Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
ELAR Grade 05 Unit 01 Exemplar Lesson 02: A Roadmap for Fiction
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students identify and describe events, describe the role of characters in plot including their relationships and
conflicts, compare themes from traditional stories and learn how historical events impact theme. Students explain the
three different forms of third person point of view. Students use story maps as a graphic organizer to represent the
literary elements of a story. Using the writing process, students compose an engaging personal story with a plot, a
believable setting, and character dialogue. Students continue to collect new vocabulary words using context clues
and roots and affixes to infer meaning. Students use dictionaries and thesauruses to confirm meaning.
Grade 05 ELAR Unit 01 PI 01
After reading a fictional text, complete a story map that includes a description of events, the characters’ roles/functions in the plot, and
the point of view in which the story is told. In a small group, use appropriate oral conventions to explain the significance of plot,
characters, and point of view to the story and future events.
Standard(s): 5.6A , 5.6B , 5.6C , 5.9A , 5.28A , 5.Fig19D
ELPS ELPS.c.1E , ELPS.c.2D , ELPS.c.3C , ELPS.c.3D , ELPS.c.3E , ELPS.c.3F , ELPS.c.3G , ELPS.c.3H
, ELPS.c.3I , ELPS.c.4D , ELPS.c.4E , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G
Grade 05 ELAR Unit 01 PI 02
Using the writing process, write an engaging story based on personal events. Be sure the story includes a plot, a believable setting,
and dialogue.
Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E , 5.17A , 5.16A.i , 5.16A.ii , 5.16A.iii
ELPS ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Last Updated 05/07/2013
page 1 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Grade 05 ELAR Unit 01 PI 04
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, and
media. Provide evidence from the text to support ideas.
Standard(s): 5.9A , 5.18C , 5.Fig19A , 5.Fig19B , 5.Fig19C , 5.Fig19D , 5.Fig19E , 5.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Grade 05 ELAR Unit 01 PI 05
Record multiple entries in a Word Study Notebook demonstrating word knowledge.
Standard(s): 5.2A , 5.2B , 5.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
Key Understandings
Authors use point of view to express a perspective.
Understanding literary elements facilitates the reader’s ability to make meaning of the text.
Effective oral conventions enhance interpretation of a message.
Authors establish a purpose and plan and use writer’s craft to engage and sustain the reader’s interest and
enhance understanding.
Readers use strategies to support understanding of text.
Readers use writing to communicate deeper understanding of text.
An extensive vocabulary enhances written and oral communication.
Readers use strategies to identify the intended meaning of words and phrases in text.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
5.1A
Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate
phrasing) and comprehension.
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page 2 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
5.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
5.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots
and affixes.
Readiness Standard
5.2B
Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning
words.
Readiness Standard
5.2E
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.
Readiness Standard
5.3
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences
and draw conclusions about theme and genre in different cultural, historical, and contemporary
contexts and provide evidence from the text to support their understanding. Students are
expected to:
5.3A
Compare and contrast the themes or moral lessons of several works of fiction from various cultures.
Supporting Standard
5.3B
Describe the phenomena explained in origin myths from various cultures.
Supporting Standard
5.3C
Explain the effect of a historical event or movement on the theme of a work of literature.
Supporting Standard
5.6
Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
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page 3 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
draw conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
5.6A
Describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future
events.
Readiness Standard
5.6B
Explain the roles and functions of characters in various plots, including their relationships and conflicts.
Readiness Standard
5.6C
Explain different forms of third-person points of view in stories.
Supporting Standard
5.8
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an author's sensory language creates imagery in
literary text and provide evidence from text to support their understanding. Students are
expected to:
5.8A
Evaluate the impact of sensory details, imagery, and figurative language in literary text.
Readiness Standard
5.9
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained
periods of time and produce evidence of their reading. Students are expected to:
5.9A
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).
5.15
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
5.15A
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,
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page 4 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
interviews), and developing a thesis or controlling idea.
5.15B
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.
5.15C
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.
5.15D
Edit drafts for grammar, mechanics, and spelling.
5.15E
Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
5.16
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real
or imagined people, events, and ideas. Students are expected to:
5.16A
Write imaginative stories that include:
5.16A.i
a clearly defined focus, plot, and point of view.
5.16A.ii
a specific, believable setting created through the use of sensory details
5.16A.iii
dialogue that develops the story
5.17
Writing/Personal. Students write about their own experiences. Students are expected to:
5.17A
Write a personal narrative that conveys thoughts and feelings about an experience.
5.18
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
5.18C
Write responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.
5.20
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
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page 5 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
earlier standards with greater complexity. Students are expected to:
5.20A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
5.20A.i
verbs (irregular verbs and active voice).
5.20A.iv
adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot).
5.20A.v
prepositions and prepositional phrases to convey location, time, direction, or to provide details.
5.20B
Use the complete subject and the complete predicate in a sentence.
5.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
5.21A
Use capitalization for:
5.21A.i
abbreviations.
5.21B
Recognize and use punctuation marks including:
5.21B.ii
proper punctuation and spacing for quotations
5.22
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
5.22D
Use spelling patterns and rules and print and electronic resources to determine and check
correct spellings.
5.22E
Know how to use the spell-check function in word processing while understanding its
limitations.
5.27
Listening and Speaking/Listening. Students use comprehension skills to listen attentively to
others in formal and informal settings. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
5.27A
Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions
to clarify the speaker's purpose or perspective.
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page 6 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
5.27B
Follow, restate, and give oral instructions that include multiple action steps.
5.27C
Determine both main and supporting ideas in the speaker's message.
5.28
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions
of language. Students will continue to apply earlier standards with greater complexity. Students
are expected to:
5.28A
Give organized presentations employing eye contact, speaking rate, volume, enunciation,
natural gestures, and conventions of language to communicate ideas effectively.
5.29
Listening and Speaking/Teamwork. Students work productively with others in teams. Students
will continue to apply earlier standards with greater complexity. Students are expected to:
5.29A
Participate in student-led discussions by eliciting and considering suggestions from other
group members and by identifying points of agreement and disagreement.
5.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
5.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory
images, rereading a portion aloud, generating questions).
5.Fig19D Make inferences about text using textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
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page 7 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and
provide textual evidence. Readiness Standard
Readiness Standard
Ongoing TEKS
TEKS alignment coming soon.
Materials
Word Study Notebook (1 per student)
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Note card (7 per student)
Sticky note (1 per student)
Highlighter (1 per student)
Colored pen or pencil (1 per student)
Dictionary (class set)
Thesaurus (class set)
Chart paper
3 grade-appropriate fictional short story for modeling (1 copy of each)
Grade-appropriate fictional short story (1 copy per 2 students)
Grade-appropriate fictional short story or excerpt from a novel with vivid images and sensory language
describing the setting for modeling (1)
Grade-appropriate short story or excerpt written in third person omniscient for modeling (1)
Grade-appropriate short story or excerpt written in third person limited for modeling (1)
Grade-appropriate fictional short stories either for student selection or assigned (1 per student)
2 grade-appropriate traditional story from a different culture for modeling (1 copy of each)
Grade-appropriate traditional story from a different culture (class set)
Grade-appropriate historical fiction text for modeling (1)
Grade-appropriate historical fiction text (class set)
2 grade-appropriate origin myth for modeling (1 copy of each)
Collection of grade-appropriate origin myths from various cultures for student selection
Collection of grade-appropriate traditional stories from different cultures for student selection
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page 8 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Collection of grade-appropriate fictional short stories and/or picture books for student selection
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Basic Story Map_PI
Handout: Extended Story Map_PI
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
Last Updated 05/07/2013
page 9 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 6
WORD STUDY
TEKS
Ongoing
TEKS
5.2E
SHARED READING
TEKS
INDEPENDENT READING
Ongoing
TEKS
TEKS
Ongoing
TEKS
WRITING
TEKS
5.Fig19D,E
5.Fig19D,E
5.15A
5.6A,B
5.6A,B
5.16Ai
5.18C
5.9A
5.17A
Ongoing
TEKS
5.18C
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
• Readers use strategies to
identify the intended meaning of
words and phrases in text.
- Why do readers and writers
use a dictionary and a
thesaurus?
- How is a thesaurus organized
and how do you use a
thesaurus?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of text.
- How and why do readers
analyze literary elements to gain
a better understanding of fiction
text?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of the
text.
- How and why do readers
summarize what they are
reading?
Vocabulary of Instruction
• Thesaurus
• Antonym
• Plot
• Plotline
• Plot
• Summary
Last Updated 05/07/2013
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- Why do authors use the
writing process?
- How do authors focus and
develop a story?
page 10 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 6
WORD STUDY
• Synonym
SHARED READING
INDEPENDENT READING
WRITING
• Summary
Materials
Word Study Notebook (1
per student)
Dictionary (class set)
Thesaurus (class set)
Chart paper (if applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
fictional short story for
modeling (1)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
fictional short story
from Shared Reading
including completed
plotline
Collection of fictional
short stories and/or
picture books for
student selection
Chart paper (if
applicable)
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display a
2. Preview the fiction
dictionary page that has a
selection for Read Aloud.
previously studied
Create a plot line with
vocabulary word from
introduction (setting and
Word Study Daily Lessons
characters),
in Lesson 01. Be sure the
conflict/problem, rising
entry for the vocabulary
action (events), climax,
word has antonyms and/or
and resolution. Cover the
synonyms listed.
plot line in order to display
Last Updated 05/07/2013
1. Prepare to display visuals as 1. Prepare to display visuals as
appropriate.
appropriate.
2. In the Teacher Writer’s
Notebook, reread ideas and
entries. Select 2-3 ideas that
could be developed into an
engaging story that has
interesting characters and
conflict that will keep
readers interested.
page 11 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 6
WORD STUDY
3. Prepare to display a
thesaurus page that has a
previously studied
vocabulary word.
Background Information
Teacher Notes
SHARED READING
INDEPENDENT READING
WRITING
the events as they occur
during reading. Be sure
the conflict in the story is
either man vs. man or man
vs. self. This will be
discussed in Daily Lesson
7 Shared Reading using
the same text.
Plot - the basic sequence of
events in a story. In conventional
stories, plot has three main
parts: rising action, climax, and
falling action. The plot includes
the problem and solution.
Summarize - to reduce large
sections of text to their essential
points and main idea. Note: It is
still important to attribute
summarized ideas to the original
source.
This Daily Lesson will introduce
students to finding antonyms
and synonyms in a dictionary
and a thesaurus. This is the
students’ first experience with a
thesaurus according to the state
standards. Be sure to model
how to use a thesaurus and its
uses. This skill will help
students produce analogies with
This should not be an
introductory lesson on plot.
Previous grades have introduced
the element of plot, so this
should just be review. It may be
useful to look at fourth grade
Unit 01 to understand how plot
was addressed. This Daily
Lesson focuses on the
character’s role in plot including
Last Updated 05/07/2013
page 12 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 6
WORD STUDY
antonyms and synonyms and
can help students use better
word choice in their writing.
SHARED READING
INDEPENDENT READING
WRITING
their relationships and conflicts.
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page 13 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 6
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students use a
dictionary and a thesaurus to
locate synonyms and antonyms
for vocabulary words.
Suggested Duration: 20-25 min.
Content Objective: Students
analyze the roles of characters in
plot including their relationships
and conflicts.
Suggested Duration: 20-25 min.
Content Objective: Students
analyze the roles of characters in
plot including their relationships
and conflicts.
Suggested Duration: 25-30 min.
Content Objective: Students
choose an idea to develop into a
story.
Mini Lesson
1. Review a vocabulary word
1. Ask:What is plot?
Discuss what they already
know about plot and clear
up any misconceptions.
1. Display the plotline from the
1. Explain that they are going
chosen from a previous Word
Study Daily Lesson.
2. Ask: What are synonyms
and antonyms? Discuss
responses and clarify any
misconceptions.
3. Display the dictionary page.
Show students where to find
synonyms and antonyms in
a dictionary entry. On a
chart, record the synonyms
and antonyms for the
vocabulary word.
