Ortografía / Academic Language / Vocabulario académico
  • record
  • mental
  • launch
  • assuming
  • episodes
  • developed
  • feature
  • incredibly
  • villains
  • thumbed
/
  • desarrollar
  • episodio
  • hojear
  • increíblemente
  • lanzamiento
  • mental
  • récord
  • suponer
  • tartar de villano
/
  • scrubbed
  • listening
  • stunned
  • knitted
  • carpeting
  • wandered
  • gathering
  • beginning
  • skimmed
  • chatting
/
  • shrugged
  • bothering
  • whipped
  • quizzed
  • suffering
  • scanned
  • ordered
  • totaled
  • answering
  • upsetting
/
  • infantile
  • inversion
  • invento
  • convirtió
  • invariable
  • enfrentar
  • inferior
  • amplitude
  • amparar
  • samba
/
  • simple
  • impresora
  • ambos
  • también
  • nombre
  • confundir
  • invariable
  • cambio
  • combinar
  • imposible
/
  • author’s purpose
  • monitor
  • theme
/
  • propósito del autor
  • vertificar
  • tema

Reading (English & Spanish) – Grade 5

Unit of Study: What’s Your Story?

Third Grading Period – Week 3CURRICULUM GUIDE

Guiding Questions / Essential Pre-requisite Skills
  • What problems do characters face?
  • How can I use story details to make inferences and predictions?
  • What are the main elements of a story’s structure?
/ (1.14A) Restate the main idea, heard, or read (First Grade)
(3.11A) Identify the details or facts that support the main idea (Third Grade)
(4.8A) Identify the author’s use of similes and metaphors to produce imagery (Fourth Grade)
(4.2C) Complete analogies using knowledge of antonyms and synonyms (Fourth Grade)
Houghton Mifflin Harcourt Texas Journeys Unit 4
Paired Selections:“LAFFF” pp.T92 –T106, “From Dreams to Reality” pp.T108 –T110
”PLAF” pp.T92 –T106, “De los sueňos a la realidad” pp.T108-T110
Comprehension Focus:Story Structure;Infer/Predict/La estructura del cuento; Inferir/Predecir
Differentiation Opportunities: Please note that each HMH lesson has several opportunities for re-teach or enrichment of the comprehension focus (Deepen Comprehension, Differentiate Comprehension). These may be used during small group time. In addition, differentiated plans are available (Struggling, On Level, Advanced, ELL) for both the Vocabulary Readers and the Leveled Readers. Each lesson offers four different titles (and level) of Leveled Readers to match the needs of each student.
Read Aloud
10 min. / Whole Group
25 min. / Small Group
30 min. / Spelling/Fluency
10 min.
Monday / Chapter Book
See Book Recommendations in Toolkit /
  • Comprehension Preview the target skill T85
  • Vocabulary Intro Read Aloud T84 -85
  • Vocabulary in Context CardsT86 – T87
  • Post words on word wall by story – not alphabetical order
  • Develop BackgroundT88–T89
/ Small Group
Vocabulary Reader T136 –T137
or another text on the students’ instructional reading level / Other Students
HMH (Houghton Mifflin Harcourt) Work StationsT82 –T83 / Introduce Spelling Words/ Word Sort
T120
Tuesday / Chapter Book /
  • Introduce Comprehension with projectable Story Structure/ Infer/Predict T90 – T91
Main SelectionPart 1LAFFF/PLAF T92 –T99
  • Review bookmark on first page of story for focus
  • Set a purpose
  • Teacher reads first page
  • Use sidebar questions sparingly
  • Students read the ensuing pages silently,pausing at “Stop and Think”
  • Teacher waits for students to read a section to discuss “Stop and Think”
/ Small Group
Differentiate Comprehension
T138 – T139
or another text on the students’ instructional reading level / Other Students
  • Reread Part 1 Main Selection and write out purpose and “Stop and Think” in Reading Notebook
  • Write a summary of what has happened so far (or what you learned)
/ Fluency
T85
Wednesday / Chapter Book /
  • Deepen Comprehension T112 –T113
  • Review Vocabulary with word wall
Main SelectionPart 2LAFFF/PLAF T100 –T106
  • Recap yesterday’s reading and purpose
  • Review purpose
  • Use sidebar questions sparingly
  • Students read the pages silently, pausing at “Stop and Think”
  • Teacher waits for students to read a section to discuss “Stop and Think”
  • Orally go over “Your Turn” Make sure students cite text support, T107
/ Small Group
Read appropriate Leveled Readers
T140 – T143
Senderos T140 – T142
or another text on the students’ instructional reading level / Other Students
  • Reread Part 2 Main Selectionand write and “Stop and Think” in Reading Notebook
  • Write a summary
  • Write answers to “Your Turn” in Reading Notebook
/ Teach Word Families
Activity, T121
Thursday / Chapter Book / Paired SelectionFrom Dreams to Reality/ De los sueňos a la realidadT108 –T110
  • Review bookmark on first page of paired selection
  • Set a purpose
  • Teacher reads the intro to paired selection
  • Students read the rest silently
  • Making ConnectionsT111
/ Small Group
Read appropriate Leveled Readers
T140 – T143
Senderos T140 – T142
or another text on the students’ instructional reading level / Other Students
Choose a “Making Connections” to write in their Reading Notebook / Fluency
T114
Friday / Chapter Book / Assessment: Weekly TestsT130 –T131
  • Comprehension
  • Vocabulary
  • Decoding
/ The Reading Zone
  • Read book of choice
Must keep a Reading Log (Toolkit) of pages read in Reading Notebook / Posttest
T121
Week 3
Target Vocabulary: English / Vocabulario clave / Spelling / Ortografía / Academic Language / Vocabulario académico
  • impressed
  • admitted
  • produced
  • destination
  • original
  • concentrate
  • collected
  • rumor
  • suspense
  • compliment
/
  • admitir
  • autocontrol
  • concentrarse
  • cumplido
  • destino
  • impresionado
  • original
  • rumor
  • sacar
  • suspenso
/
  • tiring
  • amazing
  • practicing
  • borrowed
  • performing
  • supported
  • freezing
  • resulting
  • united
  • delivered
/
  • related
  • expected
  • whispered
  • attending
  • amusing
  • losing
  • damaged
  • repeated
  • decided
  • remarked
/
  • telégrafo
  • teleconferencia
  • telepatía
  • fotógrafo
  • fototropismo
  • hélice
  • helicopter
  • termómetro
  • metropolis
  • dictado
/
  • ruptura
  • astronauta
  • autocontrol
  • automotor
  • grafólogo
  • bolígrafo
  • telescopio
  • televisión
  • astronave
  • automático
/
  • plot
  • resolution
  • story structure
/
  • trama
  • desenlace
  • la estructura del cuento

Reading (English & Spanish) – Grade 5