Materials Bank English Language Arts G5 Q1 Unit: Core: English Language Arts , Grade(s) 5th Grade English Language Arts G5 Q1 Duration: 10 Weeks Unit Scope and Sequence INSTRUCTIONAL ALIGNMENT: LESSON #1 (T 2-73) DIGITAL / PRINT TEXT PERFORMANCE TASKS Essential Question: How can an experiment clarify an idea? Write About Reading: Your Turn: T 33 Target Skill: Story Structure Narrative Writing: Short Story: T 52-55 Target Strategy: Summarize - “A Package for Mrs. Jewels” & “Questioning Gravity” Writing: Narrative Writing DIFFERENTIATION Leveled Readers Write in Reader Reader’s Notebook “Sports and Motion” Cumulative Performance Assessment: Task 1 of 5 “The Cafeteria Contest” Research and Media Performance Task: pp. xxiv-xxv “Serves Two Hundred” Focus Trait: Ideas My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Project Bug” Grammar: Complete Sentences “Dinner for Two Hundred” Spelling: Short vowels Optional Lesson: LLG pp. 186-187 Differentiated Comprehension: T 64-65 Vocabulary: T 12-15 Differentiated Vocabulary Strategy: T 7071 Options for Reteaching: T 72-73 ASSESSMENTS Weekly Test T 56-57, Performance Assessment, Cold Reads, Examview, Assessment App Spelling T 46-47, Narrative Writing T 54-55, Grammar T 50-51 SCI Standards: LS: Interconnections within Ecosystems 2. All of the processes that take place within organisms require energy; PS: Light, Sound and Motion1. The amount of change in movement of an object is based on the mass of the object and the amount of force exerted; ESS: Cycles and Patterns in the Solar System 1. The solar system includes the sun and all celestial ACADEMIC bodies that orbit the sun. Each planet in the solar system has unique characteristics. 3. Most of the cycles and patterns of motion between the Earth and sun are predictable; and LS: Interconnections within Ecosystems 1. Organisms perform a variety of roles in an ecosystem. 2. All of the processes that take place within organisms require energy. CONNECTIONS SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others; 2D.1a Describe causes and consequences of conflicts; 2D.1b Apply constructive approaches in resolving conflicts; 3B.1a Identify and apply the steps of systematic decision making. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, CLLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #2 (T 75-154) DIGITAL / PRINT TEXT Essential Question: How can art and performance help people understand a text? Target Skill: Theme Target Strategy: Question - “A Royal Mystery” & “The Princess and the Pea” Writing: Narrative Writing PERFORMANCE TASKS DIFFERENTIATION Write About Reading: T 109 Leveled Readers Narrative Writing: Description: T 134-137 “Presenting the Play” Cumulative Performance Assessment: Task 2 of 5 “Ella’s Big Night” “City Cousin, Country Cousin” Write in Reader Reader’s Notebook My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Jack and the Mean Beans” Focus Trait: Voice Grammar: Kinds of Sentences “In the City, In the Country” Spelling: Short a and Long e Optional Lesson: LLG pp. 188-189 Differentiated Comprehension: T 146-147 For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 1 of 17 Materials Bank Vocabulary: T 86-89 Differentiated Vocabulary Strategy: T 152153 Options for Reteaching: T 154-155 ASSESSMENTS Weekly Test T 138-139, Performance Assessment, Cold Reads, Examview, Assessment App Spelling T 129, Narrative Writing T 136-137, Grammar T 132-133 ACADEMIC SEL Standards: 1C.1a Describe the steps in setting and working toward goal achievement; 2B.1a Identify differences among and contributions of various social and cultural groups; 2B.1b CONNECTIONS Demonstrate how to work effectively with those who are different from oneself and 2C.1b Analyze ways to work effectively in groups. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, CLLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #3 (T 158-231) DIGITAL / PRINT TEXT Essential Question: Why is determination a good quality for a politician to have? Target Skill: Compare & Contrast Target Strategy: Infer/Predict - “Off and Running” & “Vote for Me!” PERFORMANCE TASKS DIFFERENTIATION Writing About Reading: T 191 Leveled Readers Narrative Writing: Dialogue 210-213 “Running for President” Cumulative Performance Assessment: Task 3 of 5 Write in Reader Reader’s Notebook My WriteSmart “The Mighty, Mighty Daffodils” Literacy Centers Research and Media Performance Task: pp. xxiv-xxv Writing: Narrative Writing “The Presentation” Focus Trait: Word Choice “The Geography Bee” Grammar: Compound Sentences Writing: Common Core Handbook Thinkcentral “A Better Plan” Spelling: Long i and long o Optional Lesson: LLG pp. 190 -191 Differentiated Comprehension: T 222-223 Vocabulary: T 168-171 Differentiated Vocabulary Strategy: T 228229 Options for Reteaching: T 230-231 ASSESSMENTS Weekly Test T 214-215, Performance Assessment, Cold Reads, Examview, Assessment App , Spelling T 205, Narrative Writing T 212-213, Grammar T 208-209 SOC Standards: GOV.11 Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayed graphically to effectively and efficiently communicate information and GOV.12 Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens. ACADEMIC CONNECTIONS SEL Standards: 1A.1a Describe a range of emotions and the situations that cause them; 1A.1b Describe and demonstrate ways to express emotions in a socially acceptable manner; 1B.1a Describe personal skills and interests that one wants to develop; 1B.1b Explain how family members, peers, school personnel, and community members can support school success and responsible behavior; 2A.1b Describe the expressed feelings and perspectives of others; 3A.1a Demonstrate the ability to respect the rights of self and others; 3A.1b Demonstrate knowledge of how social norms affect decision making and behavior; 3B.1a Identify and apply the steps of systematic decision making; and 3B.1b Generate alternative solutions and evaluate their consequences for a range of academic and social situations. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, CLLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #4 (T 234-305) DIGITAL / PRINT TEXT Essential Question: How can being active in sports improve PERFORMANCE TASKS Writing About Reading: T 265 DIFFERENTIATION Leveled Readers For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Write in Reader Page 2 of 17 Materials Bank someone’s attitude? Target Skill: Sequence of Events Target Strategy: Monitor/Clarify - “Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood” & “Score!” Narrative Writing: Prewrite a Fictional Narrative: T 284- Reader’s Notebook “Fun in Colonial Times” My WriteSmart 287 Cumulative Performance Assessment: Task 4 of 5 Research and Media Performance Task: pp. xxiv-xxv Writing: Narrative Writing “Games We Play” Literacy Centers Writing: Common Core Handbook “Patsy Mink” Thinkcentral “Title IX” Focus Trait: Ideas “Patsy Mink and Title IX” Grammar: Common and Proper Nouns Spelling: Vowel sounds /oo/, yoo/ Optional Lesson: LLG pp. 192-193 Differentiated Comprehension: T 296-297 Vocabulary: T 244-247 Differentiated Vocabulary Strategy: T 302303 Options for Reteaching: T 304-305 ASSESSMENTS OPTIONS: Weekly Test T 288-289, Performance Assessment, Cold Reads, Examview, Assessment App Spelling T 279, Narrative Writing T 286-287, Grammar T 282-283 SOC Standards: GOV.11 Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayed graphically to effectively and efficiently communicate information; HIS.2 Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western Hemisphere prior to the arrival of Europeans. These civilizations had developed unique governments, social structures, religions, technologies, and agricultural practices and products; HIS.3 European exploration and colonization had lasting effects which can be used to understand the Western Hemisphere today; GEO.8 American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified ACADEMIC into cultural groups based on geographic and cultural similarities; GEO.9 Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Western Hemisphere today; GOV.12 Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens and CONNECTIONS ECO.14 The choices people make have both present and future consequences.. SEL Standards: 1A.1a Describe a range of emotions and the situations that cause them; 1A.1b Describe and demonstrate ways to express emotions in a socially acceptable manner; 1C.1a Describe the steps in setting and working toward goal achievement; 1C1.b Monitor progress on achieving a short-term personal goal; 2A.1b Describe the expressed feelings and perspectives of others and 2B.1a Identify differences among and contributions of various social and cultural groups. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, CLLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #5 (T 308-383) DIGITAL / PRINT TEXT Essential Question: How can overcoming a challenge change someone’s life? Target Skill: Theme Target Strategy: Visualize - “Elisa’s Diary” & “Words Free as Confetti” PERFORMANCE TASKS Writing About Reading: T 344 DIFFERENTIATION Leveled Readers Narrative Writing: Write a Fictional Narrative: T 360-361 “Journals of the West” Cumulative Performance Assessment: Task 5 of 5 “Not Just Second Place” Research and Media Performance Task: pp. xxiv-xxv “Baseball Blues” Writing: Narrative Writing Write in Reader Reader’s Notebook My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Far from Home” Focus Trait: Voice Grammar: Singular and Plural Nouns “Baseball Memories” Spelling: Vowel Sounds/ou/, /o/, /oi/ Optional Lesson: LLG pp. 194-195 Differentiated Comprehension: T 374-375 Vocabulary: T 318-321 Differentiated Vocabulary Strategy: T 380*381 Options for Reteaching: T 382-383 OPTIONS: Benchmark Test, Test Power T 365-368, Weekly Test T 366-368, Assessment book in Grab and Go!, Cold Reads, Daily Assessment in the T , Assessment App ASSESSMENTS Spelling T 353, Grammar T 356-357, Writing T 360-361 SOC Standards: GEO.4 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which ACADEMIC information to include in maps.; GEO.6 Regions can be determined using various criteria (e.g., landform, climate, population, cultural or economic) and GEO.8 American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities. For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 3 of 17 Materials Bank CONNECTIONS SEL Standards: 1C.1a Describe the steps in setting and working toward goal achievement; 2A.1b Describe the expressed feelings and perspectives of others and 2C.1a Describe approaches for making and keeping friends. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, CLLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #6 (T 1-79) DIGITAL / PRINT TEXT Essential Question: Why is it important to research and protect endangered animals? PERFORMANCE TASKS DIFFERENTIATION Write About Reading: T 37 Leveled Readers Informative Writing: Procedural Composition: T 58-61 “The Lost World of Papua New Guinea” Write in Reader Target Skill: Cause and Effect Cumulative Performance Assessment: Task 1 of 5 “Kangaroos” Target Strategy: Question - “Quest for the Tree Kangaroo” & “Why Research and Media Performance Task: pp. xxiv-xxv Koala Has No Tail” “On the Trail of Rain Forest Wildlife” Writing: Informative Writing Reader’s Notebook My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Mad of Marsupials!” Focus Trait: Organization “Animals in the Rain Forest” Grammar: Verbs Spelling: Vowel + /r/ Sounds Optional Lesson: LLG pp. 196-197 Differentiated Comprehension: T 70-71 Vocabulary: T 12-15 Differentiated Vocabulary Strategy: T 7677 Options for Reteaching: T 78-79 ASSESSMENTS OPTIONS: Weekly Test T 62-63, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 53, Informative Writing T 60-61, Grammar T 56-57 SOC Standards: ECO.14 The choices people make have both present and future consequences. ACADEMIC SCI Standards: LS: Interconnections within Ecosystems 1. Organisms perform a variety of roles in an ecosystem. CONNECTIONS SEL Standards: 1A.1b Describe and demonstrate ways to express emotions in a socially acceptable manner. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #7 (T 81-153) DIGITAL / PRINT TEXT Essential Question: How can dangerous situations bring people closer together? Target Skill: Understanding Characters PERFORMANCE TASKS DIFFERENTIATION Write About Reading: T 113 Leveled Readers Informative Writing: Compare-Contrast Essay: T 132- “Black Bears” 135 “Young Eagle and His Horse” Target Strategy: Visualize - “Old Yeller” & “What Makes It Good?” Cumulative Performance Assessment: Task 2 of 5 Writing: Informative Writing Focus Trait: Word Choice Grammar: Direct and Indirect Objects Research and Media Performance Task: pp. xxiv-xxv “On the Long Drive” Write in Reader Reader’s Notebook My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Riding with the Camel Corps” “The Long Cattle Drive” Spelling: More Vowels + /r/ Sounds Optional Lesson: LLG pp. 198-199 Vocabulary: T 92-95 Differentiated Comprehension: T 144-145 Differentiated Vocabulary Strategy: T 150151 For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 4 of 17 Materials Bank Options for Reteaching: T 152-153 ASSESSMENTS OPTIONS: Weekly Test T 136-137, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 127, Informative Writing T 134-135, Grammar T 130 -131 SOC Standards: ECO.15 The availability of productive resources (i.e., human resources, capital goods and natural resources) promotes specialization that leads to trade; ECO.16 The availability of productive resources and the division of labor impact productive capacity; ECO.17 Regions and countries become interdependent when they specialize in what they produce best ACADEMIC and then trade with other regions to increase the amount and variety of goods and services available and ECO.18 Workers can improve their ability to earn income by gaining new knowledge, skills and experiences. CONNECTIONS SCI Standards: LS: Interconnections within Ecosystems: 1. Organisms perform a variety of roles in an ecosystem. SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #8 (T 155-229) DIGITAL / PRINT TEXT Essential Question: What reasons do people have for protecting the environment? Target Skill: Author’s Purpose PERFORMANCE TASKS Write About Reading: T 189 DIFFERENTIATION Leveled Readers Informative Writing: Cause-and-Effect Essay: T 208-211 “Mangrove Swamp” Cumulative Performance Assessment: Task 3 of 5 Target Strategy: Analyze/Evaluate - “Everglades Forever: Restoring Research and Media Performance Task: pp. xxiv-xxv America’s Great Wetland” & “National Parks of the West” Writing: Informative Writing Write in Reader Reader’s Notebook My WriteSmart Literacy Centers “American’s Urban Parks” Writing: Common Core Handbook Thinkcentral “The Salton Sea” Focus Trait: Ideas Grammar: Conjunctions “America’s City Parks” Spelling: Homophones Optional Lesson: LLG pp. 200-201 Differentiated Comprehension: T 220-221 Vocabulary: T 166-169 Differentiated Vocabulary Strategy: T 226227 Options for Reteaching: T 228-229 ASSESSMENTS OPTIONS: Weekly Test T 212-213, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 203, Informative Writing T 210-211, Grammar T 206-207 SOC Standards: ECO.14 The choices people make have both present and future consequences; GEO.6 Regions can be determined using various criteria (e.g., landform, climate, population, ACADEMIC cultural or economic); HIS.1 Multiple-tier timelines can be used to show relationships among events and places. CONNECTIONS SCI Standards: LS: Interconnections within Ecosystems 1. Organisms perform a variety of roles in an ecosystem. 2. All of the processes that take place within organisms require energy. SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: ESL: ELL standards corresponding to English Language Arts Grade 5 - Quarter 1 Scope and Sequence For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 5 of 17 Materials Bank Lesson 1 Standard 1- construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing Standard 10-make accurate use of standard English to communicate in grade appropriate speech and writing Target Skill/ Target Strategy: Story Structure/Summarize, “A Package from Mrs. Jewels” Grammar/Writing Skill: Complete sentences/Narrative Writing Paragraphs Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story for Lesson 1. Act out skit for story structure/ summarize Graphic organizer with scaffolding Guided Reading and Listening Students will read and listen to leveled reader or short story. After students use graphic organizer for story elements to write story elements in sequential order. S1 use a very limited set of strategies to: • identify a few key words and phrases • identify the main topic • retell a few key details from read‐alouds, leveled readers, simple written texts, and oral presentations S1 use a developing set of strategies to: • determine the main idea or theme, and • retell a few key details • retell familiar stories Grammar: Sentence Structures, Pronouns and Verbs Journeys Language Support Cards to activate guided discussion. Use sentence frames for writing activity. S10 with support (including context and visual aids) • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. use some relative pronouns (e.g., who, whom, which, that), • use some relative adverbs (e.g., where, when, why) • use some prepositional phrases • produce and expand simple and compound sentences. Comprehension Review Quiz http://www.quia.com/quiz/3244317.html Small group activity: create sentence strips with nouns and verbs. S10 with support (including context and visual aids) • recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. Online games and websites for pronouns and simple sentences: http://www.eslgamesplus.com/subject‐object‐pronouns‐ game/ Vocabulary Building: Graphic organizer Comprehension: http://quizlet.com/11044857/a-package-for-mrsjewels-flash-cards/ http://www.primarygames.com/langarts/simplesentences/ Journeys Grammar Snap Videos Complete Sentences Great website for all Journeys’ lessons www.thinkcentral.com http://guest.portaportal.com/5sol www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/ New Comer Play Beginner games: ABC Adventure, Count Along to 100, Online games and websites for Journeys: sign on to www.thinkcentral.com Journeys/Resources/ELD station cross For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 6 of 17 Materials Bank Color Match curricular activity bank/language Play “Noun Dunk” or “Sentence Ball” Lesson 2 Standard 1- construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing Standard 8- determine the meaning of words and phrases in oral presentations and literary and informational text Target Skill/ Target Strategy: Theme/Question, “A Royal Mystery” Grammar/Writing Skill: Kinds of Sentences/Narrative Writing Paragraphs Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Guided Reading and Listening Students will listen to a leveled reader or short Students will read and listen to leveled reader story . (Create a Story Map Theme) or short story. Compare Texts with Similar Themes Identify the themes of “A Royal Mystery” and “The Princess and the Pea.” Summarize your comparison for the class. S1 use a very limited set of strategies to: • identify a few key words and phrases • identify the main topic • retell a few key details from read‐alouds, leveled readers, simple written texts, and oral presentations S.8 relying heavily on context, visual aids, and knowledge of morphology in his or her native language, • recognize the meaning of a few/some frequently occurring words, phrases, and formulaic expressions in simple oral discourse, read‐alouds, and written texts about familiar topics, experiences, or events. Grammar: Sentence Structures, Pronouns and Verbs Journeys Language Support Cards to activate guided discussion. Use sentence frames for writing activity. S1 use a developing set of strategies to: • determine the main idea or theme, and • retell a few key details • retell familiar stories S8 using context, visual aids, reference materials, and a developing knowledge of English morphology, • determine the meaning of frequently occurring words and phrases • determine the meanings of some idiomatic expressions in texts about familiar topics, experiences, or events. Vocabulary Building: Vocabulary Building: Vocabulary in Context Cards (revision cards) Write sentences using vocabulary words bank Write a paragraph/ short story using vocabulary words bank Advanced: http://quizlet.com/11044857/apackage-for-mrs-jewels-flash-cards/ Kinds of sentences online: http://www.eslgamesplus.com/sentence‐ monkey/ Journeys Grammar Snap Videos www.thinkcentral.com For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 7 of 17 Materials Bank http://mrswarnerarlington.weebly.com/types‐ Kinds of sentences online: http://www.eslgamesplus.com/sentence‐ of‐sentences.html monkey/ http://mrswarnerarlington.weebly.com/types‐ of‐sentences.html Great website for all Journeys’ lessons http://guest.portaportal.com/5sol Online games and websites for: Online games and websites for Journeys: Journeys online Vocabulary Activities Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/ New Comer Play Beginner games: ABC Adventure, Count Along to 100, Color Match sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Lesson 3 Standard 4- construct grade-appropriate oral and written claims and support them with reasoning and evidence Standard 10- make accurate use of standard English to communicate in grade appropriate speech and writing Target Skill/ Target Strategy: To compare and contrast/ To infer and predict, “Off and Running” Grammar/Writing Skill: Compound Sentences/Narrative Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story. (Compare and Contrast/ Infer Predict) Use Venn Diagram to Compare and Contrast characters from “Off and Running” with character from leveled reader Guided Reading and Listening Students will read and listen to leveled reader or short story. (Compare and Contrast/ Infer Predict) Use Venn Diagram to Compare and Contrast characters from “Off and Running” with character from leveled reader S.4 •express an opinion about a familiar topic. •construct a simple claim about a familiar topic • give a reason to support the claim. S.4 • construct a claim about familiar topics • introduce the topic • provide a few reasons or facts to support the claim. S.10 •recognize and use some frequently occurring nouns, pronouns • produce simple sentences in response to prompts. S10 •recognize and use some frequently occurring nouns, pronouns • use some prepositional phrases • produce and expand simple and compound sentences. Grammar: Sentence Structures, Pronouns and Verbs Journeys Language Support Cards to activate guided discussion. Use sentence frames for writing activity. Off and Running Comprehension Review Quiz: http://quizlet.com/6620182/3-off-and-running-by-gary-soto-flash-cards/ For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 8 of 17 Materials Bank Vocabulary Building: Vocabulary Building: Vocabulary in Context Cards (revision cards) Write sentences using vocabulary words bank Write a paragraph/ short story using vocabulary words bank Grammar: Creating compound sentences with sentence strips and conjunctions Video : Online Games Sentence Structures: http://www.softschools.com/language_arts/games/sentence_structure/form_a_sentence/ Great website for all Journeys’ lessons http://guest.portaportal.com/5sol Youtube.com School House Rock “Conjunction Junction” Online Games Compound Sentences: http://www.funenglishgames.com/grammargames/conjunction.html Social Studies/Technology Link: Research Political Leaders Gather information about two important political leaders. Then compare and contrast examples of their leadership. Online games and websites for: Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/ New Comer Play Beginner games: ABC Adventure, Count Along to 100, Color Match Online games and websites for Journeys: Journeys online Vocabulary Activities sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Lesson 7 Standard 2- participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions Standard 10-make accurate use of standard English to communicate in grade appropriate speech and writing Target Skill/ Target Strategy: Understanding Characters/Visualize Grammar/Writing Skill: Direct and Indirect Objects/Informative Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Guided Reading and Listening Students will listen to a leveled reader or short story. (Compare and Contrast/ Infer Predict) Use Venn Diagram to Compare and Contrast characters from “Off and Running” with character from leveled reader S.2 participate in short conversations • participate in short written exchanges • actively listen to others • respond to simple questions and wh‐ questions Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will read and listen to leveled reader or short story. (Compare and Contrast/ Infer Predict) Use Venn Diagram to Compare and Contrast characters from “Off and Running” with character from leveled reader S.2 participate in short conversations and discussions • participate in short written exchanges • respond to others’ comments • add some comments of his or her own • ask and answer questions S10 with support (including context and visual aids) • recognize and use some frequently occurring nouns, pronouns, verbs, For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 9 of 17 Materials Bank S10 with support (including context and visual aids) • recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. Old Yeller Activities: 1. Illustrated Cover Make an illustrated cover for Old Yeller from a favorite scene. 