4. Explain the differences
between a dictionary and a
thesaurus. Model using the
thesaurus to find the page
that has the synonyms and
antonyms for the vocabulary
word.
5. Display the thesaurus page.
2. Read the fiction story
aloud. Reveal the events
on the plot line as they
happen. Describe to
students how to take an
event and summarize
and/or paraphrase it for a
plot line.
3. When finished reading,
ask: What is (insert
character’s name) role
in the plot of this story?
Discuss responses.
Shared Reading lesson.
2. Tell students that they are
to choose an idea from their
Writer’s Notebook to make
into a published story.
going to complete a plotline
for a short fictional story
2. Share the 2-3 ideas that
during Independent Reading.
have been chosen in the
Then they will write a
Teacher Writer’s Notebook.
paragraph explaining the
Explain why these ideas
character’s role in the story’s
would make a good story.
plot.
3. Discuss with students which
of the 2-3 ideas could be
developed into a focused
story with a plot.
4. Go through the events of
the plot line and discuss
the character’s
relationships with other
characters.
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page 14 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Show students how to read
the thesaurus entry for the
vocabulary word. Record a
couple of different synonyms
and antonyms for the
vocabulary word.
Learning Applications
1. Distribute dictionaries and
thesauruses to students.
2. Instruct students to use a
dictionary and a thesaurus
to find 2-3 antonyms and
synonyms for a
vocabulary word they
studied in Lesson 01.
1. Ask: What is the role of
characters in any story’s
plot? Students write
responses in their Reader’s
Notebook.
1. Students choose a short
fictional story for
Independent Reading and
complete a plot line of the
story in their Reader’s
Notebook.
2. Students write a paragraph
in their Reader’s Notebook
describing the character’s
role in the story’s plot. The
paragraph should include the
relationships between
characters.
3. Students record synonyms
and antonyms in their
Word Study Notebooks.
1. Students reread the ideas
and entries collected in their
Writer’s Notebook. They
select 2-3 ideas that would
make a good story.
2. Students discuss their 2-3
ideas with a partner and
choose the one that will be
developed into a focused
story with a plot.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: Why would readers
and writers use a
dictionary and/or a
thesaurus? Discuss
responses.
1. Discuss the responses that
students wrote in their
Reader’s Notebook about the
character’s role in plot.
Last Updated 05/07/2013
1. Students share their plot
lines and paragraphs with a
partner.
1. Students share their chosen
idea with the class.
page 15 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 7
WORD STUDY
TEKS
Ongoing
TEKS
5.2E
SHARED READING
TEKS
INDEPENDENT READING
Ongoing
TEKS
TEKS
Ongoing
TEKS
WRITING
TEKS
5.Fig19D,E
5.Fig19D,E
5.15A
5.6A,B
5.6A,B
5.16Ai
5.9A
5.17A
Ongoing
TEKS
5.18C
Key Understandings and
Guiding Questions
• An extensive vocabulary
• Readers use strategies to
• Readers use strategies to
• Authors establish a purpose and
enhances written and oral
communication.
• Readers use strategies to
identify the intended meaning of
words and phrases in text.
- What can readers do when they
come to a word they do not know
how to pronounce?
support understanding of text.
support understanding of text.
- What strategies do readers use
to help maintain understanding of
text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- What strategies do readers use
to help maintain understanding of
text?
• Readers use writing to
communicate deeper
understanding of texts.
plan and use writer’s craft to
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors develop
believable, interesting
characters?
- How and why do readers analyze - How can readers demonstrate
literary elements to gain a better
understanding through writing?
understanding of fiction text?
• Understanding literary elements
facilitates the reader’s ability to
make meaning of the text.
- How and why do readers analyze
literary elements to gain a better
understanding of fictional text?
Last Updated 05/07/2013
page 16 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Vocabulary of Instruction
• Pronunciation
• Syllable
• Plot
• Conflict
• Resolution
• Plot
• Conflict
• Resolution
Materials
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade-appropriate fictional
short story from Daily Lesson 6
Shared Reading
• Chart paper (if applicable)
• Reader’s Notebook (1 per
• Handout: Basic Story Map (1)
• Handout: Extended Story
Map (1)
• Handout: Basic Story Map (1
per student)
• Handout: Extended Story
Map (1 per student)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Display a dictionary page
that has a previously
2. Duplicate Handouts:
Basic Story Map and
2. Duplicate Handouts:
Basic Story Map and
2. Create a chart with the
following questions:
Attachments and
Resources
Advance Preparation
Last Updated 05/07/2013
student)
• Collection of grade-appropriate
fictional short stories and/or
picture books for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
page 17 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 7
WORD STUDY
studied vocabulary word
from Lesson 01. Choose a
multi-syllable word with a
difficult pronunciation.
SHARED READING
Extended Story Map
(one of each for display)
or create a chart that is
similar to the handout.
INDEPENDENT READING
Extended Story Map. (1
per student)
3. Become familiar with the
3. Create a class chart with
dictionary’s Pronunciation
two columns. Label the
Guide, usually located in
columns as follows: Man
the front section of the
vs. Man, Man vs. Self.
dictionary. Some
dictionaries have a smaller
pronunciation guide at the
bottom of each page or
every other page.
WRITING
What is your
character’s name?
What age is your
character?
What does your
character look like?
What are some things
your character might
say?
What are some things
your character might
do?
What are some things
your character might
think?
How does your
character get along
with others?
3. Select a character from
the story idea in the
Teacher Writer’s
Notebook to model
developing a character by
answering the above
questions
Background Information
Conflict - in literature, the
opposition of persons or
forces that brings about
Last Updated 05/07/2013
This Instructional Routine partially
assesses Performance Indicator
01.
page 18 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
dramatic action central to the
plot of a story. Conflict may
be internal, as a
psychological conflict within
a character, or external (e.g.,
man versus man, man versus
nature, or man versus
society).
Man vs. man may be
demonstrated through conflict
with another human.
Man vs. self may be
demonstrated through struggles
with thoughts and feelings.
Teacher Notes
This Daily Lesson focuses only
on how to use the dictionary to
determine the pronunciation of
words, not the meaning.
Students should understand that
this is a resource to help with
pronunciation, but they shouldn’t
rely on it while reading.
Last Updated 05/07/2013
page 19 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students use
context clues to determine the
meaning of unfamiliar words
found in text.
Suggested Duration: 20-25 min.
Content Objective: Students
explain the character’s conflict.
Suggested Duration: 20-25 min.
Content Objective: Students
explain the character’s conflict.
Suggested Duration: 25-30 min.
Content Objective: Students
develop believable, interesting
characters to include in the
published story.
Mini Lesson
1. Review a vocabulary word
chosen from a
previous Daily Lesson
Word Study.
1. Ask: Why is conflict
important in stories?
1. Distribute the Handouts:
Basic Story Map and
Extended Story Map.
1. Explain to students that
before they start writing
their stories, they are
going to develop the
characters that will be in
their stories.
2. Tell students that readers
can use a dictionary to
figure out how to
pronounce a word
correctly.
3. Display the dictionary
page with the entry for the
vocabulary word.
4. Draw attention to how the
word is divided into
syllables. Write the word
on the chart paper with
spaces between syllables.
5. Explain that it is easier to
pronounce a word syllable
by syllable and then put it
together.
2. Display the chart and
explain each type of
conflict: man vs. man or
man vs. self.
3. With students, brainstorm
real life examples of each
type of conflict and record
them on the chart.
4. Display the Handout:
Basic Story Map.
5. Model describing the
characters and their
relationships based on the
discussion from Daily
Lesson 6 Shared
Reading. Tell students
that they will skip the
Setting section for now.
Model completing the
Last Updated 05/07/2013
2. Assign students to
complete the sections:
Character, Conflict, and
Resolution on the
2. Display the chart of
Handouts: Basic Story
questions. Share the
Map and Extended
answers to the questions
Story Map using the story
based on the character
and plot line created in
that was chosen
Daily Lesson 6
previously from the
Independent Reading.
Teacher Writer’s
Notebook.
3. Ask students if they are
wondering anything else
about the character.
page 20 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
sections: Character and
6. Model how to use the
Conflict (do not label it
pronunciation portion of
man vs. man or man vs.
the dictionary entry. Show
self) on the Handout:
students the pronunciation
Basic Story Map.
guide toward the front of
the dictionary (and the
6. Model completing the
small one on each page, if
same sections (Character
applicable), in case there
and Conflict) on the
is an unfamiliar symbol in
Handout: Extended Story
the pronunciation.
Map.
Learning Applications
1. Instruct students to look
1. Ask: Is this conflict man 1. Students use the story
1. Students develop a
up some of the vocabulary
vs. man or man vs. self?
and plot line from Daily
character from their story
words they studied in
How do you know? Have
Lesson 6 Independent
by answering the
Lesson 01. Students will
students turn to a partner
Reading to complete parts
questions on the chart in
divide the words into
and discuss. Tell them to
of the Handouts: Basic
their Writer’s Notebooks.
syllables and practice
support their answers with
Story Map and
using the dictionary to
textual evidence.
Extended Story Map.
help them check a word’s
2. If students finish early,
pronunciation.
they choose another
fictional short story to read
independently.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Choose students to share 1. Students share their
how to pronounce some of
thoughts on the story’s
Last Updated 05/07/2013
1. Students share their story
maps with a partner.
1. Students share the
answers about their
page 21 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
their vocabulary words.
conflict and discuss it as a
2. Collect both story maps to
whole group.
assess the students’
2. Discuss how the conflict
understanding of
was resolved. Together,
characters, conflict, and
complete the Resolution
resolution.
section of the Handouts:
Basic Story Map and
Extended Story Map.
characters with a partner.
The partners ask if there
are still things the
students would like to
know about the
characters.
3. Ask students to think
about other stories that
have been read aloud.
Ask: Which types of
conflict were in those
stories? Discuss
responses.
Last Updated 05/07/2013
page 22 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 8
WORD STUDY
TEKS
Ongoing
TEKS
5.2E
SHARED READING
TEKS
INDEPENDENT READING
Ongoing
TEKS
TEKS
Ongoing
TEKS
WRITING
TEKS
5.Fig19D,E
5.Fig19D,E
5.15A
5.6A,B
5.6A,B
5.16Ai
5.9A
5.17A
Ongoing
TEKS
5.18C
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
• Readers use strategies to
identify the intended meaning of
words and phrases in text.
- What can readers do when
they come to a word they do not
know how to pronounce?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of text.
- How and why do readers
analyze literary elements to gain
a better understanding of fiction
text?
Vocabulary of Instruction
• Parts of speech
• Conflict
Last Updated 05/07/2013
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of the
text.
- How and why do readers
analyze literary elements to
gain a better understanding of
fictional text?
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- How do authors develop
believable, interesting
characters?
page 23 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 8
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Grade-appropriate fictional
short story (1 copy per 2
students)
• Highlighter (1 per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade-appropriate
fictional short stories and/or
picture books for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
• Handout: Basic Story Map (1)
• Handout: Extended Story
Map (1)
• Handout: Basic Story Map (1
per student)
• Handout: Extended Story
Map (1 per student)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Become familiar with the
abbreviations for parts of
speech in a dictionary.
2. Preview the fictional story
with examples of
foreshadowing. Find
places where the author
foreshadows a future
event. (See Background
Information.)
2. Add the following question
to the chart created in
Daily Lesson 7 Writing:
What is the relationship
between this character
and the other
character(s)?
3. Duplicate the fictional
story that will be modeled
(one for every two
students.)
3. Using another character
from the chosen story
idea in the Teacher
Writer’s Notebook, answer
the questions on the chart
in order to begin
developing the character.
• Foreshadowing
Materials
• Dictionary (class set)
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
3. Display a dictionary page
that has a previously
studied vocabulary word.
