NISD FIFTH GRADE Word Study

NISD FIFTH GRADE ELA and SOCIAL STUDIES YAG
The Year at a Glance (YAG) was created by the DPISD Fifth Grade Curriculum Team to be implemented during the 2016-2017. This document is to be utilized to pace instruction throughout the school year. The following TEKS should be taught ongoing with each genre.
Figure 19(A) Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, evaluative, and universal questions of text; monitor and adjust comprehension (eg using background knowledge, creating sensory images, rereading a portion aloud, generating questions; (D) make inferences about text and use textual evidence to support understanding; (E) summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts; (F) make connections (eg thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected: {1} to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
Reading/Comprehension of Text/Independent Reading. 9(A) Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 15 (A)plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B)develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing; (C)revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed; (D)edit drafts for grammar, mechanics, and spelling; and (E)revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: 18(C)write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: 27 (A)listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective; (B)follow, restate, and give oral instructions that include multiple action steps; and (C)determine both main and supporting ideas in the speaker's message.
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to: {28} give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.
Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to: {30} participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
The following Social Studies TEKS should be taught ongoing
(8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:
(A) identify and describe the types of settlement and patterns of land use in the United States;
(B) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present; and
(C) analyze the reasons for the location of cities in the United States, including capital cities, and explain their distribution, past and present.
(17) Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. The student is expected to:
(C) recite and explain the meaning of the Pledge of Allegiance to the United States Flag;
(21) Culture. The student understands the relationship between the arts and the times during which theywere created. The student is expected to:
(A) identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride"; and
(B) explain how examples of art, music, and literature reflect the times during which they were created.
(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(E) identify the historical context of an event.
(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and
(E) use standard grammar, spelling, sentence structure, and punctuation
(26) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

The following TEKS are to be taught utilizing the phonics/word study program noted in the bundles.

Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 2 (A)determine the meaning of grade-level academic English words derived from Latin, Greek,or other linguistic roots and affixes;(B)use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;(C)produce analogies with known antonyms and synonyms;(D)identify and explain the meaning of common idioms, adages, and other sayings; and(E)use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 22 (A)spell words with more advanced orthographic patterns and rules:(i)consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician);(ii)vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in legality, legal); and(iii)silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation);

(B)spell words with:(i)Greek Roots (e.g., tele, photo, graph, meter);(ii)Latin Roots (e.g., spec, scrib, rupt, port, ject, dict);(iii)Greek suffixes (e.g., -ology, -phobia, -ism, -ist); and(iv)Latin derived suffixes (e.g., -able, -ible; -ance, -ence);(C)differentiate between commonly confused terms (e.g., its, it's; affect, effect);