2. Dog Training Video Watch a dog-training video and compare it to the training Travis uses on Old Yeller in the beginning of the novel. Vocabulary Building: Vocabulary in Context Cards (revision cards) Identify Context Clues Write sentences using vocabulary words bank prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. use some relative pronouns (e.g., who, whom, which, that), • use some relative adverbs (e.g., where, when, why) • use some prepositional phrases • produce and expand simple and compound sentences. Old Yeller Activities: 2. Dog Training Video Watch a dog-training video and compare it to the training Travis uses on Old Yeller in the beginning of the novel. 3. Diorama Make a diorama of Travis hanging over the wild hogs to mark them. Vocabulary Building: Identify Context Clues for Vocabulary Words Write a paragraph/ short story using vocabulary words bank Online Games Direct and Indirect Objects: http://www.softschools.com/quizzes/grammar/indirect_objects/quiz548.html http://www.purposegames.com/game/direct‐indirect‐object‐quiz https://jeopardylabs.com/play/direct‐and‐indirect‐objects3 Science/Technology: Write About an Animal Research an animal and its traits and characteristics Online Games Direct and Indirect Objects: http://www.purposegames.com/game/direct‐ indirect‐object‐quiz Online games and websites for Journeys: Journeys online Vocabulary Activities Science/Technology: Draw and Write About an Animal Research an animal and its traits and characteristics sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Great website for all Journeys’ lessons: http://guest.portaportal.com/5sol Online games and websites for: Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/ New Comer Play Beginner games: ABC Adventure, Count Along to 100, Color Match Lesson 8 Standard 3- speak and write about grade-appropriate complex literary and informational texts and topics Standard 6-analyze and critique the arguments of others orally and in writing For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 10 of 17 Materials Bank Standard 9- create clear and coherent grade-appropriate speech and text Target Skill/ Target Strategy: To identify the author’s purpose / To analyze and evaluate, “Everglades Forever; Restoring America’s Great Wetland” Grammar/Writing Skill: Conjunctions/Informative Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story. (Discuss author’s purpose and have students identify) Guided Reading and Listening Students will read and listen to leveled reader or short story. (Use PIE to identify author’s purpose ) S3 • communicate simple information about familiar texts, topics, events, or objects in the environment. S.6 •identify a reason an author or speaker gives to support a main point • agree or disagree with the author or speaker. S3 • deliver short oral presentations • compose written texts about familiar texts, topics, and experiences. S.9 with support (including context and visual aids), and using non‐ verbal communication, • communicate simple information about an event or topic • use a narrow range of vocabulary and syntactically simple sentences with limited control. • recount a simple sequence of events in order • use frequently occurring linking words (e.g., and,then) S.6 • tell how one or two reasons support the specific points an author or speaker makes or fails to make. S.9 with support (including modeled sentences), • introduce an informational topic • present one or two facts about the topic • recount a short sequence of events in order • use an increasing range of temporal and other linking words (e.g., next, because, and, also) • provide a concluding statement with emerging and developing control. Everglades Activities: Research and choose an Everglades animal to write simple sentences and facts about and paint. Suggest that students choose one of the following trees and plants and prepare a short researched paragraph to share with the class: cypress, sawgrass, cattail, mangrove, gumbo limbo tree, cabbage palm, marlberry bush, blue porter flower. Everglades Activities: Research and choose an Everglades animal to write facts in a paragraph and facts about and paint. Suggest that students choose one of the following trees and plants and prepare a paragraph on it to share with the class: cypress, sawgrass, cattail, mangrove, gumbo limbo tree, cabbage palm, marlberry bush, blue porter flower. Vocabulary Building: Vocabulary in Context Cards (revision cards) Identify Context Clues Write sentences using vocabulary words bank Vocabulary Building: Identify Context Clues for Vocabulary Words Write a paragraph/ short story using vocabulary words bank Video : Youtube.com School House Rock “Conjunction Junction” Online Games Conjunctions: http://www.funenglishgames.com/grammargames/conjunction.html Great website for all journey lessons http://guest.portaportal.com/5sol Online Games Conjunctions: http://www.funenglishgames.com/grammargames/conjunction.html Online games and websites for: Journeys online Vocabulary Activities Online games and websites for: Journeys online Vocabulary Activities sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/ New Comer Play Beginner games: ABC Adventure, Count Along to 100, Color Match For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 11 of 17 Materials Bank For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 12 of 17 Materials Bank Standards Covered Core: English Language Arts LA.K-12.CCSS.ELA-Literacy.CCRA.R: Reading Note on range and content of student reading Integration of Knowledge and Ideas LA.K-12.CCSS.ELA-Literacy.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. Key Ideas and Details LA.K-12.CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. LA.K-12.CCSS.ELA-Literacy.CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. LA.K-12.CCSS.ELA-Literacy.CCRA.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. LA.K-12.CCSS.ELA-Literacy.CCRA.SL: Speaking and Listening Note on range and content of student speaking and listening Comprehension and Collaboration LA.K-12.CCSS.ELA-Literacy.CCRA.SL1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. LA.K-12.CCSS.ELA-Literacy.CCRA.SL2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. LA.K-12.CCSS.ELA-Literacy.CCRA.SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Note on range and content of student speaking and listening 6-12.a To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built around important content in various domains. They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline. Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others’ meritorious ideas while expressing their own clearly and persuasively. 6-12.b New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change. K-5.a To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. K-5.b New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio. Presentation of Knowledge and Ideas LA.K-12.CCSS.ELA-Literacy.CCRA.SL4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. LA.K-12.CCSS.ELA-Literacy.CCRA.SL5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. LA.K-12.CCSS.ELA-Literacy.CCRA.SL6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. LA.K-12.CCSS.ELA-Literacy.CCRA.W: Writing Note on range and content of student writing Note on range and content of student writing 6-12 For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career- ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing—for example, to use narrative strategies within argument and explanation within narrative—to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. K-5 To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year. Production and Distribution of Writing LA.K-12.CCSS.ELA-Literacy.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.K-12.CCSS.ELA-Literacy.CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LA.K-12.CCSS.ELA-Literacy.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Range of Writing LA.K-12.CCSS.ELA-Literacy.CCRA.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Research to Build and Present Knowledge LA.K-12.CCSS.ELA-Literacy.CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. LA.K-12.CCSS.ELA-Literacy.CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. LA.K-12.CCSS.ELA-Literacy.CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Text Types and Purposes These broad types of writing include many subgenres. LA.K-12.CCSS.ELA-Literacy.CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LA.K-12.CCSS.ELA-Literacy.CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. LA.K-12.CCSS.ELA-Literacy.CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. LA.5.CCSS.ELA-Literacy.R.5: Reading For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 13 of 17 Materials Bank Materials For a closer look at the materials list below, log onto https://cleveland.schoolnet.com Lessons: 1. ELA: Teaching About the Nepal Earthquake 2. ELA: Author Study: Improving Reading Comprehension Using Inference and Comparison 3. ELA: Comics in the Classroom as an Introduction to Narrative Structure 4. ELA: Peace Poems and Picasso Doves: Literature, Art, Technology, and Poetry 5. ELA: Examining Plot Conflict through a Comparison/Contrast Essay 6. ELA: Emily Dickinson & Poetic Imagination: "Leap Plashless" 7. ELA: Exploring American Tall Tales 8. ELA: Poems that Tell a Story: Narrative and Persona in the Poetry of Robert Frost 9. ELA: Get the Reel Scoop: Comparing Books to Movies 10. ELA: Logging Up Reading Mileage 11. ELA: Using Fairy Tales to Debate Ethics 12. ELA: No Teachers Allowed: Student-Led Book Clubs Using QAR 13. ELA: Peer Edit With Perfection: Effective Strategies 14. ELA: Writing with Scientists with the American Museum of Natural History 15. ELA: A Musical Prompt: Postcards From the Concert 16. ELA: A Race with Grace: Sports Poetry in Motion 17. ELA: ABC Bookmaking Builds Vocabulary in the Content Areas 18. ELA: Acquiring New Vocabulary Through Book Discussion Groups 19. ELA: American Folklore: A Jigsaw Character Study 20. ELA: Applying Knowledge: Writing Opener Paragraphs for Narrative Stories 21. ELA: Author Study: Improving Reading Comprehension Using Inference and Comparison 22. ELA: Beyond History Books: Researching With Twin Texts and Technology 23. ELA: Breaking Barriers, Building Bridges: Critical Discussion of Social Issues 24. ELA: Choosing Clear and Varied Dialogue Tags: A Minilesson 25. ELA: Confessions of a Former Bully II 26. ELA: Creating a Classroom Newspaper 27. ELA: Exploring American Tall Tales 28. ELA: E-pals Around the World 29. ELA: Don't Buy It--What's in the Shopping Bag? 30. ELA: Digitally Telling the Story of Greek Figures 31. ELA: Digital Word Detectives: Building Vocabulary With e-Book Readers 32. ELA: Daily Language Practice Builds Skills, Test Scores 33. ELA: Cyberspace Explorer: Getting to Know Christopher Columbus 34. ELA: Leading to Great Places in the Elementary Classroom 35. ELA: Introducing Basic Media Literacy Education Skills with Greeting Cards 36. ELA: I Used My Own Words! Paraphrasing Informational Texts 37. ELA: How Big Are Martin's Big Words? Thinking Big about the Future 38. ELA: Getting our Audiences Attention with a Great Introduction 39. ELA: Four Corner Debate 40. ELA: Figurative Language: Teaching Idioms 41. ELA: Figurative Language Awards Ceremony 42. ELA: Fairy Tale Autobiographies 43. ELA: Exploring Compare and Contrast Structure in Expository Text 44. ELA: No Teachers Allowed: Student-Led Book Clubs Using QAR 45. ELA: Native Americans Today 46. ELA: My World of Words: Building Vocabulary Lists 47. ELA: Multimedia Responses to Content Area Topics Using Fact-"Faction"-Fiction 48. ELA: Memoir: The Stuff of Our Lives 49. ELA: Lonely as a Cloud: Using Poetry to Understand Similes 50. ELA: Logging Up Reading Mileage 51. ELA: Literature Circles: Getting Started 52. ELA: Literature as a Catalyst for Social Action: Breaking Barriers, Building Bridges 53. ELA: Letter Poems Deliver: Experimenting with Line Breaks in Poetry Writing 54. ELA: Storytelling in the Social Studies Classroom 55. ELA: Sort, Hunt, Write: A Weekly Spelling Program 56. ELA: Shared Spelling Strategies 57. ELA: Searching for Gold: A Collaborative Inquiry Project 58. ELA: Scaling Back to Essentials: Scaffolding Summarization With Fishbone Mapping 59. ELA: Research Building Blocks: Notes, Quotes, and Fact Fragments 60. ELA: Prompting Revision through Modeling and Written Conversations 61. ELA: Poetry: A Feast to Form Fluent Readers 62. ELA: Peer-Editing Research: A Classroom Example of Formative Assessment in Action 63. ELA: Nonfiction vs Fiction - What's the Difference? 64. ELA: What a Character! For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 14 of 17 Materials Bank 65. ELA: What a Character! 66. ELA: Voting! What's It All About? 67. ELA: Voting! What's It All About? 68. ELA: Using Two Stars and a Wish for Peer Feedback: A Classroom Example of Formative Assessment in Action 69. ELA: Using Tiered Companion Texts to Comprehend Complex Nonfiction Texts 70. ELA: Using Picture Books to Teach Plot Development and Conflict Resolution 71. ELA: Talking About Books to Improve Comprehension 72. ELA: Students Use Round Table Editing to Get Feedback : A Classroom Example of Formative Assessment in Action 73. ELA: Writing with Scientists with the American Museum of Natural History 74. ELA: Writing about Ants and Bees - Are They More Alike or More Different? 75. ELA: Write-Talks: Students Discovering Real Writers, Real Audiences, Real Purposes 76. ELA: Write a Book Review with Rodman Philbrick 77. ELA: Word Sort for Prefixes 78. ELA: Who Played Against Casey on That Fateful Night? 79. ELA: What Makes a Hero? 80. ELA: Audience & Purpose: Evaluating Disney's Changes to the Hercules Myth 81. ELA: Alliteration All Around 82. ELA: Beware the Ides of March! 83. ELA: Buzz! Whiz! Bang! Using Comic Books to Teach Onomatopoeia 84. ELA: Book Report Alternative: Creating Reading Excitement with Book Trailers 85. ELA: Behind the Scenes With Cinderella 86. ELA: Engaging Students in a Collaborative Exploration of the Gettysburg Address 87. ELA: Fishing for Readers: Identifying and Writing Effective Opening "Hooks" 88. ELA: How-To Writing: Motivating Students to Write for a Real Purpose 89. ELA: Get Cooking With Words! Creating a Recipe Using Procedural Writing 90. ELA: Once They’re Hooked, Reel Them In: Writing Good Endings 91. ELA: Playing with Prepositions through Poetry 92. ELA: Poor Richard's Almanack was first published in 1733 93. ELA: Performing Poetry 94. ELA: Send Postcards From the Concert 95. ELA: Spelling in Parts: Learning to Spell, Write, and Read Polysyllabic Words 96. ELA: Spelling Patterns "Go Fish" Card Game 97. ELA: Thoughtful Threads: Sparking Rich Online Discussions 98. ELA: Using Picture Books to Teach Setting Development in Writing Workshop 99. ELA: Using Word Webs to Teach Synonyms for Commonly Used Words 100. Digital Citizenship Pledge 101. Private and Personal Information 102. Super Digital Citizen 103. ELA: Alaska Native Stories: Using Narrative to Introduce Expository Text 104. ELA: Blogging in the Primary Grades? Yes, Indeed! 105. ELA: Descriptive Video: Using Media Technology to Enhance Writing 106. ELA: Exploring Cause and Effect Using Expository Texts About Natural Disasters 107. ELA: Exploring How Section Headings Support Understanding of Expository Texts 108. ELA: Flying to Freedom: Tar Beach and The People Could Fly 109. ELA: Identifying and Classifying Verbs in Context 110. ELA: How-To Writing: Motivating Students to Write for a Real Purpose 111. ELA: History Comes Alive: Developing Fluency and Comprehension Using Social Studies 112. ELA: Guided Comprehension: Knowing How Words Work Using Semantic Feature Analysis 113. ELA: Gabbing About Garfield: Conversing About Texts With Comic Creator 114. ELA: Moving Toward Acceptance Through Picture Books and Two-Voice Texts 115. ELA: Once Upon a Link: A PowerPoint Adventure With Fractured Fairy Tales 116. ELA: Multipurpose Poetry: Introducing Science Concepts and Increasing Fluency 117. ELA: Research Building Blocks: Hints about Print 118. ELA: Reading Movies and TV: Learning the “Language” of Moving-Image Texts 119. ELA: Reading Idol! Bringing Readers Theatre Center Stage in Your Classroom 120. ELA: Readers Theatre 121. ELA: Story Character Homepage 122. ELA: Rooting Out Meaning: Morpheme Match-Ups in the Primary Grades 123. ELA: Research Building Blocks: Skim, Scan, and Scroll 124. ELA: Thundering Tall Tales: Using Read-Aloud as a Springboard to Writing 125. ELA: The Tale of Despereaux: Fact or Fiction? 126. ELA: Teaching the Compare and Contrast Essay through Modeling 127. ELA: Teaching Point of View With Two Bad Ants 128. ELA: Teaching Language Skills Using the Phone Book 129. ELA: Utilizing Visual Images for Creating and Conveying Setting in Written Text 130. ELA: Using Story Innovation to Teach Fluency, Vocabulary, and Structure 131. ELA: To, Too, or Two: Developing an Understanding of Homophones 132. Digital Compass (6-8) Resources: For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 15 of 17 Materials Bank 1. ELA: Nepal Earthquake 2. ELA: 3GRG Policy into Practice Briefs: What Is Reading? 3. ELA: Choral Reading 4. ELA: Comic Creator 5. ELA: Common Content Area Roots and Affixes 6. ELA: Compare & Contrast Map Interactive 7. ELA: Comparison and Contrast Guide 8. ELA: Comparison and Contrast Guide 9. ELA: Dialogue Tags 10. ELA: Editing Checklist for Self- and Peer Editing 11. ELA: Eye on Idioms 12. ELA: Fact Fragment Frenzy 13. ELA: Flip-a-Chip 14. ELA: Hints about Print 15. ELA: Hints About Print Interactive 16. ELA: Interactive Venn Diagram 17. ELA: Introducing Ideas and Vocabulary with the Concept Sort 18. ELA: Journal Writing with Virginia Hamilton 19. ELA: Literary Elements Map Interactive 20. ELA: Morpheme Match-Ups 21. ELA: Oral Presentation Rubric 22. ELA: Plot Diagram Interactive 23. ELA: Power Proofreading Interactive 24. ELA: Readers Theatre Rubric 25. ELA: ReadWriteThink Notetaker 26. ELA: Strategies for Reading Comprehension: Question-Answer Relationships 27. ELA: Teaching and Learning Multiliteracies: Changing Times, Changing Literacies 28. ELA: Undoing the Great Grammatical Scam 29. ELA: Venn Diagram Interactive 30. ELA: Word Family Sort 31. ELA: Word Matrix 32. ELA: Writing with Writers: Biography 33. ELA: 25 Ideas to Motivate Young Readers 34. ELA: Analyzing Poetry: Imagery & Emotions 35. ELA: Analyzing Texts: "Text Talk Time" 36. ELA: Analyzing Texts: Putting Thoughts on Paper 37. ELA: Character Detectives: Gathering Evidence 38. ELA: Concept Mapping 39. ELA: Comma Usage Video 40. ELA: Classroom Strategies 41. ELA: Guided Reading with Jenna: Small Group Guided Reading 42. ELA: Guided Reading with Jenna: Overview 43. ELA: First Sentence Prompts 44. ELA: Poetry Workstations 45. ELA: Ms. Noonan: Making Students into Better Writers 46. ELA: Main Idea 47. ELA: Learning to Communicate and Work Together 48. ELA: Simile Video 49. ELA: Reading Comprehension Interactive 50. ELA: Post-its: Little Notes for Big Discussions Additional Properties Author: CMSD Publisher: Cleveland Metro SD Cost/Fee: No Restricted Use: No Rights: All Rights Reserved Keywords: Created by: DeFabbo, Michael (8/19/2015 11:32 AM) Last modified by: DeFabbo, Michael (8/19/2015 11:33 AM) For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 16 of 17 Materials Bank For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 17 of 17 Materials Bank English Language Arts G5 Q2 Unit: Core: English Language Arts , Grade(s) 5th Grade English Language Arts G5 Q2 Duration: 10 Weeks Unit Scope and Sequence INSTRUCTIONAL ALIGNMENT: LESSON #9 (T 231-303) DIGITAL / PRINT TEXT Essential Question: How can an act of courage reveal a person’s true nature? Target Skill: Conclusions and Generalizations Target Strategy: Infer/Predict - “Storm Warriors” & “Pea Island’s Forgotten Heroes” PERFORMANCE TASKS Write About Reading: T 263 DIFFERENTIATION Leveled Readers Write in Reader Reader’s Notebook Informative Writing: Prewrite a Research Report: T 282- “Saved from the Sea” 285 “Sugaring the Weather” Cumulative Performance Assessment: Task 4 of 5 Research and Media Performance Task: pp. xxiv-xxv Writing: Informative Writing My WriteSmart Literacy Centers Writing: Common Core Handbook “The River Kept Rising” Thinkcentral “Night of the Killer Waves” Focus Trait: Ideas “The Rising River ” Grammar: Complex Sentences Spelling: Compound Words Optional Lesson: LLG pp. 202-203 Differentiated Comprehension: T 294-295 Vocabulary: T 242-245 Differentiated Vocabulary Strategy: T 300301 Options for Reteaching: T 302-303 ASSESSMENTS OPTIONS: Weekly Test T 286-287, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 277, Informative Writing T 284-285, Grammar T 280-281 SOC Standards: ECO.15 The availability of productive resources (i.e., human resources, capital goods and natural resources) promotes specialization that leads to trade; ECO.16 The availability of productive resources and the division of labor impact productive capacity; ECO.17 Regions and countries become interdependent when they specialize in what they produce best and then trade with other regions to increase the amount and variety of goods and services available; ECO.18 Workers can improve their ability to earn income by gaining new knowledge, skills ACADEMIC and experiences. CONNECTIONS GEO.7 Variations among physical environments within the Western Hemisphere influence human activities. Human activities also alter the physical environment. SEL Standards: 1A.1b Describe and demonstrate ways to express emotions in a socially acceptable manner; 2A.1b Describe the expressed feelings and perspectives of others; 3C.1b Identify and perform roles that contribute to one’s local community. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #10 (T 305-381) DIGITAL / PRINT TEXT Essential Question: What can a scientist learn by observing the behaviors of a particular animal? Target Skill: Main Ideas and Details Target Strategy: Monitor/Clarify - “Cougars” & “Purr-fection” Writing: Informative Writing Focus Trait: Sentence Fluency Grammar: Direct Quotations and Interjections PERFORMANCE TASKS Write About Reading: T 337 DIFFERENTIATION Leveled Readers Informative Writing: Write a Research Report: T 356-359 “Big Cats” Cumulative Performance Assessment: Task 5 of 5 “Sharks” Research and Media Performance Task: pp. xxiv-xxv “The Return of the Yellowstone Grizzly” Write in Reader Reader’s Notebook My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Saving the Mexican Wolves” “Grizzly Bears Return to Yellowstone” Spelling: Final Schwa + /r/ Sounds Optional Lesson: LLG pp. 204 -205 For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 1 of 16 Materials Bank Differentiated Comprehension: T 372 -373 Vocabulary: T 316-319 Differentiated Vocabulary Strategy: T 378379 Options for Reteaching: T 380-381 OPTIONS: Unit Test, Test Power T 363-366, Weekly Test T 360-361, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 351, Informative Writing T 358-359, ASSESSMENTS Grammar T 354-355 SOC Standards: HIS.2 Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western Hemisphere prior to the arrival of Europeans. These civilizations had developed unique ACADEMIC governments, social structures, religions, technologies, and agricultural practices and products; GEO.4 Globes and other geographic tools can be used to gather, process and report information CONNECTIONS about people, places and environments. Cartographers decide which information to include in maps and GEO.8 American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities. SCI Standards: LS: Interconnections within Ecosystems 1. Organisms perform a variety of roles in an ecosystem. 2. All of the processes that take place within organisms require energy. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #11 (T 1-77) DIGITAL / PRINT TEXT Essential Question: What can individuals do to help shape a new government? Target Skill: Cause and Effect Target Strategy: Visualize - “Dangerous Crossing” & “Revolutions and Rights” Writing: Opinion Writing PERFORMANCE TASKS DIFFERENTIATION Write About Reading: T 35 Leveled Readers Opinion Writing: Opinion Essay: T 56-59 “Ben Franklin Goes to Paris” Write in Reader Reader’s Notebook My WriteSmart Cumulative Performance Assessment: Task 1 of 5 “Fife and Drum Boys” Research and Media Performance Task: pp. xxiv-xxv “A Night to Remember” Literacy Centers Writing: Common Core Handbook Thinkcentral “An Artist for the Revolution” Focus Trait: Voice Grammar: Subject and Object Pronouns “A Special Night” Spelling: VCCV Pattern Optional Lesson: LLG pp. 206-207 Differentiated Comprehension: T 68-69 Vocabulary: T 12-15 Differentiated Vocabulary Strategy: T 7475 Options for Reteaching: T 76-77 ASSESSMENTS OPTIONS: Weekly Test T 60-61, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 51, Opinion Writing T 58-59, Grammar T 54-55 SOC Standards: HIS.3 European exploration and colonization had lasting effects which can be used to understand the Western Hemisphere today; GEO.10 The Western Hemisphere is ACADEMIC CONNECTIONS culturally diverse due to American Indian, European, Asian and African influences and interactions, as evidenced by artistic expression, language, religion and food; GOV.12 Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens and HIS.1 Multiple-tier timelines can be used to show relationships among events and places. SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others and 2B.1b Demonstrate how to work effectively with those who are different from oneself. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #12 (T 79-157) For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 2 of 16 Materials Bank DIGITAL / PRINT TEXT PERFORMANCE TASKS Essential Question: How can people’s differences of opinion lead to Write About Reading: T 111 a revolution? Opinion Writing: Problem-and-Solution Composition: T Target Skill: Fact and Opinion Target Strategy: Question - “Can’t You Make Them Behave, King George?” & “Tea Time” DIFFERENTIATION Leveled Readers Write in Reader Reader’s Notebook “Redcoats to America ” My WriteSmart 136-139 “A Song Heard ‘Round the World” Cumulative Performance Assessment: Task 2 of 5 Research and Media Performance Task: pp. xxiv-xxv Writing: Opinion Writing Literacy Centers “Pamphleteers of the Revolution” Writing: Common Core Handbook Thinkcentral “A Home at Mount Vernon” Focus Trait: Organization “Printed Words of the Revolution” Grammar: Verb Tenses Spelling: VCV Pattern Optional Lesson: LLG pp. 208-209 Differentiated Comprehension: T 148 -149 Vocabulary: T 90-93 Differentiated Vocabulary Strategy: T 154155 Options for Reteaching: T 156-157 ASSESSMENTS OPTIONS: Weekly Test T 140-141, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 131, Opinion Writing T 138-139, Grammar T 134-135 ACADEMIC SOC Standards: GOV.12 Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens and HIS.3 European CONNECTIONS exploration and colonization had lasting effects which can be used to understand the Western Hemisphere today. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #13 (T 159-231) DIGITAL / PRINT TEXT Essential Question: How do individual acts of bravery shape history? PERFORMANCE TASKS Write About Reading: T 111 DIFFERENTIATION Leveled Readers Opinion Writing: Persuasive Letter: T 210-213 Target Skill: Conclusions and Generalizations Target Strategy: Analyze/Evaluate - “They Called Her Molly Pitcher” & “A Spy for Freedom” Writing: Opinion Writing “The Battle of Monmouth” Cumulative Performance Assessment: Task 3 of 5 “Emily Geiger’s Dangerous Mission” Research and Media Performance Task: pp. xxiv-xxv “An Unsung American Hero” Write in Reader Reader’s Notebook My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “George Washington’s Invisible Enemy” Focus Trait: Ideas Grammar: Regular and Irregular Verbs “Joseph Warren, An American Hero” Spelling: VCCCV Pattern Optional Lesson: LLG pp. 210 -211 Differentiated Comprehension: T 222-223 Vocabulary: T 170-173 Differentiated Vocabulary Strategy: T 228229 Options for Reteaching: T 230-231 ASSESSMENTS OPTIONS: Weekly Test T 214-215, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 205, Opinion Writing T 212-213, Grammar T 208-209 SOC Standards: HIS.1 Multiple-tier timelines can be used to show relationships among events and places; HIS.3 European exploration and colonization had lasting effects which can be used ACADEMIC CONNECTIONS to understand the Western Hemisphere today; GEO.4 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include in maps and GOV.12 Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens. SEL Standards: 1A.1b Describe and demonstrate ways to express emotions in a socially acceptable manner. FIELD EXPERIENCES ADDITIONAL For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 3 of 16 Materials Bank Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #14 (T 233-305) DIGITAL / PRINT TEXT Essential Question: What events or feelings would lead someone to fight for freedom? Target Skill: Sequence of Events Target Strategy: Summarize - “James Forten” & “Modern Minute Man” PERFORMANCE TASKS Write About Reading: T 265 DIFFERENTIATION Leveled Readers Write in Reader Reader’s Notebook Opinion Writing: Prewrite a Persuasive Essay: T 284-287 “Battles at Sea” Cumulative Performance Assessment: Task 4 of 5 “The Oneidas” Research and Media Performance Task: pp. xxiv -xxv “The Extraordinary Life of Thomas Peters” Writing: Opinion Writing: My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “A Noble French Patriot” Focus Trait: Organization “Thomas Peters, A Remarkable Man” Grammar: Commas and Semicolons Spelling: VV Pattern Optional Lesson: LLG pp. 212-213 Differentiated Comprehension: T 296-297 Vocabulary: T 244-247 Differentiated Vocabulary Strategy: T 302303 Options for Reteaching: T 304-305 ASSESSMENTS OPTIONS: Weekly Test T 288-289 , Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 279, Opinion Writing T 286-287, Grammar T 282-283 SOC Standards: HIS.3 European exploration and colonization had lasting effects which can be used to understand the Western Hemisphere today; GEO.4 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include in maps; GEO.8 American Indians developed ACADEMIC CONNECTIONS unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities; GOV.12 Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens and GEO.10 The Western Hemisphere is culturally diverse due to American Indian, European, Asian and African influences and interactions, as evidenced by artistic expression, language, religion and food. SEL Standards: 2B.1a Identify differences among and contributions of various social and cultural groups and 3C.1b Identify and perform roles that contribute to one’s local community. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #15 (T 307-385) DIGITAL / PRINT TEXT PERFORMANCE TASKS Essential Question: How are patriotism and courage related? Write About Reading: T 341 Target Skill: Compare and Contrast Actions Opinion Writing: Write a Persuasive Essay: T 360-363 Target Strategy: Monitor/Clarify - “We Were There, Too!” & “Patriotic Poetry” Writing: Opinion Writing Focus Trait: Word Choice Grammar: Transitions DIFFERENTIATION Leveled Readers “Paul Revere, Hero on Horseback” Cumulative Performance Assessment: Task 5 of 5 “Benedict Arnold” Research and Media Performance Task: pp. xxiv-xxv “Phillis Wheatley” Write in Reader Reader’s Notebook My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Abigail Adams” “The Life of Phillis Wheatley” Spelling: Final Schwa + /l/ Sounds Optional Lesson: LLG pp. 214-215 Vocabulary: T 318 -321 Differentiated Comprehension: T 376-377 Differentiated Vocabulary Strategy: T 382383 Options for Reteaching: T 384-385 For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 4 of 16 Materials Bank ASSESSMENTS OPTIONS: Test Power T 367-370, Weekly Test T 364-365, Perf Assess, Cold Reads, Examview, Assessment App, Spelling T 355, Opinion Writing T 362-363, Grammar T 358-359 SOC Standards: HIS.1 Multiple-tier timelines can be used to show relationships among events and places; HIS.3 European exploration and colonization had lasting effects which can be used ACADEMIC CONNECTIONS to understand the Western Hemisphere today and GOV.12 Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens. SEL Standards: 3C.1b Identify and perform roles that contribute to one’s local community. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: ESL: ELL standards corresponding to English Language Arts Grade 5 - Quarter 2 Scope and Sequence Lesson 10 Standard 1- construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing Standard 7- adapt language choices to purpose, task, and audience when speaking and writing Standard 9- create clear and coherent grade-appropriate speech and text Target Skill/ Target Strategy: To identify the main idea and supporting details/ To monitor and clarify, ”Cougars” Grammar/Writing Skill: Direct Quotations and Interjections/Complex Sentences /Informative Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Guided Reading and Listening Students will listen to a leveled reader or short story. (Main Idea and Details - Create a timeline based on the events in the story) S1 use a very limited set of strategies to: • identify a few key words and phrases • identify the main topic • retell a few key details from read‐alouds, leveled readers, simple written texts, and oral presentations S7 • recognize and use the meaning of some words learned through conversations, reading, and being read to. •adapt language choices to different social and academic contents S.9 with support (including context and visual aids), and using non‐ verbal communication, • communicate simple information about an event or topic • use a narrow range of vocabulary and syntactically simple sentences with limited control. • recount a simple sequence of events in order • use frequently occurring linking words (e.g., and,then) Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will read and listen to leveled reader or short story. (Main Idea and Details - Create a timeline based on the events in the story) S1 use a developing set of strategies to: • determine the main idea or theme, and • retell a few key details • retell familiar stories S7 with developing control, • adapt language choices according to purpose, task, and audience • use an increasing number of general academic and content‐specific words, phrases, and expressions in conversation, discussions, and short written text. S.9 with support (including modeled sentences), • introduce an informational topic • present one or two facts about the topic • recount a short sequence of events in order • use an increasing range of temporal and other linking words (e.g., next, because, and, also) • provide a concluding statement with emerging and developing control. “Cougars” Activities: For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 5 of 16 Materials Bank “Cougars” Activity: Research Interesting Facts on cougars, and Share facts out loud, and create a visual Vocabulary Building: Vocabulary in Context Cards (revision cards) Identify Context Clues Write sentences using vocabulary words bank Sentence Frames Journeys ELL Support Cards Great website for all Journeys’ lessons: http://guest.portaportal.com/5sol Online games and websites for: Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/ New Comer Play Beginner games: ABC Adventure, Count Along to 100, Color Match Analyze Writers’ Approaches The author of “Cougars” and the poets in “Purr-fection” write about the traits and behaviors of cats. Compare and contrast the representations of cats in both stories. Pay special attention to the writers’ uses of sensory details, figurative language, and sound. Research Interesting Facts on cougars, and Share facts out loud, and create a visual Vocabulary Building: Identify Context Clues for Vocabulary Words Write a paragraph/ short story using vocabulary words bank Grammar Activity Use elbow noodles to create quotation marks around dialogue sentences Journeys Grammar Snap Videos Dialogue and Quotation Marks www.thinkcentral.com Online games and websites for Journeys: Journeys online Vocabulary Activities sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Lesson 12 Standard 5- conduct research and evaluate and communicate findings to answer questions or solve problems Standard 10- make accurate use of standard English to communicate in grade appropriate speech and writing Target Skill/ Target Strategy: To distinguish between fact and opinion / To question, “Can’t You Make Them Behave, King George?” Grammar/Writing Skill: Verb Tenses/Opinion Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story. (graphic organizer fact and opinion) Guided Reading and Listening Students will read and listen to leveled reader or short story. (graphic organizer fact and opinion) S.5 • recall information from experience • gather information from a few provided sources • label some key information. • record some information. with support (including visual aids and modeled sentences), S.5 • recall information from experience • gather information from print and digital sources to answer a question • identify key information in orderly notes. S.10 • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. S.10 with support (including context and visual aids), • recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions. Video “No More Kings” Schoolhouse Rock Your Tube Chronology Activity‐ Choose One of the Following: http://www.youtube.com/watch?v=cAZ8QJgFHOg 1. Taken from Can’t You Make Them Behave, King George? Lesson Plan (Divide students into For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 6 of 16 Materials Bank six groups and assign each group one of the events from the lesson to research and add to timeline (Timeline‐ Sequencing Events) Vocabulary Building: Vocabulary in Context Cards (revision cards) Identify Context Clues Write sentences using vocabulary words bank Vocabulary Building: Online games verb tenses http://www.mrnale.com/Journeys_Lesson_Activities_Grade_4.htm#5 Great website for all Journeys’ lessons http://guest.portaportal.com/5sol Identify Context Clues for Vocabulary Words Write a paragraph/ short story using vocabulary words bank Online games verb tenses http://www.mrnale.com/Journeys_Lesson_Activities_Grade_4.htm#5 Online games and websites for Journeys: Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Online games and websites for Journeys: Journeys online Vocabulary Activities sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Lesson 13 Standard 4-construct grade-appropriate oral and written claims and support them with reasoning and evidence Standard 6- can analyze and critique the arguments of others orally and in writing. Standard 10-make accurate use of standard English to communicate in grade appropriate speech and writing Target Skill/ Target Strategy: Conclusions and Generalizations / Analyze and Evaluate, “They Called her Molly Pitcher” Grammar/Writing Skill: Regular and Irregular Verbs/Informative Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story. What generalization and conclusions can you make about the story Guided Reading and Listening Students will read and listen to leveled reader or short story. What generalization and conclusions can you make about the story S.4 •express an opinion about a familiar topic. •construct a simple claim about a familiar topic • give a reason to support the claim. S.4 • construct a claim about familiar topics • introduce the topic • provide a few reasons or facts to support the claim. S.6 •identify a point an author or speaker makes • agree or disagree with the author or S.6 • tell how one or two reasons support the specific points an author or speaker makes or For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 7 of 16 Materials Bank speaker fails to make. S.10 • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. S.10 with support (including context and visual aids), • recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions. “They Called her Molly Pitcher” Activities “They Called her Molly Pitcher” Activity: Discuss the different ways in which Molly Pitcher and Lydia Darragh demonstrated bravery and patriotism. Support your thoughts with quotations and text evidence from the selections - Research American Patriot Lydia Darragh who was a Patriot spy during the American Revolution. Research another Patriot spy, such as Nathan Hale or James Armistead Lafayette. Use print and online resources to find out how that person’s actions affected the war’s outcome. Have the class dramatize a ceremony that General George Washingtonmight have conducted to bestow this honor upon her. Vocabulary Building: Vocabulary in Context Cards (revision cards) Identify Context Clues Write sentences using vocabulary words bank Online games verb tenses: http://www.quia.com/cb/8111.html Great website for all Journeys lessons: http://guest.portaportal.com/5sol Vocabulary Building: Identify Context Clues for Vocabulary Words Write a paragraph/ short story using vocabulary words bank Online games verb tenses: http://www.quia.com/cb/8111.html Online games and websites for Journeys: Journeys online Vocabulary Activities Online games and websites for Journeys: Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Lesson 14 Standard 1- construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing Standard 2- participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions Standard 9- create clear and coherent grade-appropriate speech and text Target Skill/ Target Strategy: Sequence of Events/ Summarize, “James Forten” Grammar/Writing Skill: Commas an Semicolons/Opinion Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 8 of 16 Materials Bank Guided Reading and Listening Students will listen to a leveled reader or short story. (Main Idea ‐Create a timeline based on the events in the story) Guided Reading and Listening Students will read and listen to leveled reader or short story. (Main Idea ‐ Create a timeline based on the events in the story) S1 use a very limited set of strategies to: • identify a few key words and phrases • identify the main topic • retell a few key details from read‐alouds, leveled readers, simple written texts, and oral presentations S.2 participate in short conversations • participate in short written exchanges • actively listen to others • respond to simple questions and wh‐questions S1 use a developing set of strategies to: • determine the main idea or theme, and • retell a few key details • retell familiar stories S.9 with support (including context and visual aids), and using non‐ verbal communication, • communicate simple information about an event or topic • use a narrow range of vocabulary and syntactically simple sentences with limited control. • recount a simple sequence of events in order • use frequently occurring linking words (e.g., and,then) S.9 with support (including modeled sentences), • introduce an informational topic • present one or two facts about the topic • recount a short sequence of events in order • use an increasing range of temporal and other linking words (e.g., next, because, and, also) • provide a concluding statement with emerging and developing control. Research Research a historical reenactment in your region or state. Make a poster advertising the event. Discuss and share information - “James Forten” review http://www.eduplace.com/kids/hmr/gr5/gr5_th3_sel3.html S.2 participate in short conversations and discussions • participate in short written exchanges • respond to others’ comments • add some comments of his or her own • ask and answer questions Research -Research a historical reenactment in your region or state. Make a poster advertising the event. Present to class. Vocabulary Building: Graphic organizer word/synonym/ sentence with context clue or synonym/ picture Vocabulary Building: Graphic organizer word/synonym/ sentence with context clue or synonym/ picture. Use words in paragraphs Online games Commas : Online games Commas: http://www.sheppardsoftware.com/grammar/punctuation.htm http://www.sheppardsoftware.com/grammar/punctuation.htm http://www.bbc.co.uk/skillswise/game/en29punc-gamegoing-to-work-with-commas Great website for all Journey lessons : http://guest.portaportal.com/5sol Online games and websites for Journeys: Journeys online Vocabulary Activities Online games and websites for Journeys: Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Lesson 15 Standard 4- construct grade-appropriate oral and written claims and support them with For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 9 of 16 Materials Bank reasoning and evidence Standard 9- create clear and coherent grade-appropriate speech and text Target Skill/ Target Strategy: Compare and Contrast/ Monitor Clarify, “We Were There, Too!” Grammar/Writing Skill: Transitions/Opinion Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story. (Use Venn Diagram to compare and contrast main selection with leveled reader) Guided Reading and Listening Students will read and listen to leveled reader or short story. (Use Venn Diagram to compare and contrast main selection with leveled reader) S.4 •express an opinion about a familiar topic. •construct a simple claim about a familiar topic • give a reason to support the claim. S.4 • construct a claim about familiar topics • introduce the topic • provide a few reasons or facts to support the claim. S.9 with support (including context and visual aids), and using non‐verbal communication, • communicate simple information about an event or topic • use a narrow range of vocabulary and syntactically simple sentences with limited control. • recount a simple sequence of events in order • use frequently occurring linking words (e.g., and,then) S.9 with support (including modeled sentences), • introduce an informational topic • present one or two facts about the topic • recount a short sequence of events in order • use an increasing range of temporal and other linking words (e.g., next, because, and, also) • provide a concluding statement with emerging and developing control. Learn About Places - As you read “Patriotic Poetry” again, write down the names of unfamiliar places that are mentioned. Discuss and research. Learn About Places - As you read “Patriotic Poetry” again, write down the names of unfamiliar places that are mentioned. Research these places to help you clarify the action in the poem. Then use a map of the United States to find each location. Vocabulary Building: Vocabulary Building: Graphic organizer word/synonym/ sentence with context clue or synonym/ picture Graphic organizer word/synonym/ sentence with context clue or synonym/ picture. Use words in paragraphs Great website for all Journeys’ lessons http://guest.portaportal.com/5sol Online games and websites for Journeys: Online games and websites for Journeys: sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Journeys online Vocabulary Activities For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 10 of 16 Materials Bank Standards Covered Core: English Language Arts LA.K-12.CCSS.ELA-Literacy.CCRA.R: Reading Note on range and content of student reading Craft and Structure LA.K-12.CCSS.ELA-Literacy.CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. LA.K-12.CCSS.ELA-Literacy.CCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. LA.K-12.CCSS.ELA-Literacy.CCRA.R.6: Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas LA.K-12.CCSS.ELA-Literacy.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. LA.K-12.CCSS.ELA-Literacy.CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Key Ideas and Details LA.K-12.CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. LA.K-12.CCSS.ELA-Literacy.CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. LA.K-12.CCSS.ELA-Literacy.CCRA.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Range of Reading and Level of Text Complexity LA.K-12.CCSS.ELA-Literacy.CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently. LA.K-12.CCSS.ELA-Literacy.CCRA.W: Writing Note on range and content of student writing Production and Distribution of Writing LA.K-12.CCSS.ELA-Literacy.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.K-12.CCSS.ELA-Literacy.CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LA.K-12.CCSS.ELA-Literacy.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Range of Writing LA.K-12.CCSS.ELA-Literacy.CCRA.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. LA.5.CCSS.ELA-Literacy.L.5: Language Conventions of Standard English LA.5.CCSS.ELA-Literacy.L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LA.5.CCSS.ELA-Literacy.L.5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. LA.5.CCSS.ELA-Literacy.L.5.1c: Use verb tense to convey various times, sequences, states, and conditions. LA.5.CCSS.ELA-Literacy.L.5.1d: Recognize and correct inappropriate shifts in verb tense. LA.5.CCSS.ELA-Literacy.L.5.1e: Use correlative conjunctions (e.g., either/or, neither/nor). LA.5.CCSS.ELA-Literacy.L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LA.5.CCSS.ELA-Literacy.L.5.2a: Use punctuation to separate items in a series. LA.5.CCSS.ELA-Literacy.L.5.2b: Use a comma to separate an introductory element from the rest of the sentence. LA.5.CCSS.ELA-Literacy.L.5.2c: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). LA.5.CCSS.ELA-Literacy.L.5.2e: Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language LA.5.CCSS.ELA-Literacy.L.5.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. LA.5.CCSS.ELA-Literacy.L.5.3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. LA.5.CCSS.ELA-Literacy.L.5.3b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Vocabulary Acquisition and Use LA.5.CCSS.ELA-Literacy.L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. LA.5.CCSS.ELA-Literacy.L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. LA.5.CCSS.ELA-Literacy.L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). LA.5.CCSS.ELA-Literacy.L.5.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. LA.5.CCSS.ELA-Literacy.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. LA.5.CCSS.ELA-Literacy.L.5.5a: Interpret figurative language, including similes and metaphors, in context. LA.5.CCSS.ELA-Literacy.L.5.5b: Recognize and explain the meaning of common idioms, adages, and proverbs. LA.5.CCSS.ELA-Literacy.L.5.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). LA.5.CCSS.ELA-Literacy.R.5: Reading LA.5.CCSS.ELA-Literacy.RF.5: Foundational Skills Fluency LA.5.CCSS.ELA-Literacy.RF.5.4: Read with sufficient accuracy and fluency to support comprehension. For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 11 of 16 Materials Bank LA.5.CCSS.ELA-Literacy.RF.5.4a: Read grade-level text with purpose and understanding. LA.5.CCSS.ELA-Literacy.RF.5.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Phonics and Word Recognition LA.5.CCSS.ELA-Literacy.RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words. LA.5.CCSS.ELA-Literacy.RF.5.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. LA.5.CCSS.ELA-Literacy.RI.5: Informational Text Craft and Structure LA.5.CCSS.ELA-Literacy.RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. LA.5.CCSS.ELA-Literacy.RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. LA.5.CCSS.ELA-Literacy.RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Key Ideas and Details LA.5.CCSS.ELA-Literacy.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LA.5.CCSS.ELA-Literacy.RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. LA.5.CCSS.ELA-Literacy.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Range of Reading and Level of Text Complexity LA.5.CCSS.ELA-Literacy.RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. LA.5.CCSS.ELA-Literacy.SL.5: Speaking and Listening Comprehension and Collaboration LA.5.CCSS.ELA-Literacy.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. LA.5.CCSS.ELA-Literacy.SL.5.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. LA.5.CCSS.ELA-Literacy.SL.5.1b: Follow agreed-upon rules for discussions and carry out assigned roles. LA.5.CCSS.ELA-Literacy.SL.5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. LA.5.CCSS.ELA-Literacy.SL.5.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. LA.5.CCSS.ELA-Literacy.SL.5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LA.5.CCSS.ELA-Literacy.W.5: Writing Range of Writing LA.5.CCSS.ELA-Literacy.W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Research to Build and Present Knowledge LA.5.CCSS.ELA-Literacy.W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. LA.5.CCSS.ELA-Literacy.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. LA.5.CCSS.ELA-Literacy.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. LA.5.CCSS.ELA-Literacy.W.5.9a: Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). Text Types and Purposes These broad types of writing include many subgenres. LA.5.CCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. LA.5.CCSS.ELA-Literacy.W.5.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. LA.5.CCSS.ELA-Literacy.W.5.1b: Provide logically ordered reasons that are supported by facts and details. LA.5.CCSS.ELA-Literacy.W.5.1c: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). LA.5.CCSS.ELA-Literacy.W.5.1d: Provide a concluding statement or section related to the opinion presented. LA.5.CCSS.ELA-Literacy.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. LA.5.CCSS.ELA-Literacy.W.5.2a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. LA.5.CCSS.ELA-Literacy.W.5.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. LA.5.CCSS.ELA-Literacy.W.5.2c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). LA.5.CCSS.ELA-Literacy.W.5.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic. LA.5.CCSS.ELA-Literacy.W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. LA.5.CCSS.ELA-Literacy.W.5.3c: Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Materials For a closer look at the materials list below, log onto https://cleveland.schoolnet.com Lessons: 1. ELA: Emily Dickinson & Poetic Imagination: "Leap Plashless" For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 12 of 16 Materials Bank 2. ELA: Examining Plot Conflict through a Comparison/Contrast Essay 3. ELA: Exploring American Tall Tales 4. ELA: Get the Reel Scoop: Comparing Books to Movies 5. ELA: Logging Up Reading Mileage 6. ELA: No Teachers Allowed: Student-Led Book Clubs Using QAR 7. ELA: Peace Poems and Picasso Doves: Literature, Art, Technology, and Poetry 8. ELA: Using Fairy Tales to Debate Ethics 9. ELA: Poems that Tell a Story: Narrative and Persona in the Poetry of Robert Frost 10. ELA: Author Study: Improving Reading Comprehension Using Inference and Comparison 11. ELA - Intervention Activities for Missed Items (G5 Reading Benchmark v1) - Test Item 20 (Copy) 12. ELA - Intervention Activities for Missed Items (G5 Reading Benchmark v1) - Test Item 23 (Copy) 13. ELA: Comics in the Classroom as an Introduction to Narrative Structure 14. ELA: Peer Edit With Perfection: Effective Strategies 15. ELA: Breaking Barriers, Building Bridges: Critical Discussion of Social Issues 16. ELA: Beyond History Books: Researching With Twin Texts and Technology 17. ELA: Author Study: Improving Reading Comprehension Using Inference and Comparison 18. ELA: Applying Knowledge: Writing Opener Paragraphs for Narrative Stories 19. ELA: American Folklore: A Jigsaw Character Study 20. ELA: Acquiring New Vocabulary Through Book Discussion Groups 21. ELA: ABC Bookmaking Builds Vocabulary in the Content Areas 22. ELA: A Race with Grace: Sports Poetry in Motion 23. ELA: A Musical Prompt: Postcards From the Concert 24. ELA: Writing with Scientists with the American Museum of Natural History 25. ELA: Exploring American Tall Tales 26. ELA: E-pals Around the World 27. ELA: Don't Buy It--What's in the Shopping Bag? 28. ELA: Digitally Telling the Story of Greek Figures 29. ELA: Digital Word Detectives: Building Vocabulary With e-Book Readers 30. ELA: Daily Language Practice Builds Skills, Test Scores 31. ELA: Cyberspace Explorer: Getting to Know Christopher Columbus 32. ELA: Creating a Classroom Newspaper 33. ELA: Confessions of a Former Bully II 34. ELA: Choosing Clear and Varied Dialogue Tags: A Minilesson 35. ELA: Leading to Great Places in the Elementary Classroom 36. ELA: Introducing Basic Media Literacy Education Skills with Greeting Cards 37. ELA: I Used My Own Words! Paraphrasing Informational Texts 38. ELA: How Big Are Martin's Big Words? Thinking Big about the Future 39. ELA: Getting our Audiences Attention with a Great Introduction 40. ELA: Four Corner Debate 41. ELA: Figurative Language: Teaching Idioms 42. ELA: Figurative Language Awards Ceremony 43. ELA: Fairy Tale Autobiographies 44. ELA: Exploring Compare and Contrast Structure in Expository Text 45. ELA: No Teachers Allowed: Student-Led Book Clubs Using QAR 46. ELA: Native Americans Today 47. ELA: My World of Words: Building Vocabulary Lists 48. ELA: Multimedia Responses to Content Area Topics Using Fact-"Faction"-Fiction 49. ELA: Memoir: The Stuff of Our Lives 50. ELA: Lonely as a Cloud: Using Poetry to Understand Similes 51. ELA: Logging Up Reading Mileage 52. ELA: Literature Circles: Getting Started 53. ELA: Literature as a Catalyst for Social Action: Breaking Barriers, Building Bridges 54. ELA: Letter Poems Deliver: Experimenting with Line Breaks in Poetry Writing 55. ELA: Storytelling in the Social Studies Classroom 56. ELA: Sort, Hunt, Write: A Weekly Spelling Program 57. ELA: Shared Spelling Strategies 58. ELA: Searching for Gold: A Collaborative Inquiry Project 59. ELA: Scaling Back to Essentials: Scaffolding Summarization With Fishbone Mapping 60. ELA: Research Building Blocks: Notes, Quotes, and Fact Fragments 61. ELA: Poetry: A Feast to Form Fluent Readers 62. ELA: Peer-Editing Research: A Classroom Example of Formative Assessment in Action 63. ELA: Nonfiction vs Fiction - What's the Difference? 64. ELA: Prompting Revision through Modeling and Written Conversations 65. ELA: What a Character! 66. ELA: What a Character! 67. ELA: Voting! What's It All About? 68. ELA: Voting! What's It All About? 69. ELA: Using Two Stars and a Wish for Peer Feedback: A Classroom Example of Formative Assessment in Action 70. ELA: Using Tiered Companion Texts to Comprehend Complex Nonfiction Texts 71. ELA: Using Picture Books to Teach Plot Development and Conflict Resolution For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 13 of 16 Materials Bank 72. ELA: Teaching About the Nepal Earthquake 73. ELA: Talking About Books to Improve Comprehension 74. ELA: Students Use Round Table Editing to Get Feedback : A Classroom Example of Formative Assessment in Action 75. ELA: Writing with Scientists with the American Museum of Natural History 76. ELA: Writing about Ants and Bees - Are They More Alike or More Different? 77. ELA: Write-Talks: Students Discovering Real Writers, Real Audiences, Real Purposes 78. ELA: Write a Book Review with Rodman Philbrick 79. ELA: Word Sort for Prefixes 80. ELA: Who Played Against Casey on That Fateful Night? 81. ELA: What Makes a Hero? 82. ELA: Audience & Purpose: Evaluating Disney's Changes to the Hercules Myth 83. ELA: Alliteration All Around 84. ELA: Critical Perspectives: Reading and Writing About Slavery 85. ELA: Buzz! Whiz! Bang! Using Comic Books to Teach Onomatopoeia 86. ELA: Book Report Alternative: Creating Reading Excitement with Book Trailers 87. ELA: Behind the Scenes With Cinderella 88. ELA: Beware the Ides of March! 89. ELA: Engaging Students in a Collaborative Exploration of the Gettysburg Address 90. ELA: How-To Writing: Motivating Students to Write for a Real Purpose 91. ELA: Fishing for Readers: Identifying and Writing Effective Opening "Hooks" 92. ELA: Poor Richard's Almanack was first published in 1733 93. ELA: Playing with Prepositions through Poetry 94. ELA: Overcoming a Personified Fear 95. ELA: Performing Poetry 96. ELA: Once They’re Hooked, Reel Them In: Writing Good Endings 97. ELA: Spelling Patterns "Go Fish" Card Game 98. ELA: Send Postcards From the Concert 99. ELA: Thoughtful Threads: Sparking Rich Online Discussions 100. How to Cite a Site 101. Selling Stereotypes 102. The Power of Words 103. ELA: Alaska Native Stories: Using Narrative to Introduce Expository Text 104. ELA: Blogging in the Primary Grades? Yes, Indeed! 105. ELA: Descriptive Video: Using Media Technology to Enhance Writing 106. ELA: Flying to Freedom: Tar Beach and The People Could Fly 107. ELA: Exploring How Section Headings Support Understanding of Expository Texts 108. ELA: Exploring Cause and Effect Using Expository Texts About Natural Disasters 109. ELA: Identifying and Classifying Verbs in Context 110. ELA: How-To Writing: Motivating Students to Write for a Real Purpose 111. ELA: Guided Comprehension: Knowing How Words Work Using Semantic Feature Analysis 112. ELA: Gabbing About Garfield: Conversing About Texts With Comic Creator 113. ELA: Moving Toward Acceptance Through Picture Books and Two-Voice Texts 114. ELA: Once Upon a Link: A PowerPoint Adventure With Fractured Fairy Tales 115. ELA: Multipurpose Poetry: Introducing Science Concepts and Increasing Fluency 116. ELA: Research Building Blocks: Hints about Print 117. ELA: Reading Movies and TV: Learning the “Language” of Moving-Image Texts 118. ELA: Reading Idol! Bringing Readers Theatre Center Stage in Your Classroom 119. ELA: Readers Theatre 120. ELA: Story Character Homepage 121. ELA: Rooting Out Meaning: Morpheme Match-Ups in the Primary Grades 122. ELA: Research Building Blocks: Skim, Scan, and Scroll 123. ELA: Thundering Tall Tales: Using Read-Aloud as a Springboard to Writing 124. ELA: The Tale of Despereaux: Fact or Fiction? 125. ELA: Teaching the Compare and Contrast Essay through Modeling 126. ELA: Teaching Point of View With Two Bad Ants 127. ELA: Teaching Language Skills Using the Phone Book 128. ELA: Utilizing Visual Images for Creating and Conveying Setting in Written Text 129. ELA: Using Story Innovation to Teach Fluency, Vocabulary, and Structure 130. ELA: To, Too, or Two: Developing an Understanding of Homophones 131. Digital Compass (6-8) Resources: 1. ELA: Comparison and Contrast Guide 2. ELA: Comparison and Contrast Guide 3. ELA: Compare & Contrast Map Interactive 4. ELA: Common Content Area Roots and Affixes 5. ELA: Comic Creator 6. ELA: Choral Reading 7. ELA: 3GRG Policy into Practice Briefs: What Is Reading? 8. ELA: Journal Writing with Virginia Hamilton For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 14 of 16 Materials Bank 9. ELA: Introducing Ideas and Vocabulary with the Concept Sort 10. ELA: Interactive Venn Diagram 11. ELA: Hints About Print Interactive 12. ELA: Hints about Print 13. ELA: Flip-a-Chip 14. ELA: Fact Fragment Frenzy 15. ELA: Eye on Idioms 16. ELA: Editing Checklist for Self- and Peer Editing 17. ELA: Dialogue Tags 18. ELA: Teaching and Learning Multiliteracies: Changing Times, Changing Literacies 19. ELA: Strategies for Reading Comprehension: Question-Answer Relationships 20. ELA: ReadWriteThink Notetaker 21. ELA: Readers Theatre Rubric 22. ELA: Power Proofreading Interactive 23. ELA: Plot Diagram Interactive 24. ELA: Oral Presentation Rubric 25. ELA: Nepal Earthquake 26. ELA: Literary Elements Map Interactive 27. ELA: Morpheme Match-Ups 28. ELA: Writing with Writers: Biography 29. ELA: Word Matrix 30. ELA: Word Family Sort 31. ELA: Venn Diagram Interactive 32. ELA: Undoing the Great Grammatical Scam 33. ELA: Character Detectives: Gathering Evidence 34. ELA: Analyzing Texts: Putting Thoughts on Paper 35. ELA: Analyzing Texts: "Text Talk Time" 36. ELA: Analyzing Poetry: Imagery & Emotions 37. ELA: 25 Ideas to Motivate Young Readers 38. ELA: Concept Mapping 39. ELA: Comma Usage Video 40. ELA: Classroom Strategies 41. ELA: Guided Reading with Jenna: Small Group Guided Reading 42. ELA: Guided Reading with Jenna: Overview 43. ELA: First Sentence Prompts 44. ELA: Poetry Workstations 45. ELA: Ms. Noonan: Making Students into Better Writers 46. ELA: Main Idea 47. ELA: Learning to Communicate and Work Together 48. ELA: Simile Video 49. ELA: Reading Comprehension Interactive 50. ELA: Post-its: Little Notes for Big Discussions Additional Properties Author: CMSD Publisher: Cleveland Metro SD Cost/Fee: No Restricted Use: No Rights: All Rights Reserved Keywords: Created by: DUDA, RITA (4/21/2015 1:46 PM) Last modified by: Thompson, Karen (8/19/2015 10:38 AM) For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 15 of 16 Materials Bank For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 16 of 16 Materials Bank English Language Arts G5 Q3 Unit: Core: English Language Arts , Grade(s) 5th Grade English Language Arts G5 Q3 Duration: 10 Weeks Unit Scope and Sequence INSTRUCTIONAL ALIGNMENT: LESSON #16 (T 1-73) DIGITAL / PRINT TEXT Essential Question: In what ways can illustrations enhance a reader’s experience? Target Skill: Author’s Purpose Target Strategy: Monitor/Clarify - “Lunch Money” & “Zap! Pow! A History of Comics” PERFORMANCE TASKS Write About Reading: T 33 DIFFERENTIATION Leveled Readers Write in Reader Reader’s Notebook Narrative Writing: Friendly Letter: T 52-55 “Job Sense” Cumulative Performance Assessment: Task 1 of 5 “Dog Walker, Inc.” Research and Media Performance Task: pp. xxiv-xxv “Incognito” Writing: Narrative Writing My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “The Three R’s” Focus Trait: Voice “The Lost Comic Book” Grammar: Adjectives Spelling: Words with -ed and -ing Optional Lesson: LLG pp. 216-217 Differentiated Comprehension: T 64-65 Vocabulary: T 12-15 Differentiated Vocabulary Strategy: T 7071 Options for Reteaching: T 72-73 ASSESSMENTS OPTIONS: Weekly Test T 56-57, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 47, Narrative Writing T 54-55, Grammar T 50-51 SOC Standards: ECO.15 The availability of productive resources (i.e., human resources, capital goods and natural resources) promotes specialization that leads to trade; ECO.16 The ACADEMIC CONNECTIONS availability of productive resources and the division of labor impact productive capacity; ECO.18 Workers can improve their ability to earn income by gaining new knowledge, skills and experiences and HIS.1 Multiple-tier timelines can be used to show relationships among events and places. SEL Standards: 1A.1a Describe a range of emotions and the situations that cause them; 1A.1b Describe and demonstrate ways to express emotions in a socially acceptable manner and 2B.1a Identify differences among and contributions of various social and cultural groups. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #17 (T 75-151) DIGITAL / PRINT TEXT Essential Question: What role does imagination play in the invention process? Target Skill: Story Structure Target Strategy: Infer/Predict - “LAFFF” & “From Dreams to Reality” Writing: Narrative Writing PERFORMANCE TASKS Write About Reading: T 111 DIFFERENTIATION Leveled Readers Narrative Writing: Character Description: T 130-133 “That’s a Wacky Idea” Cumulative Performance Assessment: Task 2 of 5 “Robot Rescue” Research and Media Performance Task: pp. xxiv-xxv “The Watch Girl” Write in Reader Reader’s Notebook My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Pancakes” Focus Trait: Word Choice Grammar: Adverbs “Kendria’s Watch” Spelling: More Words with -ed or -ing Optional Lesson: LLG pp. 218-219 Differentiated Comprehension: T 142-143 Vocabulary: T 86-89 Differentiated Vocabulary Strategy: T 148- For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 1 of 16 Materials Bank 149 Options for Reteaching: T 150-151 ASSESSMENTS OPTIONS: Weekly Test T 134-135, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 125, Narrative Writing T 132-133, Grammar T 128-129 ACADEMIC SEL Standards: 1A.1b Describe and demonstrate ways to express emotions in a socially acceptable manner; 1C.1a Describe the steps in setting and working toward goal achievement; 2A.1b CONNECTIONS Describe the expressed feelings and perspectives of others and 2B.1b Demonstrate how to work effectively with those who are different from oneself. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #18 (T 153-223) DIGITAL / PRINT TEXT Essential Question: What do facts and opinions contribute to a story? PERFORMANCE TASKS Write About Reading: T 183 DIFFERENTIATION Leveled Readers Write in Reader Reader’s Notebook Narrative Writing: Autobiography: T 202-205 Target Skill: Fact and Opinion Target Strategy: Analyze/Evaluate - “The Dog Newspaper” & “Poetry About Poetry” “Print It!” Cumulative Performance Assessment: Task 3 of 5 “Maria Tallchief, American Ballerina” Research and Media Performance Task: pp. xxiv-xxv “B. B. King” Writing: Narrative Writing My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Isabel Allende” Focus Trait: Voice “The Life of B. B. King” Grammar: Prepositions and Prepositional Phrases Spelling: Changing Final y to i Optional Lesson: LLG pp. 220-221 Differentiated Comprehension: T 214-215 Vocabulary: T 164-167 Differentiated Vocabulary Strategy: T 220221 Options for Reteaching: T 222-223 ASSESSMENTS OPTIONS: Weekly Test T 206-207, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 197, Narrative Writing T 204-205, Grammar T 200-201 ACADEMIC SOC Standards: GEO.8 American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on CONNECTIONS geographic and cultural similarities. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #19 (T 225-299) DIGITAL / PRINT TEXT Essential Question: Why is it important to be aware of your community’s needs? Target Skill: Author’s Purpose Target Strategy: Summarize - “Darnell Rock Reporting” & “Volunteer!” Writing: Narrative Writing PERFORMANCE TASKS DIFFERENTIATION Write About Reading: T 259 Leveled Readers Narrative Writing: Prewrite a Personal Narrative: T 278- “From Parking Lot to Garden” 281 “The Big Interview” Cumulative Performance Assessment: Task 4 of 5 Research and Media Performance Task: pp. xxiv-xxv “Saving the General” Write in Reader Reader’s Notebook My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Another Vies” Focus Trait: Ideas Grammar: More Kinds of Pronouns “The Old Tree” For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 2 of 16 Materials Bank Spelling: Suffixes -ful, -ly, -ness, -less, -ment Optional Lesson: LLG pp. 222-223 Differentiated Comprehension: T 290-291 Vocabulary: T 236-239 Differentiated Vocabulary Strategy: T 296297 Options for Reteaching: T 298 -299 ASSESSMENTS OPTIONS: Weekly Test T 282-283 , Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 273, Narrative Writing T 280-281, Grammar T 276-277 SOC Standards: GEO.7 Variations among physical environments within the Western Hemisphere influence human activities. Human activities also alter the physical environment. ACADEMIC SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others; 3B.1a Identify and apply the steps of systematic decision making and 3C.1b Identify and perform roles that CONNECTIONS contribute to one’s local community. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #20 (T 301-381) DIGITAL / PRINT TEXT Essential Question: What can a person learn by building a relationship with an animal? Target Skill: Story Structure Target Strategy: Question - “The Black Stallion” & “Horse Power” Writing: Narrative Writing PERFORMANCE TASKS Write About Reading: T 337 DIFFERENTIATION Leveled Readers Write in Reader Reader’s Notebook Narrative Writing: Write a Personal Narrative: T 356-359 “Island Ponies” Cumulative Performance Assessment: Task 5 of 5 “The Deer” Research and Media Performance Task: pp. xxiv-xxv “Wilderness Rangers” Focus Trait: Voice My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Day of the Coyotes” Grammar: Proper Mechanics and Writing Titles “Lost in a Canyon” Spelling: Words from Other Languages Optional Lesson: LLG pp. 224-25 Differentiated Comprehension: T 372-373 Vocabulary: T 312-315 Differentiated Vocabulary Strategy: T 378379 Options for Reteaching: T 380-381 ASSESSMENTS OPTIONS: Unit Test, Test Power T 363 -366, Weekly Test T 360-391, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 351, Narrative Writing T 358-359, Grammar T 354-355 ACADEMIC SEL Standards: 1A.1b Describe and demonstrate ways to express emotions in a socially acceptable manner and 2A.1b Describe the expressed feelings and perspectives of others. CONNECTIONS FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #21 (T 1-79) DIGITAL / PRINT TEXT Essential Question: What does it mean to have good instincts? PERFORMANCE TASKS Write About Reading: T 37 DIFFERENTIATION Leveled Readers For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Write in Reader Page 3 of 16 Materials Bank Target Skill: Sequence of Events Target Strategy: Visualize - “Tucket’s Travels” & “Wild Weather” Writing: Opinion Writing Focus Trait: Voice Opinion Writing: Editorial: T 58-61 “Four Stops on the Santa Fe Trail” Cumulative Performance Assessment: Task 1 of 5 “Voyage to California” Research and Media Performance Task: pp. xxiv-xxv “Riding the Pony Express” Grammar: The Verbs Be and Have “Decision at Fort Laramie” Spelling: Final /n/, or/en/, /cher/, /zher/ “Ned Rides for the Pony Express” Reader’s Notebook My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral Optional Lesson: LLG pp. 226-227 Vocabulary: T 12-15 Differentiated Comprehension: T 70-71 Differentiated Vocabulary Strategy: T 7677 Options for Reteaching: T 78-79 ASSESSMENTS OPTIONS: Weekly Test T 62-63, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 53, Opinion Writing T 60-61, Grammar T 56-57 ACADEMIC CONNECTIONS SOC Standards: GEO.4 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include in maps; and GEO.6 Regions can be determined using various criteria (e.g., landform, climate, population, cultural or economic). SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others and 2B.1b Demonstrate how to work effectively with those who are different from oneself. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #22 (T 81-153) DIGITAL / PRINT TEXT Essential Question: How can traditions influence a person’s thought and feelings? Target Skill: Theme Target Strategy: Infer/Predict - “The Birchbark House” & “Four Seasons of Food” Writing: Opinion Writing PERFORMANCE TASKS Write About Reading: T 113 DIFFERENTIATION Leveled Readers Opinion Writing: Response to Literature: T 132-135 “Meet the Ojibwa” Cumulative Performance Assessment: Task 2 of 5 “City in the Cliffs” Research and Media Performance Task: pp. xxiv-xxv “Buffalo Hunt” Write in Reader Reader’s Notebook My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Old Bark’s Cure” Focus Trait: Organization Grammar: Perfect Tenses “The Big Hunt” Spelling: Final /ij/, iv/, /is/ Optional Lesson: LLG pp. 228-229 Differentiated Comprehension: T 144-145 Vocabulary: T 92-95 Differentiated Vocabulary Strategy: T 150151 Options for Reteaching: T 152-153 ASSESSMENTS OPTIONS: Weekly Test T 136-137, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 127, Opinion Writing T 134-135, Grammar T 130-131 SOC Standards: HIS.3 European exploration and colonization had lasting effects which can be used to understand the Western Hemisphere today and GEO.8 American Indians developed ACADEMIC unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities. CONNECTIONS SEL Standards: 1A.1b Describe and demonstrate ways to express emotions in a socially acceptable manner and 2B.1a Identify differences among and contributions of various social and cultural groups. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 4 of 16 Materials Bank NOTES: ESL: ELL standards corresponding to English Language Arts Grade 5 - Quarter 3 Scope and Sequence Lesson 16 Standard 6-analyze and critique the arguments of others orally and in writing Standard 10-make accurate use of standard English to communicate in grade appropriate speech and writing Target Skill/ Target Strategy: To identify the author’s purpose/ To monitor and clarify, “Lunch Money” Grammar/Writing Skill: Adjectives/Narrative Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story. (Main Idea ‐Create a timeline Guided Reading and Listening Students will read and listen to leveled reader or short story. (Main Idea ‐ Create a based on the events in the story) timeline based on the events in the story) S.6 •identify a reason an author or speaker gives to support a main point • agree or disagree with the author or speaker S.6 • tell how one or two reasons support the specific points an author or speaker makes or fails to make. S10 with support (including context and visual aids) • recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. “Lunch Money” Activity: In a small group list corporate logos, promotions, and other types of selling you see at school.. Display your observations on an informative poster. Discuss and write a few sentences about how all this selling makes you feel. Is it okay with you? Why or not? How might things change for the better? S10 with support (including context and visual aids) • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. use some relative pronouns (e.g., who, whom, which, that), • use some relative adverbs (e.g., where, when, why) • use some prepositional phrases “Lunch Money” Activity: List corporate logos, promotions, and other types of selling you see at school. Note the number of commercials in an hour of television. Keep a journal of corporate sales efforts at your local library, on sports fields, or elsewhere in your community. Display your observations on an informative poster. Discuss and write about how all this selling makes you feel. Is it okay with you? Why or not? How might things change for the better? Vocabulary Building: Vocabulary Building: Graphic organizer word/synonym/ sentence with For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 5 of 16 Materials Bank Graphic organizer word/synonym/ sentence with context clue or synonym/ picture context clue or synonym/ picture. Use words in paragraphs Grammar Snap Video: Journeys Teacher Resources Grammar Snap Video: Journeys Teacher Resources Adjectives Games Online: Adjectives Games Online: http://classroom.jc-schools.net/basic/la- http://classroom.jc-schools.net/basic/la- grammar.html grammar.html Great website for all Journey lessons http://guest.portaportal.com/5sol Online games and websites for Journeys: Online games and websites for Journeys: sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Journeys online Vocabulary Activities Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Lesson 18 Standard 5- conduct research and evaluate and communicate findings to answer questions or solve problems Standard 6-analyze and critique the arguments of others orally and in writing Standard 10-make accurate use of standard English to communicate in grade appropriate speech and writing Target Skill/ Target Strategy: Fact and Opinion/ Analyze and Evaluate, “The Dog Newspaper” Grammar/Writing Skill: Prepositions and Prepositional Phrases/Narrative Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Guided Reading and Listening Students will listen to a leveled reader or short story. (identify facts and opinions from story) S.5 • recall information from experience • gather information from a few provided sources • label some key information. • record some information. with support (including visual aids and modeled sentences), S.6 •identify a reason an author or speaker gives to support a main point • agree or disagree with the author or speaker Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will read and listen to leveled reader or short story. (identify facts and opinions from story) S.5 • recall information from experience • gather information from print and digital sources to answer a question • identify key information in orderly notes. S.6 • tell how one or two reasons support the specific points an author or speaker makes or fails to make. S10 with support (including context and visual aids) For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 6 of 16 Materials Bank S10 with support (including context and visual aids) • recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. use some relative pronouns (e.g., who, whom, which, that), • use some relative adverbs (e.g., where, when, why) • use some prepositional phrases “The Dog Newspaper” “The Dog Newspaper” With partners research information about rescue dogs and create a PPTor brochure. Present to class Research information about rescue dogs and create a PPTor brochure. Present to class Vocabulary Building: Vocabulary Building: Graphic organizer word/synonym/ sentence with context clue or synonym/ picture Graphic organizer word/synonym/ sentence with context clue or synonym/ picture. Use words in paragraphs Grammar Snap Video: Journeys Teacher Resources Grammar Snap Video: Journeys Teacher Resources Prepositional Phrases Games Online http://www.cccs.k12.in.us/userfiles/10/Prepositions%20and%20Prepositional%20Phrases.swf Prepositional Phrases Games Online http://www.cccs.k12.in.us/userfiles/10/Prepositions%20and%20Prepositional%20Phrases.swf http://www.quia.com/quiz/298373.html Great website for all Journeys’ lessons: http://guest.portaportal.com/5sol Online games and websites for Journeys: Journeys online Vocabulary Activities Online games and websites for Journeys: sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Lesson 20 Standard 2- participate in grade-appropriate oral and written exchanges of information, Standard 8- determine the meaning of words and phrases in oral presentations and literary and informational text Standard 9- create clear and coherent grade-appropriate speech and text Target Skill/ Target Strategy: Story Structure/Question, “The Black Stallion” Grammar/Writing Skill: Proper Mechanics and Writing Titles/Narrative Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story. (Use graphic organizer for story structure and elements) Guided Reading and Listening Students will read and listen to leveled reader or short story. (use graphic organizer for story structure and elements) S.2 S.2 participate in short conversations and For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 7 of 16 Materials Bank participate in short conversations • participate in short written exchanges • actively listen to others • respond to simple questions and wh‐ questions S.8 relying heavily on context, visual aids, and knowledge of morphology in his or her native language, • recognize the meaning of a few/some frequently occurring words, phrases, and formulaic expressions discussions • participate in short written exchanges • respond to others’ comments • add some comments of his or her own • ask and answer questions S8 using context, visual aids, reference materials, and a developing knowledge of English morphology, • determine the meaning of frequently occurring words and phrases • determine the meanings of some idiomatic expressions in simple oral discourse, read‐alouds, and written texts about familiar topics, experiences, or events. in texts about familiar topics, experiences, or events. S.9 with support (including context and visual aids), and using non‐verbal communication, • communicate simple information about an event or topic • use a narrow range of vocabulary and syntactically simple sentences with limited control. • recount a simple sequence of events in order • use frequently occurring linking words (e.g., and,then) S.9 with support (including modeled sentences), • introduce an informational topic • present one or two facts about the topic • recount a short sequence of events in order • use an increasing range of temporal and other linking words (e.g., next, because, and, also) • provide a concluding statement with emerging and developing control. “The Black Stallion” Activity: With a partner research about the history of wild horses and the different breeds, and the locations of various herds. Discuss and take notes then Create a PPT Vocabulary Building: Graphic organizer word/synonym/ sentence with context clue or synonym/ picture “The Black Stallion” Activity: With a partner research about the history of wild horses and the different breeds, and the locations of various herds. Discuss and take notes then Create a PPT Vocabulary Building: Graphic organizer word/synonym/ sentence with context clue or synonym/ picture. Use words in paragraphs Online games and websites for Journeys: Great website for all Journeys’ lessons: http://guest.portaportal.com/5sol Online games and websites for Journeys: Journeys online Vocabulary Activities Journeys online Vocabulary Activities sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Lesson 21 Standard 2- participate in grade-appropriate oral and written exchanges of information, Standard 9- create clear and coherent grade-appropriate speech and text Target Skill/ Target Strategy: Sequence of Events/Visualize, “Tucket’s Travel” For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 8 of 16 Materials Bank Grammar/Writing Skill: The Verbs Be and Have/Opinion Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Guided Reading and Listening Students will listen to a leveled reader or short story. (create timeline to sequence events in story) S.2 participate in short conversations • participate in short written exchanges • actively listen to others • respond to simple questions and wh‐ questions S.9 with support (including context and visual aids), and using non‐verbal communication, • communicate simple information about an event or topic • use a narrow range of vocabulary and syntactically simple sentences with limited control. • recount a simple sequence of events in order • use frequently occurring linking words (e.g., and,then) Tucket’s Travel Activities: Discuss if you or anyone you know has ever been in an extreme weather crisis. (students can share personal stories from countries of origin) Students will engage in conversation. Research how to survive extreme weather events such as hurricanes or tornados. Create a safety brochure with information, supply lists, and helpful illustrations. Vocabulary Building: Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will read and listen to leveled reader or short story. (create timeline to sequence events in story) S.2 participate in short conversations and discussions • participate in short written exchanges • respond to others’ comments • add some comments of his or her own • ask and answer questions S.9 with support (including modeled sentences), • introduce an informational topic • present one or two facts about the topic • recount a short sequence of events in order • use an increasing range of temporal and other linking words (e.g., next, because, and, also) • provide a concluding statement with emerging and developing control. Tucket’s Travel Activity: Research how to survive extreme weather events such as hurricanes or tornados. Create a safety brochure with information, supply lists, and helpful illustrations. Vocabulary Building: Graphic organizer word/synonym/ sentence with context clue or synonym/ picture. Use words in paragraphs Graphic organizer word/synonym/ sentence with context clue or synonym/ picture Online Games for Verb Tenses http://www.eslgamesplus.com/sentencemonkey/ Online Games for Verb Tenses http://www.eslgamesplus.com/sentencemonkey/ Online games and websites for Journeys: Journeys online Vocabulary Activities Great website for all Journeys’ lessons: http://guest.portaportal.com/5sol Online games and websites for Journeys: sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 9 of 16 Materials Bank curricular activity bank/language Lesson 22 Standard 1- construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing Standard 4- construct grade-appropriate oral and written claims and support them with reasoning and evidence Standard 10-make accurate use of standard English to communicate in grade appropriate speech and writing Target Skill/ Target Strategy: Theme/Infer and Predict, “The Birchbark House” Grammar/Writing Skill: Perfect Tenses/Opinion Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story. (Discuss theme, inferences, and predictions) Guided Reading and Listening Students will read and listen to leveled reader or short story. (Discuss theme, inferences, and predictions) S1 use a very limited set of strategies to: • identify a few key words and phrases • identify the main topic • retell a few key details from read‐alouds, leveled readers, simple written texts, and oral presentations S.4 •express an opinion about a familiar topic. •construct a simple claim about a familiar topic • give a reason to support the claim. S1 use a developing set of strategies to: • determine the main idea or theme, and • retell a few key details • retell familiar stories S10 with support (including context and visual aids) • recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. S.4 • construct a claim about familiar topics • introduce the topic • provide a few reasons or facts to support the claim. S10 with support (including context and visual aids) • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. use some relative pronouns (e.g., who, whom, which, that), • use some relative adverbs (e.g., where, when, why) • use some prepositional phrases • produce and expand simple and compound sentences. “The Birchbark House” Activity: “The Birchbark House” Activity: Complete a KWL before beginning the story to assess students’ prior understanding of the historical culture of forest Native Americans. Compare and contrast the lifestyle in an Ojibwe village in the 1800s to today’s modern society using a Venn diagram. For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 10 of 16 Materials Bank Additional Resources: Additional Resources: http://www.mrsoshouse.com/ext/birch.html http://www.mrsoshouse.com/ext/birch.html Vocabulary Building: Vocabulary Building: Vocabulary Word Hunt Vocabulary Word Hunt Online Games for Verb Tenses http://www.eslgamesplus.com/sentencemonkey/ Online Games for Verb Tenses: Great website for all Journeys’ lessons: http://guest.portaportal.com/5sol http://www.eslgamesplus.com/sentencemonkey/ Online games and websites for Journeys: Online games and websites for Journeys: Journeys online Vocabulary Activities Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Standards Covered Core: English Language Arts LA.5.CCSS.ELA-Literacy.L.5: Language Conventions of Standard English LA.5.CCSS.ELA-Literacy.L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LA.5.CCSS.ELA-Literacy.L.5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. LA.5.CCSS.ELA-Literacy.L.5.1b: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. LA.5.CCSS.ELA-Literacy.L.5.1d: Recognize and correct inappropriate shifts in verb tense. LA.5.CCSS.ELA-Literacy.L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LA.5.CCSS.ELA-Literacy.L.5.2a: Use punctuation to separate items in a series. LA.5.CCSS.ELA-Literacy.L.5.2b: Use a comma to separate an introductory element from the rest of the sentence. LA.5.CCSS.ELA-Literacy.L.5.2c: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). LA.5.CCSS.ELA-Literacy.L.5.2e: Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language LA.5.CCSS.ELA-Literacy.L.5.