Last Updated 05/07/2013
1. Prepare to display visuals
as appropriate.
page 24 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 8
WORD STUDY
Background Information
Teacher Notes
SHARED READING
INDEPENDENT READING
WRITING
Foreshadowing is an author’s use This Instructional Routine partially
of hints or clues to suggest future assesses Performance Indicator
events. Not all foreshadowing is
01.
obvious. Frequently, future events
are merely hinted at through
dialogue, description, or the
attitudes and reactions of the
characters. Foreshadowing
frequently serves two purposes. It
builds suspense by raising
questions that encourage the
reader to go on and find out more
about the event that is being
foreshadowed. Foreshadowing is
also a means of making a
narrative more believable by
partially preparing the reader for
events which are to follow.
Only model parts of speech that
fifth graders are responsible for:
nouns, verbs, adjectives, adverbs,
prepositions, pronouns, and
conjunctions (some). Be prepared
to encounter words that have more
than one part of speech. In that
case, the student will need to
study the context of the sentence.
For instance, I like to play (verb)
with dolls. We went to the play
(noun) on Friday.
Last Updated 05/07/2013
page 25 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Last Updated 05/07/2013
page 26 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 8
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 12-13 min.
Content Objective: Students use
the dictionary to determine a
word’s part of speech.
Suggested Duration: 20-25 min.
Content Objective: Students
describe events that move the
story along and explain how these
events foreshadow future events.
Suggested Duration: 23-28 min.
Content Objective: Students
describe events that move the
story along and explain how these
events foreshadow future events.
Suggested Duration: 25 min.
Content Objective: Students
develop believable, interesting
characters that will be in their
story.
Mini Lesson
1. Display a vocabulary word
chosen from a previous
Daily Lesson Word Study,
Shared Reading lesson,
or from Independent
Reading.
1. Display the Handout:
Basic Story Map.
1. Distribute the Handouts:
Basic Story Map and
Extended Story Map.
1. Display the chart of
questions from Daily
Lesson 7 Writing. Show
students the question that
was added to the chart.
2. Explain what parts of
speech means and give
them examples of parts of
speech.
2. Distribute copies of the
fictional story for Read
Aloud to students in
partnerships. Read aloud
the fictional short story
and complete the
sections: Character,
Conflict, and Resolution
as the story is being read.
3. Display the dictionary
page. Show students
3. Go back into the story and
where to find a word’s part
discuss the events that
of speech.
move the story from
conflict to resolution.
4. Explain that sometimes a
Explain to students that
word has more than one
the focus needs to be on
part of speech. Model
the main events, not ones
rereading the word in
that don’t move the story
context in order to
along. Complete the
determine the part of
section: Events.
speech.
Summarize each main
event.
Last Updated 05/07/2013
2. Assign students to
complete the sections:
Character, Conflict,
Events, and Resolution on
the Handouts: Basic
Story Map and
Extended Story Map for
the fictional short story
they select.
2. Share the answers to the
questions based on the
additional character that
was chosen previously
from the Teacher’s
Writer’s Notebook.
3. Ask the students if they
are wondering anything
else about the character.
page 27 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
4. Explain to students what
the concept of
foreshadowing means.
Show an example in the
text.
Learning Applications
1. Distribute dictionaries to
students.
2. Instruct students to use
the dictionaries to find
parts of speech for
vocabulary words
previously recorded in
their Word Study
Notebook.
1. Students, with their
partners, reread the story
and highlight other
examples of
foreshadowing.
1. Students choose a
fictional short story to
complete parts of the
Handouts: Basic Story
Map and Extended
Story Map.
1. Students choose another
character to develop by
answering the questions
on the chart.
2. If students finish early,
they choose another
fictional short story to read
independently.
3. Record parts of speech in
their Word Study
Notebook next to each
word. If a word has more
than one, read the word in
context to determine which
part of speech is
applicable.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: Why would readers 1. Discuss the other
and writers use a
examples of
Last Updated 05/07/2013
1. Students share their story
maps with a partner.
1. Students share the
answers about their
page 28 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
dictionary? Discuss
responses.
foreshadowing that
students found in the
story.
2. Display the Handout:
Extended Story Map.
Complete the section:
Events. Be sure to include
some examples of
foreshadowing.
Last Updated 05/07/2013
2. Collect both story maps to
assess the students’
understanding of events
and foreshadowing and to
reassess those who
struggled with character,
conflict, and resolution.
characters with a partner.
The partners ask if there
are still things the
students would like to
know about the
characters.
page 29 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 9
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2A,E
5.Fig19C,D
5.6A
5.8A
5.18C
5.Fig19D,E
5.6A,B
5.8A
5.9A
5.18C
5.15A
5.16Ai
5.17A
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
- How do affixes and root words
help readers understand text?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of the
text.
- How and why do readers
analyze literary elements to gain
a better understanding of fiction
text?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of the
text.
- How and why do readers
analyze literary elements to
gain a better understanding of
fiction text?
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- How do authors develop
conflict in stories?
Vocabulary of Instruction
• Prefix
• Plot
• Plot
Last Updated 05/07/2013
page 30 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 9
Materials
WORD STUDY
INDEPENDENT READING
• Suffix
• Root word
• Setting
• Sensory detail
• Sensory image
• Setting
• Sensory detail
• Sensory image
• Summary
• Conflict
• Resolution
• Foreshadowing
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Note card (1 per 2 students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade-appropriate fictional
short story or excerpt from a
novel with vivid images and
sensory language describing the
setting for modeling (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade-appropriate
fictional short story and/or
picture books for student
selection
• Chart paper (if applicable)
• Handout: Basic Story Map (1)
• Handout: Extended Story
Map (1)
• Handout: Basic Story Map (1
per student)
• Handout: Extended Story
Map (1 per student)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a list of words
containing the root rupt so
each pair of students has
a different word to study.
Example: bankrupt,
interrupt, rupture, disrupt,
erupt, disrupt, corrupt,
2. Create an Anchor Chart:
Setting with three columns
titled: Time, Place, and
Environment.
Attachments and
Resources
Advance Preparation
SHARED READING
Last Updated 05/07/2013
WRITING
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
2. In the Teacher Writer’s
Notebook, develop the
conflict for the story. Think
about what the character
wants/needs and what is
getting in the way of that
happening.
page 31 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 9
WORD STUDY
SHARED READING
INDEPENDENT READING
Sensory detail - a detail in
writing that describes what is
seen, heard, smelled, tasted,
or touched
This Instructional Routine
partially assesses Performance
Indicator 01.
WRITING
abrupt, etc. Use districtadopted resources from
various content areas or
the internet to help
compile a list of gradeappropriate words.
3. Write the words on note
cards so each pair of
students will have one
word.
Background Information
Affix - a word element, such as
a prefix or suffix, that occurs
before or after a root or base
word to modify its meaning (e.g.,
the prefix un- and the suffix -able
in unbelievable)
Prefix - one or more sounds or
letters placed before a base
word that changes the meaning
of the word
Suffix - one or more sounds or
letters placed after a base word
that changes the meaning of the
word
Root - the form of a word after all
affixes are removed
The root rupt means to break,
tear, or burst.
Teacher Notes
In Word Study, Daily Lessons 6- This is a continuation of the use
Last Updated 05/07/2013
page 32 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 9
WORD STUDY
SHARED READING
14 will focus on the study of
Greek and Latin prefixes,
suffixes, and roots. Students will
determine the meaning of words
with these affixes and roots.
Students are not required to
spell the words until Unit 03.
Each day the routine of studying
words will be the same.
As much as possible, teachers
should use fifth grade academic
vocabulary to study the affixes
and roots.
of the Handouts: Basic Story
Map and Extended Story Map
with a focus on the setting
section to be modeled in the
closure of Shared Reading.
Last Updated 05/07/2013
INDEPENDENT READING
WRITING
page 33 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 9
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Mini Lesson
1. Review the meaning of the 1. Ask: What is setting?
1. Distribute the Handouts:
1. Tell students that they will
words: roots, prefixes,
How is it important to a
Basic Story Map and
develop the conflict in
suffixes, and affixes. Add
story? Discuss
Extended Story Map.
their story today.
to the Word Wall if
responses.
2. Assign students to
2. Share the conflict from the
applicable.
2. Display the Anchor Chart:
complete the sections:
Teacher Writer’s
2. Draw a web with the root
Setting.
Character, Setting,
Notebook. Discuss the
rupt in the middle.
Conflict, Events, and
thinking processes that
3. Remind students of a
Resolution on the
went behind developing
3. Display the word: erupt.
book/story that has been
Handouts: Basic Story
the conflict. Allow students
read previously. Tell them
Map and Extended
to ask clarifying questions.
4. Ask: What does erupt
to choose a different place
Story
Map
for
the
fictional
mean? Discuss
for the story. Ask: How
short story they select.
responses.
would that affect the
story? Discuss
3. Tell students to also
5. Students add words from
responses.
record any words and/or
their own vocabulary to
phrases the author uses
the web containing the
4. Tell them to choose a
to impact the visual
root rupt.
different time and
images of the reader.
environment for the
6. If necessary, add any of
aforementioned story.
the words from the
Ask: How would that
prepared list of rupt
affect the story? Discuss
words.
responses.
Suggested Duration: 20-25 min.
Content Objective: Students
analyze and visualize setting of a
story.
Suggested Duration: 20-25 min.
Content Objective: Students
describe the setting of the story.
Suggested Duration: 25-30 min.
Content Objective: Students
develop the conflict in their stories.
5. Read the previously
Last Updated 05/07/2013
page 34 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
chosen story or excerpt.
Ask students to draw the
setting in their Reader’s
Notebook as it is being
read. Be sure to read
slowly with long pauses to
give students a chance to
sketch the setting.
6. Ask: What words or
phrases helped you
visualize the setting?
Discuss responses.
Learning Applications
1. Distribute one rupt word
on a note card to each
pair of students.
2. With a partner, students
search for the meaning of
their word in a dictionary
and record the word
meaning in their Word
Study Notebook.
3. Students write their word
in a sentence and
illustrate the word.
1. Ask students to make a
1. Students choose a
1. Students develop the
three-column chart like the
fictional short story to
conflict for their stories.
Anchor Chart: Setting in
complete the assigned
They need to think about
their Reader’s Notebooks.
parts of the Handouts:
what the character
Basic Story Map and
wants/needs and what is
2. Reread the setting of the
Extended Story Map.
getting in the way of them
story.
achieving their goal. Also,
2. Students also record
think about how it is
3. Students record the time
words or phrases from the
affecting the character.
and place of the story and
story that impacted their
what the environment was
visual images of the story.
like in the story.
3. If students finish early,
they may choose another
fictional short story to read
independently.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their rupt
1. Students share their
drawings and their charts
Last Updated 05/07/2013
1. Students share their story
maps with a partner.
1. Students share their story
conflicts with a partner.
page 35 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
words.
2. Ask students to try to
figure out the meaning of
rupt.
3. Add the roo trupt to the
Word Wall or an Anchor
Chart along with the
meaning of the root and
examples of a word with
the root.
with a partner.
2. Model completing the
section: Setting on the
Handouts: Basic Story
Map and Extended
Story Map.
Last Updated 05/07/2013
Students also discuss any
words and/or phrases that
impacted their visual
images of the story.
The partner asks clarifying
questions.
2. Collect both story maps to
assess the students’
understanding of setting
and to reassess those
who struggled with
character, conflict, events,
and resolution.
page 36 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 10
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2A,E
5.Fig19A,D
5.6C
5.18C
5.Fig19A,D
5.6C
5.18C
5.15A
5.16Ai
5.17A
5.20Ai
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
- How do affixes and root words
help readers understand text?
• Authors use point of view to
express a perspective.
- Why do readers need to
consider point of view?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Authors use point of view to
express a perspective.
- Why do readers need to
consider point of view?
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- How do authors develop events
in stories?