NISD FIFTH GRADE ELA and SOCIAL STUDIES YAG 2016-2017
Genre Sequence / TEKS Rdg / Vocabulary
Skill / TEKS
Vocab / 6+1 Trait Focus / Writing Artifact / TEKS
Wrtg / Grammar Skill / TEKS
Gram / Social Studies Integration
1
8/22 / Launch
B 1 / 2
8/29 / Fiction / 6A / Affixes / 2A / Trait Focus:
Idea Development / Personal Narrative / 17A / Collective Nouns / 20Aii
3
9/6 / Fiction / 6B / Use Context / 2B / Verbs
(irregular and active voice) / 20Ai
4
9/12 / Fiction
Media Literacy / 6C
14A-D / Use Context / 2B / Complete Subject and Predicate / 20B / Constitution -
3A,B, 15B,C, 16A,B,C, 17A,E, 18A,B, 20A,B
9/12-9/17 – Constitution Day
9/15-10/15 – Hispanic Heritage Month
Separate is Never Equal by Sylvia Mendez
B 2 / 5
9/19 / Theme/
Genre (Folktales) / 3A
8A / Produce Analogies with Known Antonyms and Synonyms / 2C / Imaginative Stories
**portfolio artifact** / 16A / Adjectives and their Comparative and Superlative Forms / 20Aiii
6
9/26 / Origin Myths / 3B
8A / Adverbs / 20Aiv
7
10/4 / Historical Fiction / 3C
8A / Capitalization of Abbreviations / 21Ai / Colonization –
1A,B, 10A,B, 11A,B,C, 14A,B, 15A
B 3 / 8
10/10 / Drama / 5A / Idioms, Adages, and Other Sayings / 2D / Adapt Personal Narrative or Imaginative Story into a drama / 5A
16A
17A / Capitalization of Initials, Acronyms, Organizations / 21Aii,iii
Genre Sequence / TEKS Rdg / Vocabulary
Skill / TEKS
Vocab / 6+1 Trait Focus / Writing Artifact / TEKS
Wrtg / Grammar Skill / TEKS
Gram / Social Studies Integration
B 3 / 9
10/17 / Drama
CBA 1 / 5A / Idioms, Adages, and Other Sayings / 2(D) / Trait Focus:
Word Choice / Adapt Personal Narrative or Imaginative Story into a drama / Prepositions and Prepositional Phrases / 20Av / Colonization –
1A,B, 10A,B, 11A,B,C, 14A,B, 15A
B 4 / 10
10/24 / Literary Nonfiction / 7A / Idioms, Adages, and Other Sayings / 2
2(A,B,D,E) / Formal/
Informal Letters / 18B / Indefinite Pronouns / 20vi / Historic Biographies
5.5C
11
10/31 / Literary Nonfiction / 7A / Idioms, Adages, and Other Sayings / 2(A,BD,E) / Subordinating Conjunctions / 20Avii / Patriotic Holidays
5.17D
12
11/7 / BRIDGING
Literary Nonfiction / 7A / Dictionary, Glossary, or a Thesaurus / 2(A,B,D,E) / Transitional Words / 20Aviii
13
11/14 / Culture and History / 10A / Simple and Compound Sentences / 20C
20B
B 5 / 14
11/28 / Expository / 11A-11E / Dictionary, Glossary, or a Thesaurus / 2(E) / Expository Essay/
Memoir / 18Ai-iv / Commas in Compound Sentences / 21Bi / American Revolution
2A,B,C, 19A,B,C
Culture
22A,B,C
15
12/5 / Expository
CBA 2 / 11A-11E / Proper Punctuation: Quotations / 21Bii
16
12/12 / Expository / 11A-11E
14A-D
Genre Sequence / TEKS Rdg / Vocabulary
Skill / TEKS
Vocab / 6+1 Trait Focus / Writing Artifact / TEKS
Wrtg / Grammar Skill / TEKS
Gram / Social Studies Integration
B 6 / 17
1/3 / Poetry / 11A-11E
4A; 8A / Commonly Confused Terms / 22C / Trait Focus:
Voice / Poetry / 16B / *continue to spiral grammar skills
18
1/9
4days / Poetry / 4A; 8A
12A, B / *continue to spiral vocabulary skills
19
1/17 / Persuasive / 12A,B / Persuasive / 19A
B 7 / 20
1/23 / BRIDGING
Procedural
Benchmark / 13A, B / Procedural / 18
21
1/30 / REVIEW
Poetry
22
2/6 / BENCHMK 2
Fiction
23
2/13 / BRIDGING
Drama
24 (4)
2/21 / BRIDGING
Literary Nonfiction
25
2/27 / BRIDGING
Persuade / 19th Century
4A,B,C,D,E,F,G
26
3/6 / BRIDGING
Expository
Genre Sequence / TEKS Rdg / Vocabulary
Skill / TEKS
Vocab / 6+1 Trait Focus / Writing Artifact / TEKS
Wrtg / Grammar Skill / TEKS
Gram / Social Studies Integration
B 7 / 27
3/20 / READING CAMP / Trait Focus:
Organization
B 8 / 28
3/27 / STAAR MATH AND READING ASSESSMENTS
29
4/3 / NOVEL UNITS/
RESEARCH / 23A
23B
24A
24B
24C
24D
24E
25A
25B
26A
26B
26C
26D / Multi-paragraph Essay
Or Poetry
**portfolio artifact** / 18A
i-iv / Use Proper Mechanics
Italics and Underlining / 21C
30(4)
4/10 / NOVEL UNITS/
RESEARCH / 20th Century
5A,B, 12A,B, 13A,B,C,D,E, 24A,C
31
4/17 / NOVEL UNITS/
RESEARCH / Use spelling patterns and rules… / 22D
32
4/24 / NOVEL UNITS/
RESEARCH
33
5/1 / NOVEL UNITS/
RESEARCH / Spell check in a word processor / 22E / Scientists
9A,B, 23A,B,C,D
34
5/8 / NOVEL UNITS/
RESEARCH
RETEST
35
5/15 / NOVEL UNITS/
RESEARCH
36
5/22 / NOVEL UNITS/
RESEARCH
SS Technology Integration
1stNine Weeks / 5.7 C / 3-5.1.A / iPad- ThingLink
web- / TLW create an interactive map locating important political features such as large urban areas, states, capitals and regions.
1stNine Weeks / 5.2A / 3-5.1.A / iPad- TImeLine
web- / TLWread an article about events leading up to the Revolutionary War from the Weekly Reader. They will highlight significant events. Students will then create a timeline with at least 6 events that led up to the Revolutionary War.
SS Technology Integration
2ndNine Weeks / 5.2B / 3-5.1.A / iPad- Aurasma,web- / TLW demonstrate knowledge of the motivation and contributions of the founding fathers by creating a video presentation or a trading card.
2ndNine Weeks / 5.2B / 3-5.1.A / iPad - Toontastic / TLW take what they know from what they have learned about the time period before the revolutionary war. They will pick a patriotic hero during the time period and write a script from that person's viewpoint. TLW use the Toontastic to import a picture of their famous person and record themselves reading the script as they act it out.Student Sample:
3rdNine Weeks / 5.4 A, B / 3-5.1.A / iPad- TImeLine
web-
SS Technology Integration
4thNine Weeks / 5.23 A / 3-5.1.A / iPad- Explain Everything
iPad- ChatterPix
web- / TLW research and learn about notable individuals in the field of science. TLW then use an application to present their knowledge of the accomplishments of the individual.

2016-2017