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. LA.5.CCSS.ELA-Literacy.L.5.3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. LA.5.CCSS.ELA-Literacy.L.5.3b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Vocabulary Acquisition and Use LA.5.CCSS.ELA-Literacy.L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. LA.5.CCSS.ELA-Literacy.L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. LA.5.CCSS.ELA-Literacy.L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). LA.5.CCSS.ELA-Literacy.L.5.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. LA.5.CCSS.ELA-Literacy.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. LA.5.CCSS.ELA-Literacy.L.5.5a: Interpret figurative language, including similes and metaphors, in context. LA.5.CCSS.ELA-Literacy.L.5.5b: Recognize and explain the meaning of common idioms, adages, and proverbs. LA.5.CCSS.ELA-Literacy.L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. LA.5.CCSS.ELA-Literacy.L.5.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 11 of 16 Materials Bank LA.5.CCSS.ELA-Literacy.R.5: Reading LA.5.CCSS.ELA-Literacy.RF.5: Foundational Skills Fluency LA.5.CCSS.ELA-Literacy.RF.5.4: Read with sufficient accuracy and fluency to support comprehension. LA.5.CCSS.ELA-Literacy.RF.5.4a: Read grade-level text with purpose and understanding. LA.5.CCSS.ELA-Literacy.RF.5.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Phonics and Word Recognition LA.5.CCSS.ELA-Literacy.RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words. LA.5.CCSS.ELA-Literacy.RF.5.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. LA.5.CCSS.ELA-Literacy.RI.5: Informational Text Craft and Structure LA.5.CCSS.ELA-Literacy.RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. LA.5.CCSS.ELA-Literacy.RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Integration of Knowledge and Ideas LA.5.CCSS.ELA-Literacy.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. LA.5.CCSS.ELA-Literacy.RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Key Ideas and Details LA.5.CCSS.ELA-Literacy.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LA.5.CCSS.ELA-Literacy.RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. LA.5.CCSS.ELA-Literacy.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Range of Reading and Level of Text Complexity LA.5.CCSS.ELA-Literacy.RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. LA.5.CCSS.ELA-Literacy.RL.5: Literature Craft and Structure LA.5.CCSS.ELA-Literacy.RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. LA.5.CCSS.ELA-Literacy.RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. LA.5.CCSS.ELA-Literacy.RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described. Integration of Knowledge and Ideas LA.5.CCSS.ELA-Literacy.RL.5.7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). LA.5.CCSS.ELA-Literacy.RL.5.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Key Ideas and Details LA.5.CCSS.ELA-Literacy.RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LA.5.CCSS.ELA-Literacy.RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. LA.5.CCSS.ELA-Literacy.RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Range of Reading and Level of Text Complexity LA.5.CCSS.ELA-Literacy.RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. LA.5.CCSS.ELA-Literacy.SL.5: Speaking and Listening Comprehension and Collaboration LA.5.CCSS.ELA-Literacy.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. LA.5.CCSS.ELA-Literacy.SL.5.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. LA.5.CCSS.ELA-Literacy.SL.5.1b: Follow agreed-upon rules for discussions and carry out assigned roles. LA.5.CCSS.ELA-Literacy.SL.5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. LA.5.CCSS.ELA-Literacy.SL.5.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. LA.5.CCSS.ELA-Literacy.SL.5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LA.5.CCSS.ELA-Literacy.SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Presentation of Knowledge and Ideas LA.5.CCSS.ELA-Literacy.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LA.5.CCSS.ELA-Literacy.SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. LA.5.CCSS.ELA-Literacy.SL.5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) LA.5.CCSS.ELA-Literacy.W.5: Writing Production and Distribution of Writing LA.5.CCSS.ELA-Literacy.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 12 of 16 Materials Bank defined in standards 1–3 above.) LA.5.CCSS.ELA-Literacy.W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) LA.5.CCSS.ELA-Literacy.W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Range of Writing LA.5.CCSS.ELA-Literacy.W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Research to Build and Present Knowledge LA.5.CCSS.ELA-Literacy.W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. LA.5.CCSS.ELA-Literacy.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. LA.5.CCSS.ELA-Literacy.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. LA.5.CCSS.ELA-Literacy.W.5.9a: Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). LA.5.CCSS.ELA-Literacy.W.5.9b: Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). Text Types and Purposes These broad types of writing include many subgenres. LA.5.CCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. LA.5.CCSS.ELA-Literacy.W.5.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. LA.5.CCSS.ELA-Literacy.W.5.1b: Provide logically ordered reasons that are supported by facts and details. LA.5.CCSS.ELA-Literacy.W.5.1c: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). LA.5.CCSS.ELA-Literacy.W.5.1d: Provide a concluding statement or section related to the opinion presented. LA.5.CCSS.ELA-Literacy.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. LA.5.CCSS.ELA-Literacy.W.5.2a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. LA.5.CCSS.ELA-Literacy.W.5.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. LA.5.CCSS.ELA-Literacy.W.5.2c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). LA.5.CCSS.ELA-Literacy.W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. LA.5.CCSS.ELA-Literacy.W.5.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. LA.5.CCSS.ELA-Literacy.W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. LA.5.CCSS.ELA-Literacy.W.5.3c: Use a variety of transitional words, phrases, and clauses to manage the sequence of events. LA.5.CCSS.ELA-Literacy.W.5.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely. LA.5.CCSS.ELA-Literacy.W.5.3e: Provide a conclusion that follows from the narrated experiences or events. Materials For a closer look at the materials list below, log onto https://cleveland.schoolnet.com Lessons: 1. ELA: Author Study: Improving Reading Comprehension Using Inference and Comparison 2. ELA: Emily Dickinson & Poetic Imagination: "Leap Plashless" 3. ELA: Examining Plot Conflict through a Comparison/Contrast Essay 4. ELA: Exploring American Tall Tales 5. ELA: Get the Reel Scoop: Comparing Books to Movies 6. ELA: Logging Up Reading Mileage 7. ELA: No Teachers Allowed: Student-Led Book Clubs Using QAR 8. ELA: Peace Poems and Picasso Doves: Literature, Art, Technology, and Poetry 9. ELA: Poems that Tell a Story: Narrative and Persona in the Poetry of Robert Frost 10. ELA: Using Fairy Tales to Debate Ethics 11. ELA: Comics in the Classroom as an Introduction to Narrative Structure 12. ELA: Peer Edit With Perfection: Effective Strategies 13. ELA: Breaking Barriers, Building Bridges: Critical Discussion of Social Issues 14. ELA: Beyond History Books: Researching With Twin Texts and Technology 15. ELA: Author Study: Improving Reading Comprehension Using Inference and Comparison 16. ELA: Applying Knowledge: Writing Opener Paragraphs for Narrative Stories 17. ELA: American Folklore: A Jigsaw Character Study 18. ELA: Acquiring New Vocabulary Through Book Discussion Groups 19. ELA: ABC Bookmaking Builds Vocabulary in the Content Areas 20. ELA: A Race with Grace: Sports Poetry in Motion 21. ELA: A Musical Prompt: Postcards From the Concert 22. ELA: Writing with Scientists with the American Museum of Natural History 23. ELA: Exploring American Tall Tales 24. ELA: E-pals Around the World 25. ELA: Don't Buy It--What's in the Shopping Bag? For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 13 of 16 Materials Bank 26. ELA: Digitally Telling the Story of Greek Figures 27. ELA: Digital Word Detectives: Building Vocabulary With e-Book Readers 28. ELA: Daily Language Practice Builds Skills, Test Scores 29. ELA: Cyberspace Explorer: Getting to Know Christopher Columbus 30. ELA: Creating a Classroom Newspaper 31. ELA: Confessions of a Former Bully II 32. ELA: Choosing Clear and Varied Dialogue Tags: A Minilesson 33. ELA: Leading to Great Places in the Elementary Classroom 34. ELA: Introducing Basic Media Literacy Education Skills with Greeting Cards 35. ELA: I Used My Own Words! Paraphrasing Informational Texts 36. ELA: How Big Are Martin's Big Words? Thinking Big about the Future 37. ELA: Getting our Audiences Attention with a Great Introduction 38. ELA: Four Corner Debate 39. ELA: Figurative Language: Teaching Idioms 40. ELA: Figurative Language Awards Ceremony 41. ELA: Fairy Tale Autobiographies 42. ELA: Exploring Compare and Contrast Structure in Expository Text 43. ELA: No Teachers Allowed: Student-Led Book Clubs Using QAR 44. ELA: Native Americans Today 45. ELA: My World of Words: Building Vocabulary Lists 46. ELA: Multimedia Responses to Content Area Topics Using Fact-"Faction"-Fiction 47. ELA: Memoir: The Stuff of Our Lives 48. ELA: Lonely as a Cloud: Using Poetry to Understand Similes 49. ELA: Logging Up Reading Mileage 50. ELA: Literature Circles: Getting Started 51. ELA: Literature as a Catalyst for Social Action: Breaking Barriers, Building Bridges 52. ELA: Letter Poems Deliver: Experimenting with Line Breaks in Poetry Writing 53. ELA: Storytelling in the Social Studies Classroom 54. ELA: Sort, Hunt, Write: A Weekly Spelling Program 55. ELA: Shared Spelling Strategies 56. ELA: Searching for Gold: A Collaborative Inquiry Project 57. ELA: Scaling Back to Essentials: Scaffolding Summarization With Fishbone Mapping 58. ELA: Research Building Blocks: Notes, Quotes, and Fact Fragments 59. ELA: Prompting Revision through Modeling and Written Conversations 60. ELA: Poetry: A Feast to Form Fluent Readers 61. ELA: Peer-Editing Research: A Classroom Example of Formative Assessment in Action 62. ELA: Nonfiction vs Fiction - What's the Difference? 63. ELA: What a Character! 64. ELA: What a Character! 65. ELA: Voting! What's It All About? 66. ELA: Voting! What's It All About? 67. ELA: Using Two Stars and a Wish for Peer Feedback: A Classroom Example of Formative Assessment in Action 68. ELA: Using Tiered Companion Texts to Comprehend Complex Nonfiction Texts 69. ELA: Using Picture Books to Teach Plot Development and Conflict Resolution 70. ELA: Teaching About the Nepal Earthquake 71. ELA: Talking About Books to Improve Comprehension 72. ELA: Students Use Round Table Editing to Get Feedback : A Classroom Example of Formative Assessment in Action 73. ELA: Writing with Scientists with the American Museum of Natural History 74. ELA: Writing about Ants and Bees - Are They More Alike or More Different? 75. ELA: Write-Talks: Students Discovering Real Writers, Real Audiences, Real Purposes 76. ELA: Write a Book Review with Rodman Philbrick 77. ELA: Word Sort for Prefixes 78. ELA: Who Played Against Casey on That Fateful Night? 79. ELA: What Makes a Hero? 80. ELA: Audience & Purpose: Evaluating Disney's Changes to the Hercules Myth 81. ELA: Alliteration All Around 82. ELA: Critical Perspectives: Reading and Writing About Slavery 83. ELA: Buzz! Whiz! Bang! Using Comic Books to Teach Onomatopoeia 84. ELA: Book Report Alternative: Creating Reading Excitement with Book Trailers 85. ELA: Behind the Scenes With Cinderella 86. ELA: Beware the Ides of March! 87. ELA: Engaging Students in a Collaborative Exploration of the Gettysburg Address 88. ELA: How-To Writing: Motivating Students to Write for a Real Purpose 89. ELA: Get Cooking With Words! Creating a Recipe Using Procedural Writing 90. ELA: Fishing for Readers: Identifying and Writing Effective Opening "Hooks" 91. ELA: Make a Splash! Using Dramatic Experience to “Explode the Moment” 92. ELA: Poor Richard's Almanack was first published in 1733 93. ELA: Playing with Prepositions through Poetry 94. ELA: Performing Poetry 95. ELA: Overcoming a Personified Fear For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 14 of 16 Materials Bank 96. ELA: Once They’re Hooked, Reel Them In: Writing Good Endings 97. ELA: Spelling Patterns "Go Fish" Card Game 98. ELA: Spelling in Parts: Learning to Spell, Write, and Read Polysyllabic Words 99. ELA: Send Postcards From the Concert 100. ELA: Using Word Webs to Teach Synonyms for Commonly Used Words 101. ELA: Using Picture Books to Teach Setting Development in Writing Workshop 102. ELA: Thoughtful Threads: Sparking Rich Online Discussions 103. Haiku Poetry, Google Earth, and Wabi Sabi Too 104. Rings of Responsibility 105. Things for Sale 106. What's Cyberbullying? 107. Whose Is It, Anyway? 108. ELA: Alaska Native Stories: Using Narrative to Introduce Expository Text 109. ELA: Blogging in the Primary Grades? Yes, Indeed! 110. ELA: Descriptive Video: Using Media Technology to Enhance Writing 111. ELA: Flying to Freedom: Tar Beach and The People Could Fly 112. ELA: Exploring How Section Headings Support Understanding of Expository Texts 113. ELA: Exploring Cause and Effect Using Expository Texts About Natural Disasters 114. ELA: Identifying and Classifying Verbs in Context 115. ELA: How-To Writing: Motivating Students to Write for a Real Purpose 116. ELA: History Comes Alive: Developing Fluency and Comprehension Using Social Studies 117. ELA: Guided Comprehension: Knowing How Words Work Using Semantic Feature Analysis 118. ELA: Gabbing About Garfield: Conversing About Texts With Comic Creator 119. ELA: Moving Toward Acceptance Through Picture Books and Two-Voice Texts 120. ELA: Once Upon a Link: A PowerPoint Adventure With Fractured Fairy Tales 121. ELA: Multipurpose Poetry: Introducing Science Concepts and Increasing Fluency 122. ELA: Research Building Blocks: Hints about Print 123. ELA: Reading Movies and TV: Learning the “Language” of Moving-Image Texts 124. ELA: Reading Idol! Bringing Readers Theatre Center Stage in Your Classroom 125. ELA: Readers Theatre 126. ELA: Rooting Out Meaning: Morpheme Match-Ups in the Primary Grades 127. ELA: Research Building Blocks: Skim, Scan, and Scroll 128. ELA: Story Character Homepage 129. ELA: Thundering Tall Tales: Using Read-Aloud as a Springboard to Writing 130. ELA: The Tale of Despereaux: Fact or Fiction? 131. ELA: Teaching the Compare and Contrast Essay through Modeling 132. ELA: Teaching Point of View With Two Bad Ants 133. ELA: Teaching Language Skills Using the Phone Book 134. ELA: Utilizing Visual Images for Creating and Conveying Setting in Written Text 135. ELA: Using Story Innovation to Teach Fluency, Vocabulary, and Structure 136. ELA: To, Too, or Two: Developing an Understanding of Homophones 137. Digital Compass (6-8) Resources: 1. ELA: Comparison and Contrast Guide 2. ELA: Comparison and Contrast Guide 3. ELA: Compare & Contrast Map Interactive 4. ELA: Common Content Area Roots and Affixes 5. ELA: Comic Creator 6. ELA: Choral Reading 7. ELA: 3GRG Policy into Practice Briefs: What Is Reading? 8. ELA: Journal Writing with Virginia Hamilton 9. ELA: Introducing Ideas and Vocabulary with the Concept Sort 10. ELA: Interactive Venn Diagram 11. ELA: Hints About Print Interactive 12. ELA: Hints about Print 13. ELA: Flip-a-Chip 14. ELA: Fact Fragment Frenzy 15. ELA: Eye on Idioms 16. ELA: Editing Checklist for Self- and Peer Editing 17. ELA: Dialogue Tags 18. ELA: Teaching and Learning Multiliteracies: Changing Times, Changing Literacies 19. ELA: Strategies for Reading Comprehension: Question-Answer Relationships 20. ELA: ReadWriteThink Notetaker 21. ELA: Readers Theatre Rubric 22. ELA: Power Proofreading Interactive 23. ELA: Plot Diagram Interactive 24. ELA: Oral Presentation Rubric 25. ELA: Nepal Earthquake 26. ELA: Morpheme Match-Ups For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 15 of 16 Materials Bank 27. ELA: Literary Elements Map Interactive 28. ELA: Writing with Writers: Biography 29. ELA: Word Matrix 30. ELA: Word Family Sort 31. ELA: Venn Diagram Interactive 32. ELA: Undoing the Great Grammatical Scam 33. ELA: Character Detectives: Gathering Evidence 34. ELA: Analyzing Texts: Putting Thoughts on Paper 35. ELA: Analyzing Texts: "Text Talk Time" 36. ELA: Analyzing Poetry: Imagery & Emotions 37. ELA: 25 Ideas to Motivate Young Readers 38. ELA: Concept Mapping 39. ELA: Comma Usage Video 40. ELA: Classroom Strategies 41. ELA: Guided Reading with Jenna: Small Group Guided Reading 42. ELA: Guided Reading with Jenna: Overview 43. ELA: First Sentence Prompts 44. ELA: Poetry Workstations 45. ELA: Ms. Noonan: Making Students into Better Writers 46. ELA: Main Idea 47. ELA: Learning to Communicate and Work Together 48. ELA: Simile Video 49. ELA: Reading Comprehension Interactive 50. ELA: Post-its: Little Notes for Big Discussions Additional Properties Author: CMSD Publisher: Cleveland Metro SD Cost/Fee: No Restricted Use: No Rights: All Rights Reserved Keywords: Created by: DUDA, RITA (4/21/2015 2:07 PM) Last modified by: User, Temporary (7/18/2015 11:27 PM) For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 16 of 16 Materials Bank English Language Arts G5 Q4 Unit: Core: English Language Arts , Grade(s) 5th Grade English Language Arts G5 Q4 Duration: 10 Weeks Unit Scope and Sequence INSTRUCTIONAL ALIGNMENT: LESSON #23 (T 155-227) DIGITAL / PRINT TEXT PERFORMANCE TASKS Essential Question: What kinds of lessons were learned by people Write About Reading: T 187 who lived in the old West? Target Skill: Text and Graphic Features Target Strategy: Summarize - “Vasqueros: America’s First Opinion Writing: Persuasive Argument: T 206-209 DIFFERENTIATION Leveled Readers Write in Reader “In the Days of Missions and Ranchos” Cumulative Performance Assessment: Task 3 of 5 “Rodeo!” Research and Media Performance Task: pp. xxiv-xxv Cowboys” & “Rhyme on the Range” My WriteSmart Literacy Centers Writing: Common Core Handbook “The Goodnight-Loving Trail” Writing: Opinion Writing Reader’s Notebook Thinkcentral “How Barbed Wire Changed the West” Focus Trait: Organization “Blazing a Cattle Trail” Grammar: Easily Confused Verbs Spelling: Unstressed Syllables Optional Lesson: LLG pp. 230-231 Differentiated Comprehension: T 218-219 Vocabulary: T 166-169 Differentiated Vocabulary Strategy: T 224225 Options for Reteaching: T 226-227 ASSESSMENTS OPTIONS: Weekly Test T 210-211, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 201, Opinion Writing T 208-209, Grammar T 204-205 SOC Standards: GEO.6 Regions can be determined using various criteria (e.g., landform, climate, population, cultural or economic); HIS.3 European exploration and colonization had lasting effects which can be used to understand the Western Hemisphere today; GEO.9 Political, environmental, social and economic factors cause people, products and ideas to move from place to ACADEMIC place in the Western Hemisphere today; ECO.15 The availability of productive resources (i.e., human resources, capital goods and natural resources) promotes specialization that leads to trade. CONNECTIONS ECO.16 The availability