Vocabulary of Instruction
• Prefix
• Suffix
• Root word
• Point of view
• Third-person omniscient
• Third-person limited
• Point of view
• Third-person omniscient
• Third-person limited
• Irregular verb
• Plotline
Materials
• Word Study Notebook (1 per
student)
• Reader’s Notebook (1 per
student)
• Reader’s Notebook (1 per
student)
• Writer’s Notebook (1 per
student)
Last Updated 05/07/2013
page 37 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 10
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Dictionary (class set)
• Note card (1 per 2 students)
• Chart paper (if applicable)
• Grade-appropriate short story
or excerpt written in third-person
omniscient for modeling (1)
• Grade-appropriate short story
or excerpt written in third-person
limited for modeling (1)
• Collection of grade-appropriate
previously read fiction books and
short stories for student
selection
• Chart paper (if applicable)
• Collection of gradeappropriate fictional short story
and/or picture books for student
selection
• Chart paper (if applicable)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Attachments and
Resources
Advance Preparation
2. Prepare a list of words
2. Find examples of texts that 2. Prepare to display Anchor
containing the root port so
represent the different
Chart: Reader’s
each pair of students has
third-person points of
Response Questions
a different word to study.
view.
Example: import, transport,
report, and portable,
deport, export, important,
support, porter, sport,
reporter, etc. Use districtadopted resources from
various content areas or
the Internet to help
Last Updated 05/07/2013
1. In the Teacher Writer’s
Notebook, sequence the
events of the story on a
plotline including the
conflict, rising action,
climax, and resolution.
Create an Anchor Chart: Irregular
Verbs. Write 10-20 irregular verbs
on the chart. Irregular verbs could
include: write, run, begin, break,
bring, eat, drink, give, go, make,
ride, etc.
page 38 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 10
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
compile a list of gradeappropriate words.
3. Write the words on note
cards so each pair of
students will have one
word.
Background Information
Refer to Daily Lesson 9 Word
Study
The root port means to carry,
bring, or bear.
Third-person - narrated by
someone who is not directly
involved in the story and is usually
not identified by name and refers
to the characters by their name or
personal pronouns (e.g., he, she,
they)
Third-person omniscient - the
narrator tells the story in thirdperson from an all-knowing
perspective. The knowledge is
not limited by any one
character's view or behavior as
the narrator knows everything
about all characters.
Third-person limited - the narrator
restricts his knowledge to one
character's view or behavior
Teacher Notes
Refer To Daily Lesson 9 Word
Study
In fourth grade, students learned
to identify whether the narrator
of the story was first-person or
third-person. This is an
introduction to the different
Last Updated 05/07/2013
Irregular verb - a verb that does
not follow the normal rules of
conjugation (e.g., go, went, gone
as forms of to go).
page 39 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 10
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
types of third-person.
Last Updated 05/07/2013
page 40 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 10
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Mini Lesson
1. Review the meaning of the 1. Ask: What is point of
1. Review types of third
words: roots, prefixes,
view in a story? Discuss
person point of view.
suffixes, and affixes.
responses. Review firstDisplay chart.
person vs. third-person.
2. Draw a web with the root
2. Add a question to the
port in the middle.
2. Explain that there are
Anchor Chart: Reader
different types of thirdResponse Questions that
3. Display the word
person. On a chart write
addresses point of view.
transport.
Omniscient and Limited.
4. Ask: What does
3. Read an example of thirdtransport mean? Discuss
person omniscient point of
responses.
view. Explain what
omniscient means and
5. Students add words from
write the definition on the
their own vocabulary to
chart.
the web containing the
root port.
4. Read an example of thirdperson limited point of
6. If necessary, add any of
view. Explain what limited
the words from the
means and write the
prepared list of port
definition on the chart.
words.
Suggested Duration: 25-30 min.
Content Objective: Students
explain different forms of thirdperson points of view in stories.
Last Updated 05/07/2013
Suggested Duration: 23-25 min.
Content Objective: Students
explain different forms of third
person points of view in stories
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students
develop the events of their stories
using a plotline. Students also
learn how irregular verbs work.
1. Tell students they are
going to continue to
develop their stories today
by sequencing the events
of their stories on a
plotline. Ask: What is a
plotline? When have
we completed a plotline
before? What goes on a
plotline? Be sure to
discuss that students
shouldn’t write the whole
story on the plotline. Just
use key words that signal
the events.
2. Show students the plotline
with the sequence of
events from the Teacher
Writer’s Notebook.
Discuss the thinking
processes that went into
developing the plotline.
Point out the conflict, the
page 41 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
rising action, the climax,
and the resolution.
3. Display the Anchor Chart:
Irregular Verbs. Explain
that when writing events,
they will want to choose
the verbs carefully. Strong
verbs can be a powerful
tool to create images in a
reader’s mind. Explain how
irregular verbs work. Take
the verbs on the chart and
make them past tense to
show students that they
don’t follow the usual
pattern of adding –ed. Tell
students that they need to
pay attention to the verbs
they are using in their
writing.
Learning Applications
1. Distribute one port word
on a note card to each
pair of students.
2. With a partner, students
search for the meaning of
their word in a dictionary
and record the word
meaning in their Word
Study Notebook.
3. Students write their word
1. Students add the new
vocabulary terms and
definitions to their
Reader’s Notebook.
2. Students choose a book
they have previously read
(or a new story) from the
collection of fiction books
and short stories.
1. Students read their
selected text
independently.
1. Students develop the
events of their stories on
plotlines. They include the
conflict, rising action,
2. Students respond to the
climax, and resolution.
point of view question from
Students also pay
the Anchor Chart: Reader
attention to the verbs they
Response Questions chart
are using.
in their Reader’s
Notebook.
3. Students read or reread
Last Updated 05/07/2013
page 42 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
in a sentence and
illustrate.
the story and determine
the point of view. They
record the title, point of
view, and textual evidence
in their Reader’s
Notebook.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their port
words.
1. Students share the point
of view of the book they
read.
2. Ask students to try to
figure out the meaning of
port.
1. Students share the
1. Students share their
response in their Reader’s
plotlines with a partner.
Notebook with a partner or
The partner asks clarifying
small group. Ask: Why do
questions.
readers analyze literary
elements? Discuss
responses.
3. Add the root port to the
Word Wall or an Anchor
Chart along with the
meaning of the root and
examples of a word with
the root.
Last Updated 05/07/2013
page 43 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 11
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2A,E
5.Fig19D,E
5.6A,B
5.8A
5.Fig19D,E
5.6A,B
5.8A
5.9A
5.18C
5.15A
5.16Aii
5.17A
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
- How do affixes and root words
help readers understand text?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of the
text.
- Why do readers analyze
literary elements?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- How do authors develop
setting in stories?
Vocabulary of Instruction
• Prefix
• Suffix
• Root word
• Plot
• Setting
• Sensory detail
• Sensory image
• Summary
• Conflict
• Resolution
• Foreshadowing
• Plot
• Setting
• Sensory detail
• Sensory image
• Summary
• Conflict
• Resolution
• Foreshadowing
Last Updated 05/07/2013
page 44 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 11
Materials
WORD STUDY
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Note cards (1 per 2 students)
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
SHARED READING
INDEPENDENT READING
WRITING
• Grade-appropriate fictional
short story for modeling (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade-appropriate
fictional short story and/or
picture books for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart (if applicable)
• Handout: Basic Story Map (1)
• Handout: Extended Story
Map (1)
• Handout: Basic Story Map (1
per student)
• Handout: Extended Story
Map (1 per student)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a list of words
2. Preview the fictional story
containing the root spect
and plan for places to
so each pair of students
pause, discuss, and
has a different word to
complete the Handouts:
study. Example: spectator,
Basic Story Map and
inspect, expect, aspect,
Extended Story Map.
spectacle, speculate,
respect, prospect, etc. Use
district-adopted resources
from various content areas
or the Internet to help
compile a list of gradeappropriate words.
Background Information
Refer to Daily Lesson 9 Word
Study
1. Prepare to display visuals
as appropriate.
2. In the Teacher Writer’s
Notebook, develop the
setting of the story. Divide
a page into three
columns. Label the
columns: Time, Place, and
Environment. Using
sensory details, plan for
each of these elements of
setting.
Foreshadowing - the use of hints
or clues in a narrative to suggest
Last Updated 05/07/2013
page 45 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 11
Teacher Notes
WORD STUDY
SHARED READING
The root spect means look.
what action is to come
Refer to Daily Lesson 9 Word
Study
In Daily Lessons 10 and 11
Shared Reading, the teacher
models the story map for one
story. This activity does not have to
be finished during this Daily
Lesson. If it is possible to finish
the story in one day, just choose a
new one for Daily Lesson 11
Shared Reading. The section of
Theme will not be completed.
Students will learn more about
theme in subsequent Daily
Lessons. So for now, skip it.
Last Updated 05/07/2013
INDEPENDENT READING
WRITING
page 46 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 11
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Suggested Duration: 20-25 min.
Content Objective: Students
identify and analyze a story’s
literary elements to gain a better
understanding of the story.
Suggested Duration: 20-25 min.
Content Objective: Students
identify and analyze a story’s
literary elements to gain a better
understanding of the story.
Suggested Duration: 20-25 min.
Content Objective: Students use
sensory details to plan for the
setting of their stories.
Mini Lesson
1. Review the meaning of the 1. Display Handouts: Basic
words: roots, prefixes,
Story Map and
suffixes, and affixes.
Extended Story Map.
1. Distribute the Handouts:
Basic Story Map and
Extended Story Map.
2. Draw a web with the root
spect in the middle.
1. Tell students that they are
going to plan the setting of
their stories They will be
using what they have
learned about sensory
details in previous lessons
to describe the setting.
2. Assign students to
complete the sections:
Character, Setting,
Conflict, Events, and
Resolution on the
2. Show students the threeHandouts: Basic Story
column chart in the
Map and Extended
Teacher Writer’s
Story Map for the fictional
Notebook. Think Aloud
short story they select.
and plan the time, place,
and environment of the
story. Be sure to discuss
how to choose words that
appeal to the senses.
2. Read the fictional story
aloud and stop at places
to discuss the literary
3. Display the following word:
elements and complete
spectator.
the Handout: Basic Story
Map.
4. Ask: What does
spectator mean? Discuss
responses.
5. Students add words from
their own vocabulary to
the web containing the
root spect.
6. If necessary, add any of
the words from the
prepared list of spect
words.
Learning Applications
1. Distribute one spect word on
a note card to each pair of
3. Model taking the
information from the chart
and write a paragraph
describing the setting.
1. With a partner, students
complete the Handout:
Last Updated 05/07/2013
1. Students choose a
1. In their Writer’s Notebook,
fictional short story to read
students divide a page
page 47 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
students.
2. With a partner, students
search for the meaning of their
word in a dictionary and record
the word meaning in their Word
Study Notebook.
3. Students write their word in a
sentence and illustrate the word.
Extended Story Map.
independently while
completing parts of the
Handouts: Basic Story
Map and Extended
Story Map.
into three columns and
label them Time, Place,
and Environment.
2. Students plan for the
setting of their story using
words that appeal to the
senses.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their spect
words.
2. Ask students to try to
figure out the meaning of
spect.
1. Ask: Why do readers
analyze literary
elements? Discuss
responses.
With a partner, students share
their story maps and discuss the
literary elements in their stories
(or the answers to the questions
from the “Reader’s Response
Questions” chart).
1. Students share the setting
of their story with a
partner
3. Add the root spect to the
Word Wall or an Anchor
Chart along with the
meaning of the root and
examples of a word with
the root.
Last Updated 05/07/2013
page 48 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 12
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2A,E
5.Fig19D,E
5.6A,B
5.8A
5.18C
5.Fig19D,E
5.6A,B
5.8A
5.9A
5.18C
5.15A,B
5.16Ai,Aii
5.17A
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
- How do affixes and root words
help readers understand text?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of the
text.
- How and why do readers
analyze literary elements to gain
a better understanding of fiction
text?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- How do authors develop
focused, engaging stories?
Vocabulary of Instruction
• Prefix
• Suffix
• Root word
• Plot
• Setting
• Sensory detail
• Sensory image
• Summary
• Conflict
• Plot
• Setting
• Sensory detail
• Sensory image
• Summary
• Conflict
• First draft
Last Updated 05/07/2013
page 49 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 12
Materials
WORD STUDY
INDEPENDENT READING
WRITING
• Resolution
• Foreshadowing
• Resolution
• Foreshadowing
• Reader’s Notebook (1 per
student, optional)
• Grade-appropriate fictional
short story for modeling (may be
the same as Daily Lesson 11
Shared Reading) (1) Chart paper
(if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade-appropriate
fictional short story and/or
picture books for student
selection
• Chart paper (if applicable)
• Handout: Basic Story Map (1
, optional)
• Handout: Extended Story
Map (1 per 2 students, optional)
• Handout: Basic Story Map (1
per student, optional)
• Handout: Extended Story
Map (1 per student, optional)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a list of words
containing the root ject so
each pair of students has
a different word to study.
