HURON MIDDLE SCHOOL

TEACHER__5th Grade Classroom Teacher__ SUBJECT/GRADE __Making Meaning / Reading______

SIOP Model(research based) / First Two Weeks (August)
Unit/Theme:
Common Core Standards:
Learning outcomes… / Unit 1 – The Reading Life (fiction)
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a Read on-level text with purpose and understanding.
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
W.5.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audience.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4a Use context as a clue to the meaning of a word or phrase.
Content Objective(s):
Identify what students should know and be able to do….
Language Objective(s): / Students will be able to:
·make text-to-self connections.
·build a reading community
·learn the procedure for read-aloud, “turn to your partner”, and “think, pair, share”
·develop group listening skills
·take responsibility for their behavior
Students will:
  • orally make text-to-self connections.
  • participate through speaking and listening as part of collaborating during procedures for read-aloud books.
  • Students will write for varied time lengths utilizing a wide range of tasks, purposes, and audiences.

Key Vocabulary:
Technical terms, concept words, and other words….
Building Background:
Provide a real-life context and enable students to bridge prior experiences with new learning… / Content Words Academic Words
clamor memento reassure tattered fiction illustration comprehension
pandemonium moocher delectable hospitable text-to-self text-to-world
towering cuisine vary international making connections procedure
  • Building background will be done through introduction to text while making connections through whole group and partner discussion.
  • ”think, pair, share” procedure

Practice/Applications:
Meaningful activities, interaction, strategies, feedback….Reading, writing, listening, &/or speaking opportunities…. / Read aloud books:
The Lotus Seed Something to Remember Me By Everybody Cooks Rice
  • ”think, pair, share”
  • reading journals
  • IDR log and journal
  • vocabulary building games
  • prompts for student verbal interaction utilizing vocabulary

Review/Assessment:
Review objectives & vocabulary assess learning….
Individual _X__
Group _X____
Reading __X___
Writing __X___
Listening __X___
Speaking __X___ / Formative:
  • individual student conferencing for fluency, comprehension, and accuracy
  • group discussion
  • IDR classroom observation
  • SIPPS
  • NWEA
Summative:
  • NWEA Spring test
  • SIPPS lesson mastery test
  • Smarter Balance

SIOP Model(research based) / Weeks 3 -5 (September)
Unit/Theme:
Common Core Standards:
Learning outcomes… / Unit 2 – Recognizing Text Features (expository nonfiction)
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a Read on-level text with purpose and understanding.
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audience.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4a Use context as a clue to the meaning of a word or phrase.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Content Objective(s):
Identify what students should know and be able to do….
Language Objective(s): / Students will be able to:
  • explore expository text features.
  • read independently.
  • practice “think, pair, share”
  • analyze the effect of their behavior on others and on the group work.
  • develop the group skill of explaining their thinking.
  • have a class meeting to discuss partner interactions.

Students will:
  • identify orally and in writing the text features of expository writing.
  • verbally explain their thinking to a partner and in a small group.
  • listen and paraphrase what their partners (s) have shared.
  • participate through speaking and listening as part of collaborating during proceduresfor read-aloud books.
  • write for varied time lengths utilizing a wide range of tasks, purposes, and audiences.

Key Vocabulary:
Technical terms, concept words, and other words….
Building Background:
Provide a real-life context and enable students to bridge prior experiences with new learning… / Content Words Academic Words
guarantee lifeless devastate nonfiction expository title
paradise preserve plight values subtitle caption graphs index
surge stamina dissatisfied table of contents glossary
discontinue restriction discriminate definition text features analyze
ban claim adapt opportunity informative
  • Building background will be done through introduction to text while making connections through whole group and partner discussion.
  • ”think, pair, share” procedure
  • text-to-text connections

Practice/Applications:
Meaningful activities, interaction, strategies, feedback….Reading, writing, listening, &/or speaking opportunities…. / Read aloud books:
Life in the Rainforest “Follow That Ball” “All Work and No Play”
Chinese Americans
  • reading journals
  • IDR log and journal
  • vocabulary building games
  • prompts for student verbal interaction utilizing vocabulary
  • ”explain your thinking” activity
  • using magazines, newspapers, and Scholastic News

Review/Assessment:
Review objectives & vocabulary assess learning….
Individual _X__
Group _X____
Reading __X___
Writing __X___
Listening __X___
Speaking __X___ / Formative:
  • individual student conferencing for fluency, comprehension, and accuracy
group discussion
  • IDR classroom observation
  • SIPPS
  • NWEA
Summative:
  • NWEA Spring test
  • SIPPS lesson mastery test
  • Smarter Balance

SIOP Model(research based) / Weeks 6-7 (September – October)
Unit/Theme:
Common Core Standards:
Learning outcomes… / Unit 3 – Questioning (expository nonfiction)
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a Read on-level text with purpose and understanding.
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audience.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4a Use context as a clue to the meaning of a word or phrase.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Content Objective(s):
Identify what students should know and be able to do….
Language Objective(s): / Students will be able to:
  • use questioning to help them make sense of texts.
  • use schema to articulate all they think they know about a topic before they read.
  • read independently.
  • analyze why it is important to be respectful and responsible.
  • develop the group skill of explaining their thinking.
  • develop the group skill of using prompts to add to one another’s thinking.