of productive resources and the division of labor impact productive capacity and ECO.17 Regions and countries become interdependent when they specialize in what they produce best and then trade with other regions to increase the amount and variety of goods and services available. SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #24 (T 229-301) DIGITAL / PRINT TEXT PERFORMANCE TASKS Essential Question: Why would a pioneer traveler record events in Write About Reading: T 261 a journal? Opinion Writing: Response Essay: T 280-283 DIFFERENTIATION Leveled Readers “Horses in North America” Target Skill: Cause and Effect Cumulative Performance Assessment: Task 4 of 5 “Down the Columbia” Target Strategy: Analyze/Evaluate - “Rachel’s Journal: The Story of Research and Media Performance Task: pp. xxiv-xxv a Pioneer Girl” & “Westward to Freedom” “Gold for Chan Li” Writing: Opinion Writing Write in Reader Reader’s Notebook My WriteSmart Literacy Centers Writing: Common Core Handbook Thinkcentral “Dear Cousin” Focus Trait: Organization Grammar: Making Comparisons “Chan Li’s Pot of Gold” Spelling: Prefixes: in-, un-, dis-, misOptional Lesson: LLG pp. 232-233 Differentiated Comprehension: T 292-293 Vocabulary: T 240 -243 Differentiated Vocabulary Strategy: T 298299 Options for Reteaching: T 300-301 ASSESSMENTS OPTIONS: Weekly Test T 284-285, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 275, Opinion Writing T 282-283, Grammar T 278-279 SOC Standards: GEO.8 American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities; GEO.9 Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Western Hemisphere ACADEMIC CONNECTIONS today; GEO.10 The Western Hemisphere is culturally diverse due to American Indian, European, Asian and African influences and interactions, as evidenced by artistic expression, language, religion and food. HIS.1 Multiple-tier timelines can be used to show relationships among events and places and HIS.3 European exploration and colonization had lasting effects which can be used to understand the Western Hemisphere today. SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 1 of 13 Materials Bank Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #25 (T 303-379) DIGITAL / PRINT TEXT Essential Question: How did explorers help America become the country it is today? Target Skill: Main Ideas and Details Target Strategy: Monitor/Clarify - “Lewis and Clark” & “A Surprise Reunion” PERFORMANCE TASKS DIFFERENTIATION Write About Reading: T 335 Leveled Readers Opinion Writing: Write a Response Essay: T 354-.57 “River Travel” Write in Reader Reader’s Notebook My WriteSmart Cumulative Performance Assessment: Task 5 of 5 “The Corps of Discovery” Research and Media Performance Task: pp. xxiv-xxv “History of Fur Trade” Writing: Opinion Writing Literacy Centers Writing: Common Core Handbook Thinkcentral “Friends Along the Way” Focus Trait: Word Choice “The American Fur Trade” Grammar: Contractions Spelling: Suffix: -ion Optional Lesson: LLG pp. 234-235 Differentiated Comprehension: T 370-371 Vocabulary: T 314-317 Differentiated Vocabulary Strategy: T 376377 Options for Reteaching: T 378-379 OPTIONS: Benchmark Test, Test Power T 361-364, Weekly Test T 358-359, Performance Assessment, Cold Reads, Examview, Assessment App, ASSESSMENTS Spelling T 349, Opinion Writing T 356-357, Grammar T 352-353 SOC Standards: HIS.3 European exploration and colonization had lasting effects which can be used to understand the Western Hemisphere today; GEO.4 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include in maps; GEO.8 American Indians developed ACADEMIC CONNECTIONS unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities; ECO.14 The choices people make have both present and future consequences; ECO.15 The availability of productive resources (i.e., human resources, capital goods and natural resources) promotes specialization that leads to trade and ECO.16 The availability of productive resources and the division of labor impact productive capacity. SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #26 (T 1-48) DIGITAL / PRINT TEXT Essential Question: What can people learn by reading about how different animals adapt and survive? Target Skill: Text and Graphic Features PERFORMANCE TASKS DIFFERENTIATION Your Turn Writing: T 31 Leveled Readers* Informative Writing: Definition Paragraph: T 42-45 Accessible Cumulative Performance Assessment: Task 1 of 5 Target Strategy: Visualize - “Animals on the Move”, “Skywoman’s Research and Media Performance Task: pp. xxviii-xxix Rescue”, “The Whale” & “Wild Geese” Writing: Informative Writing My WriteSmart Literacy Centers Chapters 1 -3, T 238-251 Writing: Common Core Handbook Thinkcentral “Frindle” Chapters 1 -3, T 294 -307 Grammar: Possessive Nouns Spelling: Word Parts com-, con-, pre-, pro- Reader’s Notebook “Skunk Scout” Complex Focus Trait: Word Choice Write in Reader More Complex Optional Lesson: LLG pp. 236-237 “Mysteries of the Mummy Kids” Vocabulary: T 10-12 Read pp. 4-15, T 350-363 *will be continued in following lessons Differentiated Vocabulary Strategy: T 3233 ASSESSMENTS OPTIONS: Weekly Test T 94-95, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 87, Informative Writing T 92-93, Grammar T 89 SOC Standards: HIS.3 European exploration and colonization had lasting effects which can be used to understand the Western Hemisphere today; GEO.9 Political, environmental, social and ACADEMIC CONNECTIONS economic factors cause people, products and ideas to move from place to place in the Western Hemisphere today; GEO.10 The Western Hemisphere is culturally diverse due to American Indian, European, Asian and African influences and interactions, as evidenced by artistic expression, language, religion and food. SCI Standards: ESS: Cycles and Patterns in the Solar System; 3. Most of the cycles and patterns of motion between the Earth and sun are predictable; LS: Interconnections within Ecosystems and 1. Organisms perform a variety of roles in an ecosystem. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 2 of 13 Materials Bank NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #27 (T 49-96) DIGITAL / PRINT TEXT Essential Question: What lessons can we learn from other cultures? PERFORMANCE TASKS DIFFERENTIATION Your Turn Writing: T 79 Leveled Readers* Informative Writing: Journal Entry: T 90-93 Accessible Target Skill: Theme Cumulative Performance Assessment: Task 2 of 5 Target Strategy: Analyze/Evaluate - “Mysteries at Cliff Palace”, Research and Media Performance Task: pp. xxviii-xxix “Cave of the Crystals”, “Places and Names, A Traveler’s Guide“ & “Los libros/Books” Write in Reader Reader’s Notebook My WriteSmart “Skunk Scout” Literacy Centers Chapters 4-6, T 252-261 Writing: Common Core Handbook Thinkcentral Complex Writing: Informative Writing “Frindle” Focus Trait: Voice Chapters 4-6, T 308-317 Grammar: Abbreviations More Complex Spelling: Suffixes -ant, -ent, -able, -ible, -ism, -ist “Mysteries of the Mummy Kids” Optional Lesson: LLG pp. 238-239 Read pp. 16-27, T 364-373 Vocabulary: T 58-60 *will be continued in following lessons Differentiated Vocabulary Strategy: T 8081 ASSESSMENTS OPTIONS: Weekly Test T 94-95, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 87, Informative Writing T 92-93, Grammar T 89 SOC Standards: HIS.2 Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western Hemisphere prior to the arrival of Europeans. These civilizations had developed ACADEMIC unique CONNECTIONS governments, social structures, religions, technologies, and agricultural practices and products. SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #28 (T 97-142) DIGITAL / PRINT TEXT Essential Question: How does the study of fossils relate to our everyday lives? Target Skill: Fact and Opinion Target Strategy: Analyze/Evaluate - “Fossils: A Peek Into the PERFORMANCE TASKS DIFFERENTIATION Your Turn Writing: T 125 Leveled Readers* Informative Writing: Summary: T 136-139 Accessible Cumulative Performance Assessment: Task 3 of 5 Research and Media Performance Task: pp. xxviii-xxix Past”, “Trapped in Tar!”, “Journey of the Woolly Mammoth” & “Fossils” Write in Reader Reader’s Notebook My WriteSmart “Skunk Scout” Literacy Centers Chapters 7-10, T 262-271 Writing: Common Core Handbook Thinkcentral Complex Writing: Informative Writing “Frindle ” Focus Trait: Ideas Chapters 7-9, T 318-327 Grammar: Commas in Sentences More Complex Spelling: Greek Word Parts “Mysteries of the Mummy Kids” Optional Lesson: LLG pp. 240-241 Read pp. 28-41, T 374 -383 Vocabulary: T 106-108 *will be continued in following lessons Differentiated Vocabulary Strategy: T 126127 ASSESSMENTS OPTIONS: Weekly Test T 140-141, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 133, Informative Writing T 138-139, Grammar T 135 ACADEMIC SEL Standards: 2A.1a Identify verbal, physical, and situational cues that indicate how others may feel and 2B.1b Demonstrate how to work effectively with those who are different from oneself. CONNECTIONS FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #29 (T 143-188) DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 3 of 13 Materials Bank Essential Question: Why are people fascinated by nature? Your Turn Writing: T 171 Leveled Readers* Target Skill: Conclusions and Generalizations Informative Writing: Informational Essay: T 182-185 Accessible Target Strategy: Infer/Predict - “The Case of the Missing Deer”, Cumulative Performance Assessment: Task 4 of 5 “Fossil Fish Found!”, “Encounter,” & “Deep in the Forest” Research and Media Performance Task: pp. xxviii-xxix Write in Reader Reader’s Notebook My WriteSmart “Skunk Scout” Literacy Centers Chapters 11-13, T 272-281 Writing: Common Core Handbook Writing: Informative Writing Thinkcentral Complex Focus Trait: Organization “Frindle” Grammar: More Commas Chapters 10-12, T 328-337 Spelling: Latin Word Parts Optional Lesson: LLG pp. 242-243 More Complex Vocabulary: T 152-154 “Mysteries of the Mummy Kids” Read pp. 42-53, T 384-393 *will be continued in following lessons Differentiated Vocabulary Strategy: T 172173 ASSESSMENTS OPTIONS: Weekly Test T 186-187, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 179, Informative Writing T 184-185, Grammar T 181 ACADEMIC SOC Standards: GEO.4 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which CONNECTIONS information to include in maps. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: INSTRUCTIONAL ALIGNMENT: LESSON #30 (T 189-236) DIGITAL / PRINT TEXT Essential Question: What traits help make a person good at solving problems? Target Skill: Main Ideas and Details Target Strategy: Summarize - “Get Lost! The Puzzle of the PERFORMANCE TASKS DIFFERENTIATION Your Turn Writing: T 219 Leveled Readers Informative Writing: Informational Essay: T 230-233 Accessible Cumulative Performance Assessment: Task 5 of 5 Research and Media Performance Task: pp. xxviii-xxix Mazes”, “Journey to Cuzco”, “The Best Paths” & “Compass” Writing: Informative Writing Write in Reader Reader’s Notebook My WriteSmart “Skunk Scout” Literacy Centers Chapters 14-16, T 282-291 Writing: Common Core Handbook Thinkcentral Complex Focus Trait: Ideas “Frindle” Chapters 13-15, T 338-347 Grammar: Other Punctuation Spelling: Words from Other Languages More Complex Optional Lesson: LLG pp. 244-245 “Mysteries of the Mummy Kids” Vocabulary: T 198-200 Read pp. 54-64, T 394 -403 Differentiated Vocabulary Strategy: T 220221 ASSESSMENTS OPTIONS: Weekly Test T 234-235, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 227, Informative Writing T 232-233, Grammar T 229 SOC Standards: GEO.4 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include in maps; GEO.5 Latitude and longitude can be used to make observations about location and generalizations about climate; GEO.7 Variations among physical ACADEMIC CONNECTIONS environments within the Western Hemisphere influence human activities. Human activities also alter the physical environment and HIS.2 Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western Hemisphere prior to the arrival of Europeans. These civilizations had developed unique governments, social structures, religions, technologies, and agricultural practices and products. SEL Standards: 2A.1a Identify verbal, physical, and situational cues that indicate how others may feel and 2A.1b Describe the expressed feelings and perspectives of others. FIELD EXPERIENCES ADDITIONAL Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook RESOURCES ESL NOTES: ESL: ELL standards corresponding to English Language Arts Grade 5 - Quarter 4 Scope and Sequence Lesson 23 Standard 1- construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 4 of 13 Materials Bank Standard 10-make accurate use of standard English to communicate in grade appropriate speech and writing Target Skill/ Target Strategy: To identify text and graphic features/ To summarize, “Rhyme on the Range” Grammar/Writing Skill: Easily Confused Verbs/Opinion Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story. (graphic organizer story map) Guided Reading and Listening Students will read and listen to leveled reader or short story. (graphic organizer story map) S1 use a very limited set of strategies to: • identify a few key words and phrases • identify the main topic • retell a few key details from read‐alouds, leveled readers, simple written texts, and oral presentations S1 use a developing set of strategies to: • determine the main idea or theme, and • retell a few key details • retell familiar stories S10 with support (including context and visual aids) • recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. S10 with support (including context and visual aids) • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. use some relative pronouns (e.g., who, whom, which, that), • use some relative adverbs (e.g., where, when, why) • use some prepositional phrases • produce and expand simple and compound sentences. “Rhyme on the Range” Acitivity: Discuss cattle ranching to give students background knowledge on story. Students will then work in partners to fill out guided questions on cattle ranching. Vocabulary Building: Creating sentences with vocabulary words. Students will create flash cards with partners and quiz. Online Games for Verb Tenses http://www.eslgamesplus.com/sentencemonkey/ http://www.eslgamesplus.com/verb-tensesinteractive-grammar-game-for-esl-jeopardyquiz-game/ http://www.kwarp.com/portfolio/grammarninja.html Great website for all Journeys lessons: http://guest.portaportal.com/5sol Online games and websites for Journeys: Journeys online Vocabulary Activities “Rhyme on the Range” Activity: Research the impact cattle ranching had on the history of the western United States, using print and digital sources. Vocabulary Building: Using vocabulary words in paragraphs. Then playing flash card activity with partner. Online Games for Verb Tenses http://www.eslgamesplus.com/sentencemonkey/ http://www.eslgamesplus.com/verb‐tenses‐ interactive‐grammar‐game‐for‐esl‐jeopardy‐ quiz‐game/ http://www.kwarp.com/portfolio/grammarninja.html Online games and websites for Journeys: Journeys online Vocabulary Activities sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language www.thinkcentral.comJourneys/Resources/ELD stationcrosscurricularactivity bank/language Lesson 24 Standard 4-construct grade-appropriate oral and written claims and support them with For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 5 of 13 Materials Bank reasoning and evidence Standard 10-make accurate use of standard English to communicate in grade appropriate speech and writing Target Skill/ Target Strategy: To identify the cause and effect in a series of events of a text/ To analyze and evaluate, “Rachel’s Journal: The Story of a Pioneer Girl” Grammar/Writing Skill: Making Comparison adjectives/Opinion Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Guided Reading and Listening Students will listen to a leveled reader or short story. (graphic organizer cause and effects) S.4 •express an opinion about a familiar topic. •construct a simple claim about a familiar topic • give a reason to support the claim. S10 with support (including context and visual aids) • recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. Activity Before Reading “Rachel’s Journal”: Before your students read Rachel's Journal, talk to them about pioneer life in America. Have students look at the map at the beginning of the book, and then point out the journey on a larger map of the United States. Discuss with students where these travels took place in relation to school. Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will read and listen to leveled reader or short story. (graphic organizer cause and effect) S.4 • construct a claim about familiar topics • introduce the topic • provide a few reasons or facts to support the claim. S10 with support (including context and visual aids) • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts. use some relative pronouns (e.g., who, whom, which, that), • use some relative adverbs (e.g., where, when, why) • use some prepositional phrases • produce and expand simple and compound sentences. Activity For “Rachel’s Journal”: Make a Map Encourage children to look at the map at the beginning of Rachel's Journey. This map clearly indicates how Rachel's family got to their new home in California. Then have children make their own simple map of how they get from school to their own home each day Above activity from this site and additional: Above activity from this site and additional: http://trumpetclub.com/primary/activities/rachels_journal.htm http://trumpetclub.com/primary/activities/rachels_journal.htm Vocabulary Building: Vocabulary Building: Small group whiteboard game. Teacher gives meaning of word or synonyms students write answers on board. Small group whiteboard game. Teacher or student gives meaning of word or synonyms students write answers on board. Classroom Online Activity: Classroom Online Activity: http://www.quia.com/jg/2439869.html http://www.quia.com/jg/2439869.html Online Games for comparisons/adjectives Online Games for comparisons/adjectives http://www.eslgamesplus.com/comparatives-superlativeswild-zoo-animals-vocabulary-grammar-interactive-monkeyfun-activity/ http://www.eslgamesplus.com/comparatives-superlatives-wild-zoo-animalsvocabulary-grammar-interactive-monkey-fun-activity/ http://learnenglishkids.britishcouncil.org/en/category/grammar/adjectives/grammar‐ comparatives‐superlatives Online games and websites for Journeys: Great website for all Journey lessons: http://guest.portaportal.com/5sol Online games and websites for Journeys: Journeys online Vocabulary Activities sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Lesson 25 Standard 1- construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing Standard 8- determine the meaning of words and phrases in oral presentations and literary and informational text For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 6 of 13 Materials Bank Target Skill/ Target Strategy: To identify the main idea and supporting details/ To monitor and clarify, “Lewis and Clark” Grammar/Writing Skill: Contractions/Opinion Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story. (graphic organizer main idea and supporting details) Guided Reading and Listening Students will read and listen to leveled reader or short story. (graphic organizer main idea and supporting details) S1 use a very limited set of strategies to: • identify a few key words and phrases • identify the main topic • retell a few key details from read‐alouds, leveled readers, simple written texts, and oral presentations S1 use a developing set of strategies to: • determine the main idea or theme, and • retell a few key details • retell familiar stories S.8 relying heavily on context, visual aids, and knowledge of morphology in his or her native language, • recognize the meaning of a few/some frequently occurring words, phrases, and formulaic expressions in simple oral discourse, read‐alouds, and written texts about familiar topics, experiences, or events S8 using context, visual aids, reference materials, and a developing knowledge of English morphology, • determine the meaning of frequently occurring words and phrases • determine the meanings of some idiomatic expressions Activities for “Lewis and Clark” Discuss the Discoverers Lewis and Clark. Have students gain some background knowledge on these explorers before story. Students may read articles from different websites and research about the. in texts about familiar topics, experiences, or events. Ask students the question: "If you had been chosen to join the Expedition, what would you have thought essential to pack?" Have students compare Lewis's list with their own. masks of buffalo or other animals of the Great Plains. Activities For “Lewis and Clark” Have students research the importance of buffalo to Native American people and have students create Refer to Capt. Lewis's packing list. Websites for Lewis and Clark Ask students the question: "If you had been chosen to join the Expedition, what would you have thought essential to pack?" Have students compare Lewis's list with their own. Refer to Capt. Lewis's packing list. 1.www.ducksters.com 2. http://www.nationalgeographic.com/west/ 3.http://mrnussbaum.com/lcflash/ Above activity from this site and additional: 1.http://www.nationalgeographic.com/west/ 2.http://mrnussbaum.com/lcflash/ Vocabulary Building: 3. http://www.ida.net/users/lamar/trails.html Whole class whiteboard vocabulary activity. Teacher gives synonym for vocabulary word each student writes vocabulary word on personal whiteboard. Vocabulary Building: Small group whiteboard game. Teacher or student gives meaning of word or synonyms students write answers on board. Online Games for contractions http://www.softschools.com/language_arts/grammar/contractions/contractions_matching_game/ Online Games for contractions Great website for all Journeys lessons : http://guest.portaportal.com/5sol Online games and websites for Journeys: Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language http://www.softschools.com/language_arts/grammar/contractions/contractions_matching_game/ http://www.spellingcity.com/contractions.html Online games and websites for Journeys: Journeys online Vocabulary Activities sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Lesson 27 Standard 1- construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing Standard 6- can analyze and critique the arguments of others orally and in writing. Standard 8- determine the meaning of words and phrases in oral presentations and literary and informational text Target Skill/ Target Strategy: Theme/ Analyze and