Example: inject, project,
projection, deject,
interject, trajectory eject,
object, etc. Use districtadopted resources from
various content areas or
the internet to help
2. Decide whether to
continue with completing
story maps or adding to
the Anchor Chart: Reader
Response Questions (see
Teacher Notes).
2. Decide whether students
need more practice
completing story maps or
if they should respond to
the added questions on
the Anchor Chart: Reader
Response Questions (see
Teacher Notes).
2. Begin drafting the story in
the Teacher Writer’s
Notebook. Plan to write
part of the story in front of
students.
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Note card (1 per 2 students)
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
SHARED READING
Last Updated 05/07/2013
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Thesaurus (class set)
• Chart paper (if applicable)
page 50 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 12
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
compile a list of gradeappropriate words.
3. Write the words on note
cards so each pair of
students will have one
word.
Background Information
Refer to Daily Lesson 9 Word
Study
The root ject means to throw.
Teacher Notes
Refer to Daily Lesson 9 Word
Study
This Instructional Routine partially
assesses Performance Indicator
02.
This Shared Reading Daily
Lesson is a continuation of Daily
Lesson 11 Shared Reading. If the
story was completed in Daily
Lesson 11 and the students do
not seem to need more practice
with completing story maps, this
lesson could be adding questions
to the Anchor Chart: Reader
Response Questions about
literary elements, and modeling a
good response to one or two
questions.
Last Updated 05/07/2013
If students are becoming
proficient at completing story
maps, they can use the
Independent Reading time to
respond to one or more of the
questions on the Anchor Chart:
Reader Response Questions in
their Reader’s Notebook.
page 51 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 12
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Mini Lesson
1. Review the meaning of the 1. Display Handouts: Basic
words: roots, prefixes,
Story Map and
suffixes, and affixes.
Extended Story Map(or
display the Anchor Chart:
2. Draw a web with the root
Reader Response
ject in the middle.
Questions and add
questions relating to
3. Display the word eject.
literary elements).
4. Ask: What does eject
2. Read the fictional story
mean? Discuss
aloud and stop at places
responses.
to discuss the literary
5. Students add words from
elements and complete
their own vocabulary to
the Handout: Basic Story
the web containing the
Map (or model writing a
root ject.
response to one or more
of the questions on the
6. If necessary, add any of
Anchor Chart: Reader
the words from the
Response Questions).
prepared list of ject words.
Suggested Duration: 20-25 min.
Content Objective: Students
identify and analyze a story’s
literary elements to gain a better
understanding of the story.
Last Updated 05/07/2013
INDEPENDENT READING
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students
identify and analyze a story’s
literary elements to gain a better
understanding of the story.
Suggested Duration: 25-30 min.
Content Objective: Students
develop focused, organized,
coherent stories with a believable
setting and plot.
1. Distribute the Handouts:
Basic Story Map and
Extended Story Map (or
display the Anchor Chart:
Reader Response
Questions).
1. Tell students they will
begin to draft (write) their
stories. Show them the
beginning of the story in
the Teacher Writer’s
Notebook.
2. Assign students to
2. Explain the importance of
complete the sections:
staying focused,
Character, Setting,
developing the story layer
Conflict, Events, and
by layer, and using
Resolution on the
sensory language that will
Handouts: Basic Story
keep the readers
Map and Extended
interested.
Story Map for the fictional
3. Model drafting a portion of
short story they select (or
the story in front of
ask them to choose 1 or
students. Think Aloud
more questions from the
about staying focused on
Anchor Chart: Reader
the plot and modeling
Response Questions to
using sensory details.
answer in their Reader’s
Notebook).
4. Tell students that their
page 52 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Word Study Notebook,
dictionaries, and
thesauruses are available
if they need to reference
them for help with word
choice or spelling.
Learning Applications
1. Distribute one ject word on 1. With a partner, students
a note card to each pair of
complete the Handout:
students.
Extended Story Map (or
students choose another
2. With a partner, students
question to answer and
search for the meaning of
write a response in their
their word in a dictionary
Reader’s Notebook).
and record the word
meaning in their Word
Study Notebook.
1. Students choose a
1. Students begin drafting
fictional short story to
their stories using their
complete parts of the
plans from Daily Lessons
Handouts: Basic Story
7-11 Writing.
Map and Extended
2. Monitor and confer with
Story Map (or to answer
students who may need
questions from the Anchor
help with focus.
Chart: Reader Response
Questions).
3. Students write their word
in a sentence and
illustrate.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their ject
words.
2. Ask students to try to
figure out the meaning of
ject.
1. Ask: Why do readers
analyze literary
elements? Discuss
responses.
3. Add the root ject to the
Word Wall or an Anchor
Chart along with the
meaning of the root and
Last Updated 05/07/2013
1. With a partner, students
1. Students share the
share their story maps
beginning of their drafts
and discuss the literary
with a partner.
elements in their stories
(or the answers to the
questions from the Anchor
Chart: Reader Response
Questions).
page 53 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
examples of a word with
the root.
Last Updated 05/07/2013
page 54 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 13
WORD STUDY
TEKS
Ongoing TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2A
5.27A,B,C
5.28A
5.29A
5.Fig19D,E
5.6A,B
5.9A
5.18C
5.27A,B
5.15A,B
5.16Ai-iii
5.17A
5.21Bii
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
- How do affixes and root words
help readers understand text?
• Effective oral conventions
enhance interpretation of a
message.
- What does it mean to be an
effective listener and effective
speaker?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Effective oral conventions
enhance interpretation of a
message.
- What does it mean to be an
effective listener and effective
speaker?
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- How do authors develop
focused, engaging stories?
Vocabulary of Instruction
• Prefix
• Suffix
• Root word
• Presentation
• Oral conventions
• Audience
• Presentation
• Oral conventions
• Audience
• Quotation marks
• Dialogue
Last Updated 05/07/2013
page 55 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 13
Materials
WORD STUDY
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Note card (1 per 2 student)
• Chart paper (if applicable)
SHARED READING
• Purpose
• Enunciation
• Purpose
• Enunciation
• Plot
• Setting
• Sensory detail
• Sensory image
• Summary
• Conflict
• Resolution
• Foreshadowing
• Teacher Reader’s Notebook
(1)
• Grade-appropriate fictional
short stories that go with the
story maps (1)
• Sticky note (1 per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade-appropriate fictional
short stories either for student
selection or assigned by
teacher (1 per student)
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
INDEPENDENT READING
WRITING
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Excerpt from a gradeappropriate fictional short story
or novel (1)
• Highlighter (1)
• Chart paper (if applicable)
• Handout: Basic Story Map (1
per student)
• Handout: Extended Story
Map (1 per student)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a list of words
containing the root graph
so each pair of students
has a different word to
2. Choose one of the stories 2. If students will be
and story maps from a
assigned a story, choose
previous lesson to model
story/stories for the
an effective oral
Performance Indicator.
2. Continue drafting the
story in the Teacher
Writer’s Notebook. Focus
on developing characters
Last Updated 05/07/2013
page 56 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 13
WORD STUDY
study. Example:autograph,
photography, geography,
graphic, biography,
graphite, telegraph,
polygraph, etc. Use districtadopted resources from
various content areas or
the Internet to help compile
a list of grade-appropriate
words.
3. Write the words on note
cards so each pair of
students will have one
word.
SHARED READING
presentation.
3. Create notes in the
Teacher Reader’s
Notebook to model note
taking in an effective oral
presentation.
4. Create an Anchor Chart:
Effective Listening and
Speaking. Draw a T-chart
with one side titled
Listener, the other side
titled Speaker.
INDEPENDENT READING
(See Teacher Notes.)
WRITING
through dialogue. Be sure
the dialogue helps show
the relationship between
the characters.
3. Select an excerpt from a
short story or novel that
represents a good
balance of description and
dialogue. Duplicate the
excerpt from the short
story or novel. Highlight all
the dialogue.
5. Write some ineffective
questions and comments
on sticky notes and
distribute them to a few
students to model
ineffective questions and
comments. Some
comments and questions
could include:
You look nice.
That was terrible.
Do you like turtles?
Where did you get that
shirt?
You did “good.”
Last Updated 05/07/2013
page 57 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 13
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
It may be easier to assign
stories for the Performance
Indicator. If each student
chooses a different story,
teachers would have to be
familiar with more than 20
different stories. It is suggested
that if assigning stories,
choose four stories, possibly at
different levels (to differentiate
for different levels of readers).
When grouping for the
presentation, make sure each
group has all the stories
represented.
Students can get carried away
with the use of dialogue. Make
sure that students see many
models of effective dialogue and
that a story does not include
mostly dialogue. A good
analogy to use to show
students what it is like to read a
story with only dialogue is that it
is like sitting in a movie theatre
with only sound, no picture. You
need the picture to understand
the movie.
6. Write some effective
questions and comments
on sticky notes based on
your presentation and
distribute them to
students to model
effective questions.
Background Information
Refer to Daily Lesson 9 Word
Study
The root graph means to write.
Teacher Notes
Refer to Daily Lesson 9 Word
Study
Last Updated 05/07/2013
page 58 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 13
WORD STUDY
SHARED READING
INDEPENDENT READING
Suggested Duration: 20-25 min.
Content Objective: Students
understand what it means to be
an effective listener and speaker.
Suggested Duration: 20-25 min.
Content Objective: Students apply
their knowledge of literary
elements and plan for an effective
oral presentation.
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Mini Lesson
1. Review the meaning of the 1. Display previously created 1. Ask: What makes an
1. Explain that authors
words: roots, prefixes,
T-chart. Discuss the
effective presentation?
develop characters and
suffixes, and affixes. Add
qualities of a good listener
Discuss responses and
character relationships
to the Word Wall if
and speaker. Add the
refer to the T-chart made
through the use of
applicable.
qualities to the chart.
in Shared Reading.
dialogue.
2. Draw a web with the root
graph in the middle.
3. Display the word
autograph.
4. Ask: What does
autograph mean?
Discuss responses.
5. Students add words from
their own vocabulary to
the web containing the
Suggested Duration: 25-30 min.
Content Objective: Students draft
their story with a focus on
developing characters and
character relationships through
relevant, purposeful dialogue.
Students also learn to punctuate
dialogue correctly.
2. Model an ineffective
2. Assign a story or have
2. Display the highlighted
presentation. Don’t make
students select a story for
excerpt from a model text.
eye contact. Talk too slow
the Performance Indicator.
Discuss the balance of
or too fast, too quiet or too
description and dialogue
loud. Talk out of order,
and why each is important.
skip important information
Look at the dialogue. Ask:
and have poor grammar.
How is the dialogue
supporting character
3. Ask: Was this an
development? Discuss
effective presentation?
responses.
Why or why not? Discuss
responses.
3. Model adding dialogue to
Last Updated 05/07/2013
page 59 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
root graph.
6. If necessary, add any of
the words from the
prepared list of graph
words.
Learning Applications
1. Distribute one graph word
on a note card to each
pair of students.
2. With a partner, students
search for the meaning of
their word in a dictionary
and record the word
meaning in their Word
Study Notebook.
3. Students write their word
in a sentence and
illustrate.
the story in the Teacher
Writer’s Notebook.
Discuss how to punctuate
dialogue properly with
quotation marks, commas,
capital letters, and
spaces.
4. Model an effective
presentation using the
qualities listed on the
chart as a guide.
5. Discuss the qualities of an
effective presentation
1. Previously selected
students make ineffective
comments and questions.
Discuss what makes a
question or comment
ineffective.
2. Previously selected
students make effective
comments and questions.
Discuss what makes a
question or comment
effective.