Students will:
  • orally paraphrase information previously learned.
  • form questions, both orally and written, to make sense of text.
  • restate information shared during partner and group activities utilizing appropriate listening skills.
  • identify orally and in writing the characteristics of expository fiction.

Key Vocabulary:
Technical terms, concept words, and other words….
Building Background:
Provide a real-life context and enable students to bridge prior experiences with new learning… / Content Words
stun solitary sociable extend
advantage disadvantage devour
dignified thunderous scarce
blunt widespread / Academic Words
schema articulate brainstorm
analyze summarizing preview
paraphrasing comprehension
  • Building background will be done through introduction to text while making connections through whole group and partner discussion.
  • ”think, pair, share” procedure
  • text-to-text connections
  • ”stop and question”

Practice/Applications:
Meaningful activities, interaction, strategies, feedback….Reading, writing, listening, &/or speaking opportunities…. / Read aloud book:
Big Cats
  • reading journals
  • IDR log and journal
  • vocabulary building games
  • prompts for student verbal interaction utilizing vocabulary
  • ”explain your thinking” activity
  • using magazines, newspapers, and Scholastic News
  • Students learn the procedure for “Stop and Ask Questions.”

Review/Assessment:
Review objectives & vocabulary assess learning….
Individual _X__
Group _X____
Reading __X___
Writing __X___
Listening __X___
Speaking __X___ / Formative Assessments:
  • individual student conferencing for fluency, comprehension, and accuracy
  • group discussion
  • IDR classroom observation
  • SIPPS
  • NWEA

Summative Assessment:
  • NWEA Spring test
  • SIPPS lesson mastery test
  • Smarter Balance

SIOP Model(research based) / Weeks 8-9 (October)
Unit/Theme:
Common Core Standards:
Learning outcomes… / Unit 4 Analyzing Text Structure (Fiction)
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a Read on-level text with purpose and understanding.
RF.5.4b Read on-level prose and poetry with accuracy, appropriate rate, and expression on successive readings.
RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
W.5.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audience.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4a Use context as a clue to the meaning of a word or phrase.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Content Objective(s):
Identify what students should know and be able to do….
Language Objective(s): / Students will be able to:
  • explore text structure in narrative texts, including character, setting, plot, and conflict.
  • read independently.
  • analyze why it is important to be responsible.
  • develop the group skill of using prompts to add to one another’s thinking.
  • have a class meeting to discuss partner interactions and handling of materials.
  • use questioning to help them make sense of text.
  • think about whether their questions are answered explicitly or implicitly.
  • explore text structure in narrative texts.
  • relate the value of respect to their behavior
  • develop the group skill of using prompts to add to their partners’ thinking.

Students will:
  • list orally and through writing the character, setting, plot, and content of the stories being covered through class collaboration and IDR.
  • restate each other’s thinking.
  • compose questions relating to the text as well as making text-to text and text-to-world connections.
  • identify text structures of narrative texts.

Key Vocabulary:
Technical terms, concept words, and other words….
Building Background:
Provide a real-life context and enable students to bridge prior experiences with new learning… / Content Words
tend trudge trample bundle selfless resilient uneasy petrified prearrange irate regret forceful
Holocaust / Academic Words
explicitly implicitly narrative text relate character plot setting
conflict resolution prefix suffix
  • Building background will be done through introduction to text while making connections through whole group and partner discussion.
  • ”think, pair, share” procedure
  • text-to-text connections
  • text-to-world connections
  • ”stop and question”

Practice/Applications:
Meaningful activities, interaction, strategies, feedback….Reading, writing, listening, &/or speaking opportunities…. / Read aloud books:
The Summer My Father Was Ten Uncle Jed’s Barbershop
Star of Fear, Star of Hope The Butterfly
  • reading journals
  • IDR log and journal
  • vocabulary building games
  • prompts for student verbal interaction utilizing vocabulary
  • ”explain your thinking” activity
  • using magazines, newspapers, and Scholastic News
  • Students learn the procedure for “Stop and Ask Questions.”

Review/Assessment:
Review objectives & vocabulary assess learning….
Individual __X__
Group __X__
Reading __X___
Writing __X___
Listening __X___
Speaking __X___ / Formative Assessments:
  • individual student conferencing for fluency, comprehension, and accuracy
  • group discussion
  • IDR classroom observation
  • SIPPS
  • NWEA

Summative Assessment:
  • NWEA Spring test
  • SIPPS lesson mastery test
  • Smarter Balance

SIOP Model(research based) / Weeks 10 – 12 (October – November)
Unit/Theme:
Common Core Standards:
Learning outcomes… / Unit 5 Making Inferences: Fiction and Poetry
RF.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listing.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.