1. Monitor students as they
read independently and
complete their Handouts:
Basic Story Map and
Extended Story Map.
2. Students prepare for oral
presentations making
notes in their Reader’s
Notebook.
1. Students continue writing
their stories focusing on
developing characters
through limited, relevant
dialogue. Students also
practice punctuating
dialogue correctly.
3. Students independently
practice oral presentation.
3. Ask: What was the main
idea of my
presentation? Discuss
responses.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their graph
words.
1. With a partner, students
restate the directions for
giving an effective oral
Last Updated 05/07/2013
1. Students practice their
oral presentation with a
partner.
1. Students share a place in
the story where dialogue
was used and punctuated
page 60 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
2. Ask students to try to
figure out the meaning of
graph.
presentation and the
directions for being an
effective listener.
appropriately.
3. Add the root graph to the
Word Wall or an Anchor
Chart along with the
meaning of the root and
examples of a word with
the root.
Last Updated 05/07/2013
page 61 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 14
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2A
5.Fig19D
5.6A,B
5.27A,B,C
5.28A
5.29A
5.Fig19D
5.6A,B
5.27A,B,C
5.28A
5.29A
5.15A,B
5.16Ai-iii
5.17A
5.20Aiv
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
- How do affixes and root words
help readers understand text?
• Effective oral conventions
enhance interpretation of a
message.
- What does it mean to be an
effective listener and effective
speaker?
• Effective oral conventions
enhance interpretation of a
message.
- What does it mean to be an
effective listener and effective
speaker?
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- How do writers develop
focused, engaging stories?
Vocabulary of Instruction
• Prefix
• Suffix
• Root word
• Presentation
• Oral conventions
• Audience
• Purpose
• Enunciation
• Plot
• Setting
• Sensory detail
• Sensory image
• Summary
• Conflict
• Resolution
• Presentation
• Oral conventions
• Audience
• Purpose
• Enunciation
• Plot
• Setting
• Sensory detail
• Sensory image
• Summary
• Conflict
• Resolution
• Adverb
• Plot
• Conflict
Last Updated 05/07/2013
page 62 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 14
Materials
WORD STUDY
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Note card (1 per 2 students)
• Chart paper (if applicable)
SHARED READING
INDEPENDENT READING
WRITING
• Foreshadowing
• Foreshadowing
• Reader’s Notebook (1 per
student)
• Completed story maps from
Daily Lesson 12 (1 per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Reader’s Notebook (1 per
student)
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the
completed story maps
from Daily Lesson 14
Independent Reading.
2. Finish drafting a story in
the Teacher Writer’s
Notebook. Focus on
developing the plot
through writing a
sequence of events that
connect the conflict to the
resolution. Try to use
foreshadowing at some
point in the story.
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals as 1. Prepare to display visuals
appropriate.
as appropriate.
2. Prepare a list of words
containing the root photo so
each pair of students has a
different word to study.
Example: photosynthesis,
photocopy, photograph,
photogenic, telephoto,
photography, photon, etc. Use
district-adopted resources from
various content areas or the
Internet to help compile a list of
grade-appropriate words.
3. Write the words on note cards
so each pair of students will
have one word.
Last Updated 05/07/2013
3. Create an Anchor Chart:
Adverbs. Write a definition
for adverb and provide
examples of adverbs
including those that
page 63 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 14
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
describe frequency (e.g.,
usually, sometimes, often,
etc.) and those that
describe intensity (e.g.,
almost, a lot, very, etc.).
Background Information
Refer to Daily Lesson 9 Word
Study
The root photo means light.
This Instructional Routine
This Instructional Routine
Adverb - a word that describes a
assesses Performance Indicator assesses Performance Indicator verb, an adjective, or another
01.
01.
adverb
Teacher Notes
Refer to Daily Lesson 9 Word
Study
Students will use time allotted
for Shared Reading and
Independent Reading to
complete the Performance
Indicator.
Last Updated 05/07/2013
Students will use time allotted
for Shared Reading and
Independent Reading to
complete the Performance
Indicator.
Be sure students have access
to their Word Study Notebooks
and Reader’s Notebooks during
writing. They can use them as
resources as they write.
page 64 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 14
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students create
and give an oral presentation to
describe how the role of literary
elements affects the story
and/predicts future events.
Suggested Duration: 20-25 min.
Content Objective: Students create
and give an oral presentation to
describe how the role of literary
elements affects the story
and/predicts future events.
Suggested Duration: 25-30 min.
Content Objective: Students
continue drafting a story with a
focus on developing the plot using
events that connect the conflict to
the resolution. Students also learn
how adverbs give description to
verbs.
1. Students continue their
oral presentations.
1. Tell students that they will
continue drafting with a
focus on developing the
plot. They need to
continue thinking about
setting, characters, and
dialogue as they draft.
They need to be finished
with their first draft by the
end of this Daily Lesson.
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Mini Lesson
1. Review the meaning of the 1. Divide students into
words: roots, prefixes,
groups of four to six
suffixes, and affixes.
students.
2. Draw a web with the root
photo in the middle.
3. Display the word
photograph.
2. Review the T-chart from
Daily Lesson 12 Shared
Reading. Discuss the
expectations for listening
and speaking.
4. Ask: What does
photograph mean?
Discuss responses.
2. Show students what was
written in the Teacher
Writer’s Notebook to
develop the plot. Think
Aloud about how to
connect the conflict and
the resolution. Discuss
attempts to foreshadow
future events.
5. Students will add words
from their own vocabulary
to the web containing the
root photo.
6. If necessary, add any of
the words from the
prepared list of photo
words.
3. Display the Anchor Chart:
Last Updated 05/07/2013
page 65 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Adverbs. Discuss the
definition and provide
examples of adverbs that
describe frequency and
intensity.
4. Model using adverbs in
the story in the Teacher
Writer’s Notebook. Show
how they help add detail
to the story.
Learning Applications
1. Distribute one photo word
on a note card to each
pair of students.
2. With a partner, students
search for the meaning of
their word in a dictionary
and record the word
meaning in their Word
Study Notebook.
3. Students write their word
in a sentence and
illustrate.
1. Students give oral
presentations using
appropriate oral
conventions and
employing the behaviors
of an effective speaker
while the other students
pay attention and listen.
1. Students present their
presentation and answer
any questions or address
comments about the text.
2. Students who were
listening offer relevant
comments and questions.
One student (rotate who
this students is) gives the
main idea of the
presentation.
1. Students continue to write
the first draft of their story
focusing on developing
plot through events that
connect the conflict with
the resolution. Students
also attempt to put
adverbs in their stories to
create sensory details.
Students should finish
their first drafts.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their photo
words.
1. Continue presentations in
Independent Reading.
Last Updated 05/07/2013
1. Collect the students’ story
maps for assessment and
evaluation.
1. Students share an event
from their story that is
important to the
development of the plot.
page 66 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
2. Collect Writer’s Notebooks
to assess how students
are developing their
stories and where the
focus of revision needs to
be.
Last Updated 05/07/2013
page 67 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 15
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2B,E
5.Fig19D,F
5.3A
5.18C
5.Fig19D,F
5.3A
5.9A
5.18C
5.15B,C
5.16Ai-iii
5.17A
5.20Av
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
• Readers use strategies to
identify the intended meaning of
words and phrases in text.
- Why is it important that
readers and writers build their
knowledge of words?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of the
text.
- Why is the message/theme in
stories important to readers?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of the
text.
- Why is the message/theme in
stories important to readers?
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- Why do authors revise?
Vocabulary of Instruction
• Context clue
• Antonym
• Synonym
• Parts of speech
• Theme
• Theme
• Revision
• Preposition
• Prepositional phrase
Last Updated 05/07/2013
page 68 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 15
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Pronunciation
• Syllable
Materials
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Thesaurus (class set)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade-appropriate traditional
story from a different culture for
modeling (1)
• Grade-appropriate traditional
story from a different culture
(class set)
• Chart paper (if applicable)
•Reader’s Notebook (1 per
student)
• Collection of grade-appropriate
traditional stories from different
cultures for student selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Reader’s Notebook (1 per
student)
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a paragraph (or
use a paragraph from a
grade-appropriate text)
with 2-3 unfamiliar and/or
multiple meaning
vocabulary words.
Underline/highlight
unfamiliar and/or multiple
meaning vocabulary
words. Be sure that there
are enough context clues
2. Choose one traditional
story for modeling and
one for students to read
either independently or
with a partner. Duplicate
or have multiple copies of
the story that will be read
by students.
Attachments and
Resources
Advance Preparation
Last Updated 05/07/2013
2. Create an Anchor Chart:
Prepositions and
Prepositional phrases.
Write definitions of each
on the chart and provide
examples of prepositions
and prepositional phrases
including those that
convey location, time,
direction, and those that
provide details.
page 69 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 15
WORD STUDY
SHARED READING
for students to be able to
infer the meaning of the
unknown and/or multiple
meaning words. Either
copy the paragraph or
write on a chart. Refer to
Teacher Notes for a
sample paragraph.
INDEPENDENT READING
WRITING
3. Create an Anchor Chart:
Revision Checklist. Add a
definition for revision
(refer to Background
Information). Add the
following item to the
checklist:
Clarify meaning
Check coherence
Review and adjust
organization
Include sensory details
to enhance the
message
Incorporate precise
words that create
visual images
3. Create a chart with the
instructions for the routine.
Refer to the Mini Lesson
for instructions.
4. Reread the story in the
Teacher Writer’s
Notebook. Find places to
model revising for the
items listed on the Anchor
Chart: Revision Checklist.
5. Read stories from
students’ Writer’s
Notebooks. Determine
what support students
may need in revision.
Last Updated 05/07/2013
page 70 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 15
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Write questions about
student stories to help
them determine a place or
places to revise.
Background Information
Theme - the central or universal
idea of a piece of fiction or the
main idea of a nonfiction essay.
Themes are ideas or concepts
that relate to morals and values
and speak to the human
experience.
Possible examples of theme:
Good friends are
important
Believe in yourself
Working hard leads to
rewards
Teacher Notes
Refer to Shared Reading
Revise - changing, adding, or
deleting words, phrases, or
sentences to clarify and/or to
enhance the message to ensure
the purpose, audience, and
genre have been addressed
Coherent - logically ordered,
with consistent relations of
parts to the whole (e.g., a
coherent essay)
Word choice - the author’s
thoughtful use of precise
vocabulary to fully convey
meaning to the reader
This Daily Lesson gets students to
combine the skills of using context
clues, using a dictionary, and
producing analogies. This routine
will be repeated several times
throughout the rest of Unit 01.
Each routine begins by giving
students a paragraph with
unfamiliar words. This would be
an excellent time to introduce
academic vocabulary from other
Last Updated 05/07/2013
page 71 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 15
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
content areas. Consider writing
paragraphs with the academic
vocabulary from math, science,
and social studies. Use districtadopted resources as a reference
or guide.
A sample paragraph using
academic vocabulary from Social
Studies Unit 01 and Unit 02:
The colonists, people who first
came to America, had to adapt to
the new lifestyle. They modified
their environment to meet their
basic needs of food, shelter, and
clothing. This meant cutting down
trees, plowing ground for crops,
hunting animals, and using water
from lakes, rivers, and streams.
Last Updated 05/07/2013
page 72 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 15
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 5 min.
Content Objective: Students use
context clues to determine the
meaning of unknown and/or
multiple meaning words and
confirm meaning, pronunciation,
part of speech, synonyms, and
antonyms with a dictionary and
thesaurus.
Suggested Duration: 30 min.
Content Objective: Students
compare and contrast the themes
or moral lessons in traditional
literature from various cultures.
Suggested Duration: 25 min.
Content Objective: Students
compare and contrast the themes
or moral lessons in traditional
literature from various cultures.
Suggested Duration: 30 min.
Content Objective: Students revise
their stories to clarify meaning for
their purpose and audience.
Mini Lesson
1. Display or distribute the
paragraph containing
vocabulary words.
1. Ask: What is a theme?
What are some
examples of themes in
1. If applicable, add a
question to the “Reader’s
Response Questions”
1. Display the Anchor Chart:
Prepositions and
Prepositional Phrases.
Last Updated 05/07/2013
page 73 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
2. Display the chart with the
instructions:
literature? Discuss
responses and clear up
any misconceptions.
Read the paragraph.
2. Read aloud one of the
Highlight the context
traditional stories.
clues that help
determine the meaning 3. Ask: What was the
theme of the story?
of the underlined
Discuss responses and
words.
have students provide
Write your own
textual evidence to
definition for each word
support their answers.
based on context
clues.
Confirm definitions by
looking up the words in
a dictionary. Make any
necessary changes to
your definition.
Divide the words into
syllables and practice
pronunciation.
Write the parts of
speech next to the
words.
Write a synonym and
an antonym (if the word
has one) for each
word.
3. Since this is the first time
this is introduced, go
through the process with
Last Updated 05/07/2013
chart about theme.
2. Tell students to choose a
traditional story to read
independently. Tell them
to think about the theme
as they read and record
the theme in their
Reader’s Notebook and
provide textual evidence
to support the theme.
Then, in their Reader’s
Notebook, students need
to compare their theme
with the books from
Shared Reading.
Explain that prepositions
and prepositional phrases
are used to tell location,
time, direction, and
details. Discuss the
examples on the chart.
2. Display the Anchor Chart:
Revision Checklist.
Discuss what it means to
revise. Discuss the items
on the checklist.
3. Reread the story in the
Teacher Writer’s
Notebook. Think Aloud
aboutplaces where the
story needs to be revised.
Refer to the items on the
Anchor Chart: Revision
Checklist.
4. Return students’ Writer’s
Notebooks. Tell students
they are going to revise
their stories using the
Anchor Chart: Revision
Checklist. Explain that
there are questions in
each notebook that may
be a place to begin
revising.
page 74 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
the students.
Learning Applications
1. Students follow the
instructions on the chart and
record responses in the Word
Study Notebooks. Students
check the words using a
dictionary and/or thesaurus.
1. Distribute the second
traditional story to
students.
1. Students read the
selected traditional story
independently.
2. Students read the story
either independently or
with a partner.
2. Students write the theme
2. Students meet with a
of the story in their
partner to read their
Reader’s Notebook and
stories. The partner asks
provide textual evidence
questions and makes
that supports their answer.
relevant comments about
possible places for
3. Students compare and
revision. (optional)
contrast the theme of their
book with the books from
the read aloud. Students
write a paragraph
describing similarities and
differences in theme.
3. Students identify the
theme of the story and
write it in their Reader’s
Notebook with evidence
from the text supporting
their answer.
1. Students revise their
stories using the Anchor
Chart: Revision Checklist.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Tell students they will be
repeating this routine
several times throughout
the rest of the unit.
2. Explain that dictionaries
and thesauruses will be
available to them during
Shared Reading,
Independent Reading, and
Writing if they need to use
them to confirm definitions
of words or to find
1. Write the titles of the
1. Students share their
books with their themes on
theme comparisons with a
a chart.
partner.
2. Compare and contrast the
themes from the two
traditional stories
Last Updated 05/07/2013
1. Students share one place
where they revised. Read
the original text and the
revised text. Ask: Why did
you revise that part of
the story? Discuss
responses.
page 75 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
synonyms and antonyms.
Last Updated 05/07/2013
page 76 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 16
WORD STUDY
TEKS
Ongoing TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2B
5.Fig19D,F
5.3A
5.18C
5.Fig19D,F
5.3A
5.18C
5.Fig19D,F
5.3A
5.18C
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
• Readers use strategies to
identify the intended meaning of
words and phrases in text.
- Why is it important that readers
and writers build their knowledge
of words?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of the
text.
- Why is the message/theme in
stories important to readers?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of the
text.
- Why is the message/theme in
stories important to readers?
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- How and why do authors edit
their writing?
Vocabulary of Instruction
• Context clue
• Antonym
• Synonym
• Parts of speech
• Pronunciation
• Theme
• Theme
• Edit
Last Updated 05/07/2013
page 77 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 16
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Syllable
Materials
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade-appropriate historical
fiction text for modeling (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade-appropriate
traditional stories from different
cultures for student selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Colored pen or pencil (1 per
student)
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Attachments and
Resources
Advance Preparation
2. Prepare a paragraph (or
2. Choose a traditional story
use a paragraph from a
that was not used in Daily
grade-appropriate text) with
Lesson 16 Shared and
2-3 unfamiliar and/or
Independent Reading.
multiple meaning
vocabulary words.
Underline/highlight
unfamiliar and/or multiple
meaning vocabulary words.
Be sure that there are
enough context clues for
students to be able to infer
the meaning of the
unknown and/or multiple
meaning words. Either copy
Last Updated 05/07/2013
2. Create and duplicate a
Teacher-Created
Handout: Editing Checklist
for students to reference
during editing. This
checklist needs to include
what fifth graders are
expected to be editing in
capitalization, punctuation
and spelling so far in the
school year. Refer to the
TEKS Verification
Document and the Vertical
Alignment Document for
additional information.
page 78 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 16
WORD STUDY
SHARED READING
INDEPENDENT READING
the paragraph or write it on
a chart.
3. In the Teacher Writer’s
Notebook, prepare to edit
the story in front of
students with a focus on
the following capitalization
rules:
3. Reserve a computer lab (if
available). Decide which
online dictionary/thesaurus
resource will be
used. Decide if students will
type the web address, if it
will be bookmarked, or if it
will already be up when
students arrive.
Background Information
This Instructional Routine partially
assesses Performance Indicator
05.
Teacher Notes
Refer to Daily Lesson 15 Word
Study
This is the same routine that was
established in Daily Lesson 15
except students will be using an
electronic resource. See the
Lesson Organizer for website
suggestions.
WRITING
4. Use capitalization for
abbreviations
Abbreviations (Dr., Mr.,
St., Ave.)
This Instructional Routine
partially assesses Performance
Indicator 04.
Students are editing for
punctuation and capitalization
only in this Daily Lesson.
Last Updated 05/07/2013
page 79 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 16
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students use
context clues to determine the
meaning of unknown and/or
multiple meaning words and
confirm meaning, pronunciation,
part of speech, synonyms, and
antonyms using an online
dictionary and/or thesaurus.
Suggested Duration: 20-25 min.
Content Objective: Students
compare and contrast the themes
or moral lessons in traditional
literature from various cultures.
Suggested Duration: 20-25 min.
Content Objective: Students
compare and contrast the themes
or moral lessons in traditional
literature from various cultures.
Mini Lesson
1. Display or distribute the
paragraph containing
vocabulary words.
1. Review the themes of the
traditional stories read in
Daily Lesson 16 Shared
Reading.
1. Instruct students to select 1. Review rules for
a different traditional story
capitalizing abbreviations.
than they read in Daily
2. Distribute the teacherLesson 16 Independent
created editing checklist.
Reading. Tell them to
Go through the checklist
think about the theme as
and explain the
they read and record the
expectations for editing for
theme in their Reader’s
punctuation and
Notebook with textual
capitalization.
evidence to support the
theme. Then, students
3. Using the Teacher Writer’s
need to compare the
Notebook or a student
theme with the books from
sample, model editing for
Shared Reading.
punctuation and
capitalization. Use a
colored pen or pencil to
make corrections.
2. Display the chart with the
instructions from Daily
Lesson 15 Word Study.
2. Read the selected
traditional story.
3. Tell students that they will 3. Ask: What was the
be using the same
theme of the story?
process as in previous
Have students respond in
lessons, but this time they
their Reader’s Notebook.
will use an online resource
to check their vocabulary
words.
4. Using one of the words
from the paragraph, model
finding the word on the
online resource.
Suggested Duration: 25-30 min.
Content Objective: Students edit
their writing for punctuation and
capitalization.
5. Ask: How is this online
Last Updated 05/07/2013
page 80 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
entry the same and
different from a
traditional dictionary
entry? Discuss
responses.
Learning Applications
1. Students follow the
1. Students write the theme
1. Students read the
1. Students use the editing
instructions on the chart
of the traditional story in
selected traditional story
checklist and a colored
and record answers in
their Reader’s Notebook
independently.
pen or pencil to edit for
their Word Study
and use textual evidence
punctuation and
2. Students write the theme
Notebook. They check the
to support their answers.
capitalization.
of the story in their
words using the online
2. Students compare and
Reader’s Notebook and
resource.
contrast the theme of this
provide text evidence that
story with the themes of
supports their answer.
the previous stories.
3. Students compare and
Students discuss the
contrast the theme of their
similarities and differences
book with the books from
with a partner.
the Read Aloud. Students
write a paragraph
describing similarities and
differences in theme.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Collect Word Study
Notebooks to
assess students’ entries.
1. Add the title and theme of
this traditional story to the
chart started in Daily
Lesson 16 Shared
Reading.
2. Share the similarities and
differences as a whole
group.
Last Updated 05/07/2013
1. Students share their
theme comparisons with a
partner.
2. Collect Reader’s
Notebooks to assess
student’s ability to
determine theme and
compare and contrast
1. Collect Writer’s Notebooks
to teacher edit for
punctuation and
capitalization.
page 81 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
themes across multiple
texts.
Last Updated 05/07/2013
page 82 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 17
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2E
5.22D
5.Fig19D
5.3C
5.1A
5.Fig19D
5.3C
5.18C
5.15D
5.20Ai,iv,v,B
5.22D
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
- How do we use a dictionary
effectively?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of the
text.
- Why is the message/theme in
stories important to readers?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Understanding literary
elements facilitates the reader’s
ability to make meaning of the
text.
- Why is the message/theme in
stories important to readers?
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- How and why do authors edit
their writing?
Vocabulary of Instruction
• Dictionary
• Edit
• Theme
• Historical fiction
• Historical event
Last Updated 05/07/2013
• Edit
page 83 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 17
Materials
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade-appropriate historical
fiction text for modeling (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade-appropriate historical
fiction text (class set)
• Chart paper (if applicable)
• Writer’s Notebook (1 per
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare two sentences
that contain words that
would be difficult for a fifth
grader to spell. Misspell
the words, but have them
close to the correct
spelling.
2. When selecting a
historical fiction text for
Read Aloud, consider
what is being learned in
Social Studies and try to
choose a book that ties
that subject in with the
Language Arts lesson.
student)
• Teacher Writer’s Notebook (1)
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
2. Teacher­edit students’
stories for punctuation
and capitalization.
3. Prepare to display any
Anchor Charts related to
spelling and/or grammar
that could help students
during editing.
3. Preview the text for Read
Aloud. Plan for places to
ask questions and have
discussions. Consider the
historical event and how it
Last Updated 05/07/2013
page 84 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 17
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
affected the theme of the
story.
Background Information
Teacher Notes
This Daily Lesson focuses on
using a dictionary to help with
spelling and editing.
When discussing the effect of
the historical event on the theme
of the story, consider the
students’ background
knowledge of the historical
event. They may need more
information before the
discussion.
Last Updated 05/07/2013
Students are editing for spelling
and grammar in this lesson.
page 85 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 17
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students use
dictionaries to help with spelling
and editing.
Suggested Duration: 25-30 min.
Content Objective: Students
explain the effect of historical
events on the theme of a text.
Suggested Duration: 20-25 min.
Content Objective: Students read
with a partner and respond to their
reading to support understanding.
Suggested Duration: 20-25 min.
Content Objective: Students edit
their writing for spelling and
grammar.
Mini Lesson
1. Ask: What are some
reasons people use
dictionaries? Discuss
responses.
1. Ask: What is historical
fiction? Discuss
responses and clear up
any misconceptions.
1. Review what was learned
in Shared Reading about
themes and historical
events.
2. Explain that they will be
using the dictionary to
determine how to spell
words.
2. Tell students that major
historical events have
influenced many stories.
Explain to students that
they are going to examine
the effect of a historical
event on the theme of a
story.
2. Distribute the historical
fiction text to students.
1. Display any Anchor Charts
related to grammar and/or
spelling. Review gradelevel expectation for
spelling and grammar.
3. Model writing a sentence
that contains a word that
would be difficult for a fifth
grader to spell. Explain
that a writer wants to get
as close to spelling the
word correctly as possible
or it will be difficult to find
in the dictionary.
3. Read the historical fiction
text aloud and discuss.
3. Remind students how to
use a dictionary to check
for spelling. Remind them
that they have to be close
to the correct spelling in
order to find the word in
the dictionary.
4. Ask: What was the
theme of the story?
Discuss responses
4. Model using the dictionary
to find the word that needs
corrected. Correct the
word.
Learning Applications
1. Write the second
1. Students write the theme
Last Updated 05/07/2013
2. Using the story in the
Teacher Writer’s
Notebook, or a portion of
a student’s story, model
editing for spelling and
grammar. Make
corrections using a
colored pen or pencil.
1. With a partner, students
1. Students edit their writing
page 86 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
sentence on a chart.
Students determine which
words need to be
corrected.
of the story in their
Reader’s Notebook.
read the historical fiction
text.
2. Partners discuss the effect
of the historical event on
the theme of the story and
record their thoughts in
their Reader’s Notebook.
2. In pairs or triads, students
look up the word. Remind
them that it is not spelled
correctly so they aren’t
looking letter by letter;
they are looking for the
word that looks right.
for spelling and grammar
using a colored pen or
pencil to make
corrections. They use
their Word Study
Notebook and dictionaries
as resources.
3. Students record the word
page number and correct
spelling in their Word
Study Notebook.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Choose a student to “fix”
the word in the sentence.
2. Tell students that they will
have dictionaries available
to them in writing to help
them spell and edit
(correct) their writing.
1. Discuss the effect of the
historical event on the
theme of the story.
Last Updated 05/07/2013
1. As a whole group, discuss
the effect of the historical
event on the theme of the
story.
1. Collect Writer’s Notebooks
to teacher edit for spelling
and grammar.
page 87 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 18
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2E
5.22E
5.Fig19A,C,D
5.3B
5.18C
5.Fig19A,C,D
5.3B
5.9A
5.18C
5.15E
5.22E
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
- How do writers use technology
to help them edit?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- Why is publishing an important
part of the writing process?
Vocabulary of Instruction
• Spell check
• Edit
• Origin myth
• Phenomena
• Origin myth
• Phenomena
Materials
• Writer’s Notebook (1 per
student)
• Chart paper (if applicable)
• Grade-appropriate origin myth
for modeling (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of gradeappropriate origin myths from
various cultures for student
selection
• Chart paper (if applicable)
Last Updated 05/07/2013
• Writer’s Notebook (1 per
student)
• Chart paper (if applicable)
page 88 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 18
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Attachments and
Resources
Advance Preparation
2. Reserve a computer lab (if 2. Select and preview the
available).
origin myth and plan for
places to pause and
3. Type a paragraph into a
discuss the phenomena in
word document. Make
the myth.
several errors in order to
model using spell check.
2. Edit students’ stories for
spelling and grammar.
3. Reserve a computer lab
for two days (if available).
4. If necessary, become
familiar with the spell
check function on the
computer.
Background Information
Phenomena - facts or events
Refer to Shared Reading
that are perceived or observed
by the senses. A phenomenon
can be a rare fact, an unusual
occurrence, or an outstanding or
unusual person or thing; a
marvel.
Myth - a body of traditional or
sacred stories to explain a
belief or a natural happening
Origin myth - a tale that
explains the creation of
something in the natural world
(e.g., how humans got fire, how
Last Updated 05/07/2013
page 89 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 18
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
animals got certain
characteristics, why animals
behave in certain ways, how the
moon was created)
Teacher Notes
In third grade, students
compared settings in myths.
This will be an introduction to
the concept of an “origin” myth
and the phenomena that occurs
in origin myths. Since this is a
new concept, the lesson will be
repeated with a different myth in
Daily Lesson 22 Shared
Reading.
Talk to the school librarian or
media specialist for possible
resources on origin myths or
check the internet for
resources.
Last Updated 05/07/2013
page 90 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 18
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students learn
how to use the spell check
function in word processing.
Students also learn the limitations
of using spell check.
Mini Lesson
1. On a computer or
1. Ask: What is a myth?
1. Review what was learned 1. If necessary, give
computer projector,
Discuss responses and
about origin myths in
instructions for using
display the word document
clear up any
Shared Reading.
publishing software.
that was previously typed
misconceptions.
2. Show students the variety 2. Review how to use the
with errors.
2. Explain to students that an
of origin myths they can
spell check function.
2. Model using spell check,
origin myth explains a
choose from.
discussing each error.
belief or a natural
3. Students choose a myth to
Show students how to add
happening.
read with a partner.
words to the dictionary,
3. Explain phenomena and
how to decide whether to
connect it with events in
accept or ignore the
fiction.
changes, and how to use
the autocorrect function.
4. Read a portion of the
origin myth.
3. Explain that sometimes
spell check doesn’t catch 5. Stop and discuss what
everything, so it is still
phenomena are occurring
important to reread and
in the myth.
check everything again.
Learning Applications
1. Students choose a story
from their Writer’s
Suggested Duration: 25 min.
Suggested Duration: 25 min.
Suggested Duration: 30 min.
Content Objective: Students
Content Objective: Students
Content Objective: Students
describe phenomena explained in describe phenomena explained in publish their stories and use the
origin myths.
origin myths.
spell check function.
1. Read another portion of
the origin myth.
Last Updated 05/07/2013
1. With a partner, students
read origin myths.
1. Students publish their
stories by typing into a
page 91 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Notebook to type.
2. Students each type a
story and use the spell
check function.
3. Teacher monitors and
provides assistance with
the spell check function.
2. Stop and have students
discuss the phenomena
with a partner.
3. Continue reading and
discussing through the
end of the myth.
Students discuss the
phenomena that occur
throughout the myth.
computer. Students use
the spell check function
when applicable.
2. In their Reader’s
Notebook, students write a
response that describes
what the myth was
explaining and the
phenomena that helped
explain it.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Discuss the pros and cons 1. Ask: What was the myth
of using spell check as a
trying to explain?
way to edit.
Discuss responses.
1. Students share their
response with a different
partner.
1. Students save their stories
on the computer.
2. Ask: What phenomena
helped develop the
explanation? Discuss
responses.
3. Tell students they will be
reading myths with a
partner in Independent
Reading.
Last Updated 05/07/2013
page 92 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
A Roadmap for Fiction
Lesson Preparation
Daily Lesson #: 19
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing TEKS
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.2A,E
5.Fig19A,C,D
5.3B
5.18C
5.Fig19A,C,D
5.3B
5.9A
5.18C
5.15E
5.22E
5.27A,B,C
5.28A
5.29A
• An extensive vocabulary enhances
written and oral communication.
- How do affixes and root words help
readers understand text?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
- Why is publishing an
important part of the writing
process?
• Origin myth
• Phenomena
• Origin myth
• Phenomena
• Grade-appropriate origin myth
for modeling (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of gradeappropriate origin myths from
various cultures for student
Vocabulary of Instruction • Prefix
• Suffix
• Root word
Materials
SHARED READING
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Note card (1 per 2 students)
• Chart paper (if applicable)
Last Updated 05/07/2013
• Writer’s Notebook (1 per
student)
• Chart paper (if applicable)
page 93 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 19
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
selection
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals 1. Prepare to display visuals 1. Prepare to display
as appropriate.
as appropriate.
visuals as appropriate.
2. Prepare a list of words
2. Select and preview the
containing the Latin suffix
origin myth and plan for
-ence/–ance so each pair of
places to pause and
students has a different word
discuss the phenomena
to study.
in the myth.
Examples:independence,
audience, performance,
allowance, attendance, etc.
Use district-adopted resources
from various content areas or
the internet to help compile a
list of grade-appropriate
words.
3. Write the selected words on
note cards so each pair of
students will have one word.
Background Information
The suffix –ence/–ance means the
quality or state of.
Refer to Daily Lesson 18
Shared Reading
Teacher Notes
Refer to Daily Lesson 9 Word Study
Refer to Daily Lesson 18
Shared Reading
Last Updated 05/07/2013
This Instructional Routine
This Instructional Routine
partially assesses Performance assesses Performance
Indicator 04.
Indicator 02.
Students will finish publishing
and have an opportunity to
share their stories with an
page 94 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Daily Lesson #: 19
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
audience. To save time,
students will share in small
groups instead of with the
entire class.
Last Updated 05/07/2013
page 95 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Instructional Routines
Daily Lesson # 19
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students
describe phenomena explained in
origin myths.
Suggested Duration: 20-25 min.
Content Objective: Students
describe phenomena explained in
origin myths.
Suggested Duration: 25-30 min.
Content Objective: Students finish
publishing their stories using the
spell check function to make
corrections. Students also share
their stories with an audience and
practice effective listening and
speaking skills.
1. Review what was learned
about origin myths in
Shared Reading.
1. Review the expectations
for listening, speaking,
and teamwork using the
chart from Daily Lesson
12 Shared Reading.
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Mini Lesson
1. Review the meaning of the 1. Review what was learned
words: roots, prefixes,
about myths in Daily
suffixes, and affixes.
Lesson 21 Shared
Reading.
2. Draw a web with the
suffixes –ence/–ance in
2. Read a portion of the
the middle.
origin myth aloud.
2. Students select an origin
myth to read
independently.
3. Display the following word: 3. Stop and discuss what
difference.
phenomena are occurring
in the myth.
4. Ask: What does
difference mean?
Discuss responses
including the state of
being different.
5. Students add words from
their own vocabulary to
the web containing the
suffixes -ence/-ance.
6. If necessary, add any of
Last Updated 05/07/2013
page 96 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
the words from the
prepared list of –ence/–
ance words.
Learning Applications
1. Distribute one –ence/–
ance word on a note card
to each pair of students.
2. With a partner, students
search for the meaning of
their word in a dictionary
and record the word
meaning in their Word
Study Notebook.
1. Read another portion of
the origin myth.
2. Stop and have students
discuss the phenomena
with a partner.
3. Continue reading and
discussing through the
end of the myth.
3. Students write their word
in a sentence and
illustrate.
1. Students read origin
myths and think about the
phenomena that occur
throughout the myth.
1. Students finish publishing
their stories on the
computer using the spell
check function when
necessary.
2. In their Reader’s
Notebook, students write a 2. In small groups, students
response that describes
share their published
what the myth was
stories with an audience.
explaining and the
Students follow directions
phenomena that helped
by practicing the effective
explain it.
listening and speaking
skills listed on the chart
from Daily Lesson 12
Shared Reading. After
each student shares, the
other students make
appropriate comments
and ask questions.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their –ence/–
ance words.
1. Ask: What was the myth
trying to explain?
Discuss responses.
2. Ask: What phenomena
helped develop the
explanation? Discuss
responses.
Last Updated 05/07/2013
1. Students share the
1. Students share their
response in their Reader’s
response with a different
Notebook with a different
partner.
partner.
page 97 of 100 Grade 5
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 6-19
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 05/07/2013
page 98 of 100 Fifth Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Basic Story Map
Title
Use capital letters and
underline.
Character
List the characters and
tell about their
relationships.
Setting
Describe the time,
place, and
environment.
Conflict
Describe the conflict.
Tell if it is Man vs. Man
or Man vs. Self.
Events
List the important
events. Be sure to
summarize, not give
every detail.
Resolution
Tell how the conflict
was solved.
Theme/Message
Explain what lesson
the character learned.
Point of View
Describe the point of
view the story is
written in.
©2011, TESCCC
06/08/12
Page 1 of 1 Fifth Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Extended Story Map
Title
Character
Why is the main
character significant in
this story?
Setting
Why is this setting
appropriate for the
story?
Conflict
Why is this conflict
significant to the story?
Events
How do these events
affect the conflict and
lead to future events?
Resolution
Why was this
resolution appropriate
for the story?
Theme/Message
How does the theme
affect you as a reader?
Point of View
How does the point of
view affect how the
readers’ understanding
of the story?
©2011, TESCCC
06/08/12
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