Evaluate, “Mysteries at Cliff Palace” Grammar/Writing Skill: Abbreviations/Possessive Nouns/ Informative Writing For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 7 of 13 Materials Bank Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story. (Discussing theme of story) Guided Reading and Listening Students will read and listen to leveled reader or short story. (Discussing theme of story) S1 use a very limited set of strategies to: • identify a few key words and phrases • identify the main topic • retell a few key details from read‐alouds, leveled readers, simple written texts, and oral presentations S.6 •identify a point an author or speaker makes • agree or disagree with the author or speaker S1 use a developing set of strategies to: • determine the main idea or theme, and • retell a few key details • retell familiar stories S.8 relying heavily on context, visual aids, and knowledge of morphology in his or her native language, • recognize the meaning of a few/some frequently occurring words, phrases, and formulaic expressions S8 using context, visual aids, reference materials, and a developing knowledge of English morphology, • determine the meaning of frequently occurring words and phrases • determine the meanings of some idiomatic expressions S.6 • tell how one or two reasons support the specific points an author or speaker makes or fails to make. in simple oral discourse, read‐alouds, and written texts about familiar topics, experiences, or events in texts about familiar topics, experiences, or events. Classroom Online Activity for “Mysteries at Cliff Palace” Small group discussion of story’s main idea and details. Students will work in pairs to answer comprehension questions. Comprehension questions for story Classroom Online Activity For “Mysteries at Cliff Palace” Students will log onto website independently and answer questions to story. Comprehension questions for story http://www.quia.com/quiz/4620962.html http://www.quia.com/quiz/4620962.html Vocabulary Building: Discuss vocabulary words in small group with teacher. Vocabulary Building: Online game for vocabulary words http://www.cram.com/flashcards/mysteries-at-cliff-palace-5th-grade-vocabulary-4742591 Use vocabulary words in a paragraph Online game for vocabulary words http://www.cram.com/flashcards/mysteries-at-cliff-palace-5th-grade-vocabulary-4742591 Online Games for abbreviations and possessive nouns: http://www.softschools.com/language_arts/grammar/contractions/contractions_matching_game/ http://www.internet4classrooms.com/grade_level_help/abbreviate_words_correctly_language_arts_fourth_4th_grade.htm Online Games for abbreviations and possessive nouns: http://www.softschools.com/language_arts/grammar/contractions/contractions_matching_game/ http://www.spellingcity.com/contractions.html http://www.internet4classrooms.com/grade_level_help/abbreviate_words_correctly_language_arts_fourth_4th_grade.htm Great website for all Journeys’ lessons: http://guest.portaportal.com/5sol Online games and websites for Journeys: Journeys online Vocabulary Activities Online games and websites for Journeys: Journeys online Vocabulary Activities sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Lesson 28 Standard 5- conduct research and evaluate and communicate findings to answer questions or solve problems Standard 6- can analyze and critique the arguments of others orally and in writing. Standard 9- create clear and coherent grade-appropriate speech and text Target Skill/ Target Strategy: Fact and Opinion/Analyze and Evaluate, “Fossils: A Peek into the Past” Grammar/Writing Skill: Commas in Sentences/ Informative Writing Tasks/ Activities Level 1‐2 Pre‐Functional –Beginning Tasks /Activities Level 2‐3 Beginning – Intermediate Guided Reading and Listening Students will listen to a leveled reader or short story. (Using graphic organizer find facts and opinions from story.) Guided Reading and Listening Students will read and listen to leveled reader or short story. (Using graphic organizer find facts and opinions from story.) S.5 • recall information from experience • gather information from a few provided sources • label some key information. S.5 • recall information from experience • gather information from print and digital sources to answer a question • identify key information in orderly notes. For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 8 of 13 Materials Bank • record some information. with support (including visual aids and modeled sentences), S.6 •identify a point an author or speaker makes • agree or disagree with the author or speaker S.9 with support (including context and visual aids), and using non‐ verbal communication, • communicate simple information about an event or topic • use a narrow range of vocabulary and syntactically simple sentences with limited control. • recount a simple sequence of events in order • use frequently occurring linking words (e.g., and,then) Activity for “Fossils: A Peek into the Past” Before reading with students discuss what fossils are, what kinds of fossils are found, and the scientists who discover fossils. S.6 • tell how one or two reasons support the specific points an author or speaker makes or fails to make. S.9 with support (including modeled sentences), • introduce an informational topic • present one or two facts about the topic • recount a short sequence of events in order • use an increasing range of temporal and other linking words (e.g., next, because, and, also) • provide a concluding statement with emerging and developing control. Activity for “Fossils: A Peek into the Past” Teacher may select from following website any fossil activities for students: http://nature.nps.gov/geology/nationalfossilday/activities.cfm Teacher may select from following website any fossil activities for students: http://nature.nps.gov/geology/nationalfossilday/activities.cfm Vocabulary Building: Create vocabulary words flash cards. Partners will quiz each other. Then students will create sentences using vocabulary words. Vocabulary Building: Create vocabulary words flash cards. Partners will quiz each other. Then students will create a paragraph using vocabulary words. Online review for vocabulary, https://quizlet.com/5616534/fossils-a-peek-in-the-past-flash-cards/ Online review for vocabulary, https://quizlet.com/5616534/fossils‐a‐peek‐in‐the‐past‐flash‐ cards/ Online Games for Commas: Online Games for Commas: http://www.sheppardsoftware.com/grammar/punctuation.htm http://www.bbc.co.uk/skillswise/game/en29punc-gamegoing-to-work-with-commas http://www.sheppardsoftware.com/grammar/punctuation.htm Online games and websites for Journeys: Great website for all Journeys’ lessons: http://guest.portaportal.com/5sol Online games and websites for Journeys: Journeys online Vocabulary Activities sign on to www.thinkcentral.com Journeys/Resources/ELD station cross curricular activity bank/language Journeys online Vocabulary Activities www.thinkcentral.com Journeys/Resources/ELD stationcross curricularactivity bank/language Standards Covered Core: English Language Arts LA.5.CCSS.ELA-Literacy.L.5: Language Conventions of Standard English LA.5.CCSS.ELA-Literacy.L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LA.5.CCSS.ELA-Literacy.L.5.1b: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. LA.5.CCSS.ELA-Literacy.L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LA.5.CCSS.ELA-Literacy.L.5.2a: Use punctuation to separate items in a series. LA.5.CCSS.ELA-Literacy.L.5.2b: Use a comma to separate an introductory element from the rest of the sentence. LA.5.CCSS.ELA-Literacy.L.5.2c: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). LA.5.CCSS.ELA-Literacy.L.5.2d: Use underlining, quotation marks, or italics to indicate titles of works. LA.5.CCSS.ELA-Literacy.L.5.2e: Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language LA.5.CCSS.ELA-Literacy.L.5.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. LA.5.CCSS.ELA-Literacy.L.5.3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. LA.5.CCSS.ELA-Literacy.L.5.3b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Vocabulary Acquisition and Use LA.5.CCSS.ELA-Literacy.L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. LA.5.CCSS.ELA-Literacy.L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. LA.5.CCSS.ELA-Literacy.L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). LA.5.CCSS.ELA-Literacy.L.5.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. LA.5.CCSS.ELA-Literacy.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. LA.5.CCSS.ELA-Literacy.L.5.5a: Interpret figurative language, including similes and metaphors, in context. LA.5.CCSS.ELA-Literacy.L.5.5b: Recognize and explain the meaning of common idioms, adages, and proverbs. LA.5.CCSS.ELA-Literacy.L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. LA.5.CCSS.ELA-Literacy.L.5.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 9 of 13 Materials Bank addition). LA.5.CCSS.ELA-Literacy.R.5: Reading LA.5.CCSS.ELA-Literacy.RF.5: Foundational Skills Fluency LA.5.CCSS.ELA-Literacy.RF.5.4: Read with sufficient accuracy and fluency to support comprehension. LA.5.CCSS.ELA-Literacy.RF.5.4a: Read grade-level text with purpose and understanding. LA.5.CCSS.ELA-Literacy.RF.5.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. LA.5.CCSS.ELA-Literacy.RF.5.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Phonics and Word Recognition LA.5.CCSS.ELA-Literacy.RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words. LA.5.CCSS.ELA-Literacy.RF.5.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. LA.5.CCSS.ELA-Literacy.RI.5: Informational Text Craft and Structure LA.5.CCSS.ELA-Literacy.RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. LA.5.CCSS.ELA-Literacy.RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integration of Knowledge and Ideas LA.5.CCSS.ELA-Literacy.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. LA.5.CCSS.ELA-Literacy.RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). LA.5.CCSS.ELA-Literacy.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Key Ideas and Details LA.5.CCSS.ELA-Literacy.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LA.5.CCSS.ELA-Literacy.RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. LA.5.CCSS.ELA-Literacy.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Range of Reading and Level of Text Complexity LA.5.CCSS.ELA-Literacy.RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. LA.5.CCSS.ELA-Literacy.RL.5: Literature Craft and Structure LA.5.CCSS.ELA-Literacy.RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. LA.5.CCSS.ELA-Literacy.RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. LA.5.CCSS.ELA-Literacy.RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described. Integration of Knowledge and Ideas LA.5.CCSS.ELA-Literacy.RL.5.7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). LA.5.CCSS.ELA-Literacy.RL.5.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Key Ideas and Details LA.5.CCSS.ELA-Literacy.RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LA.5.CCSS.ELA-Literacy.RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. LA.5.CCSS.ELA-Literacy.RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Range of Reading and Level of Text Complexity LA.5.CCSS.ELA-Literacy.RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. LA.5.CCSS.ELA-Literacy.SL.5: Speaking and Listening Comprehension and Collaboration LA.5.CCSS.ELA-Literacy.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. LA.5.CCSS.ELA-Literacy.SL.5.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. LA.5.CCSS.ELA-Literacy.SL.5.1b: Follow agreed-upon rules for discussions and carry out assigned roles. LA.5.CCSS.ELA-Literacy.SL.5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. LA.5.CCSS.ELA-Literacy.SL.5.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. LA.5.CCSS.ELA-Literacy.SL.5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LA.5.CCSS.ELA-Literacy.SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Presentation of Knowledge and Ideas LA.5.CCSS.ELA-Literacy.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LA.5.CCSS.ELA-Literacy.SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. LA.5.CCSS.ELA-Literacy.SL.5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) LA.5.CCSS.ELA-Literacy.W.5: Writing Production and Distribution of Writing LA.5.CCSS.ELA-Literacy.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) LA.5.CCSS.ELA-Literacy.W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) LA.5.CCSS.ELA-Literacy.W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Range of Writing LA.5.CCSS.ELA-Literacy.W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Research to Build and Present Knowledge LA.5.CCSS.ELA-Literacy.W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. LA.5.CCSS.ELA-Literacy.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. LA.5.CCSS.ELA-Literacy.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. LA.5.CCSS.ELA-Literacy.W.5.9b: Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). Text Types and Purposes These broad types of writing include many subgenres. LA.5.CCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. LA.5.CCSS.ELA-Literacy.W.5.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. LA.5.CCSS.ELA-Literacy.W.5.1b: Provide logically ordered reasons that are supported by facts and details. LA.5.CCSS.ELA-Literacy.W.5.1c: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). LA.5.CCSS.ELA-Literacy.W.5.1d: Provide a concluding statement or section related to the opinion presented. LA.5.CCSS.ELA-Literacy.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. LA.5.CCSS.ELA-Literacy.W.5.2a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. LA.5.CCSS.ELA-Literacy.W.5.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 10 of 13 Materials Bank LA.5.CCSS.ELA-Literacy.W.5.2c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). LA.5.CCSS.ELA-Literacy.W.5.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic. LA.5.CCSS.ELA-Literacy.W.5.2e: Provide a concluding statement or section related to the information or explanation presented. LA.5.CCSS.ELA-Literacy.W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. LA.5.CCSS.ELA-Literacy.W.5.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. LA.5.CCSS.ELA-Literacy.W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. LA.5.CCSS.ELA-Literacy.W.5.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely. LA.5.CCSS.ELA-Literacy.W.5.3e: Provide a conclusion that follows from the narrated experiences or events. Materials For a closer look at the materials list below, log onto https://cleveland.schoolnet.com Lessons: 1. ELA: Author Study: Improving Reading Comprehension Using Inference and Comparison 2. ELA: Emily Dickinson & Poetic Imagination: "Leap Plashless" 3. ELA: Examining Plot Conflict through a Comparison/Contrast Essay 4. ELA: Exploring American Tall Tales 5. ELA: Get the Reel Scoop: Comparing Books to Movies 6. ELA: Logging Up Reading Mileage 7. ELA: No Teachers Allowed: Student-Led Book Clubs Using QAR 8. ELA: Peace Poems and Picasso Doves: Literature, Art, Technology, and Poetry 9. ELA: Poems that Tell a Story: Narrative and Persona in the Poetry of Robert Frost 10. ELA: Using Fairy Tales to Debate Ethics 11. ELA: Comics in the Classroom as an Introduction to Narrative Structure 12. ELA: Peer Edit With Perfection: Effective Strategies 13. ELA: Breaking Barriers, Building Bridges: Critical Discussion of Social Issues 14. ELA: Beyond History Books: Researching With Twin Texts and Technology 15. ELA: Author Study: Improving Reading Comprehension Using Inference and Comparison 16. ELA: Applying Knowledge: Writing Opener Paragraphs for Narrative Stories 17. ELA: American Folklore: A Jigsaw Character Study 18. ELA: Acquiring New Vocabulary Through Book Discussion Groups 19. ELA: ABC Bookmaking Builds Vocabulary in the Content Areas 20. ELA: A Race with Grace: Sports Poetry in Motion 21. ELA: A Musical Prompt: Postcards From the Concert 22. ELA: Writing with Scientists with the American Museum of Natural History 23. ELA: Exploring American Tall Tales 24. ELA: E-pals Around the World 25. ELA: Don't Buy It--What's in the Shopping Bag? 26. ELA: Digitally Telling the Story of Greek Figures 27. ELA: Digital Word Detectives: Building Vocabulary With e-Book Readers 28. ELA: Daily Language Practice Builds Skills, Test Scores 29. ELA: Cyberspace Explorer: Getting to Know Christopher Columbus 30. ELA: Creating a Classroom Newspaper 31. ELA: Confessions of a Former Bully II 32. ELA: Choosing Clear and Varied Dialogue Tags: A Minilesson 33. ELA: Leading to Great Places in the Elementary Classroom 34. ELA: Introducing Basic Media Literacy Education Skills with Greeting Cards 35. ELA: I Used My Own Words! Paraphrasing Informational Texts 36. ELA: How Big Are Martin's Big Words? Thinking Big about the Future 37. ELA: Getting our Audiences Attention with a Great Introduction 38. ELA: Four Corner Debate 39. ELA: Figurative Language: Teaching Idioms 40. ELA: Figurative Language Awards Ceremony 41. ELA: Fairy Tale Autobiographies 42. ELA: Exploring Compare and Contrast Structure in Expository Text 43. ELA: No Teachers Allowed: Student-Led Book Clubs Using QAR 44. ELA: Native Americans Today 45. ELA: My World of Words: Building Vocabulary Lists 46. ELA: Multimedia Responses to Content Area Topics Using Fact-"Faction"-Fiction 47. ELA: Memoir: The Stuff of Our Lives 48. ELA: Lonely as a Cloud: Using Poetry to Understand Similes 49. ELA: Logging Up Reading Mileage 50. ELA: Literature Circles: Getting Started 51. ELA: Letter Poems Deliver: Experimenting with Line Breaks in Poetry Writing 52. ELA: Storytelling in the Social Studies Classroom 53. ELA: Sort, Hunt, Write: A Weekly Spelling Program 54. ELA: Shared Spelling Strategies 55. ELA: Searching for Gold: A Collaborative Inquiry Project 56. ELA: Scaling Back to Essentials: Scaffolding Summarization With Fishbone Mapping 57. ELA: Research Building Blocks: Notes, Quotes, and Fact Fragments 58. ELA: Prompting Revision through Modeling and Written Conversations 59. ELA: Poetry: A Feast to Form Fluent Readers 60. ELA: Peer-Editing Research: A Classroom Example of Formative Assessment in Action 61. ELA: Nonfiction vs Fiction - What's the Difference? 62. ELA: What a Character! 63. ELA: What a Character! 64. ELA: Voting! What's It All About? 65. ELA: Voting! What's It All About? 66. ELA: Using Two Stars and a Wish for Peer Feedback: A Classroom Example of Formative Assessment in Action 67. ELA: Using Tiered Companion Texts to Comprehend Complex Nonfiction Texts 68. ELA: Using Picture Books to Teach Plot Development and Conflict Resolution 69. ELA: Teaching About the Nepal Earthquake 70. ELA: Talking About Books to Improve Comprehension 71. ELA: Students Use Round Table Editing to Get Feedback : A Classroom Example of Formative Assessment in Action 72. ELA: Writing with Scientists with the American Museum of Natural History 73. ELA: Writing about Ants and Bees - Are They More Alike or More Different? For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 11 of 13 Materials Bank 74. ELA: Write-Talks: Students Discovering Real Writers, Real Audiences, Real Purposes 75. ELA: Word Sort for Prefixes 76. ELA: Who Played Against Casey on That Fateful Night? 77. ELA: What Makes a Hero? 78. ELA: Write a Book Review with Rodman Philbrick 79. ELA: Audience & Purpose: Evaluating Disney's Changes to the Hercules Myth 80. ELA: Alliteration All Around 81. ELA: Critical Perspectives: Reading and Writing About Slavery 82. ELA: Buzz! Whiz! Bang! Using Comic Books to Teach Onomatopoeia 83. ELA: Book Report Alternative: Creating Reading Excitement with Book Trailers 84. ELA: Beware the Ides of March! 85. ELA: Behind the Scenes With Cinderella 86. ELA: Engaging Students in a Collaborative Exploration of the Gettysburg Address 87. ELA: How-To Writing: Motivating Students to Write for a Real Purpose 88. ELA: Get Cooking With Words! Creating a Recipe Using Procedural Writing 89. ELA: Fishing for Readers: Identifying and Writing Effective Opening "Hooks" 90. ELA: Make a Splash! Using Dramatic Experience to “Explode the Moment” 91. ELA: Poor Richard's Almanack was first published in 1733 92. ELA: Performing Poetry 93. ELA: Once They’re Hooked, Reel Them In: Writing Good Endings 94. ELA: Spelling Patterns "Go Fish" Card Game 95. ELA: Send Postcards From the Concert 96. ELA: Thoughtful Threads: Sparking Rich Online Discussions 97. ELA: Using Word Webs to Teach Synonyms for Commonly Used Words 98. ELA: Using Picture Books to Teach Setting Development in Writing Workshop 99. ELA: Alaska Native Stories: Using Narrative to Introduce Expository Text 100. ELA: Blogging in the Primary Grades? Yes, Indeed! 101. ELA: Descriptive Video: Using Media Technology to Enhance Writing 102. ELA: Flying to Freedom: Tar Beach and The People Could Fly 103. ELA: Exploring How Section Headings Support Understanding of Expository Texts 104. ELA: Exploring Cause and Effect Using Expository Texts About Natural Disasters 105. ELA: Identifying and Classifying Verbs in Context 106. ELA: How-To Writing: Motivating Students to Write for a Real Purpose 107. ELA: History Comes Alive: Developing Fluency and Comprehension Using Social Studies 108. ELA: Guided Comprehension: Knowing How Words Work Using Semantic Feature Analysis 109. ELA: Gabbing About Garfield: Conversing About Texts With Comic Creator 110. ELA: Moving Toward Acceptance Through Picture Books and Two-Voice Texts 111. ELA: Once Upon a Link: A PowerPoint Adventure With Fractured Fairy Tales 112. ELA: Multipurpose Poetry: Introducing Science Concepts and Increasing Fluency 113. ELA: Reading Movies and TV: Learning the “Language” of Moving-Image Texts 114. ELA: Reading Idol! Bringing Readers Theatre Center Stage in Your Classroom 115. ELA: Readers Theatre 116. ELA: Research Building Blocks: Hints about Print 117. ELA: Story Character Homepage 118. ELA: Rooting Out Meaning: Morpheme Match-Ups in the Primary Grades 119. ELA: Research Building Blocks: Skim, Scan, and Scroll 120. ELA: Thundering Tall Tales: Using Read-Aloud as a Springboard to Writing 121. ELA: The Tale of Despereaux: Fact or Fiction? 122. ELA: Teaching the Compare and Contrast Essay through Modeling 123. ELA: Teaching Point of View With Two Bad Ants 124. ELA: Teaching Language Skills Using the Phone Book 125. ELA: Utilizing Visual Images for Creating and Conveying Setting in Written Text 126. ELA: Using Story Innovation to Teach Fluency, Vocabulary, and Structure 127. ELA: To, Too, or Two: Developing an Understanding of Homophones 128. Digital Compass (6-8) Resources: 1. ELA: Comparison and Contrast Guide 2. ELA: Comparison and Contrast Guide 3. ELA: Common Content Area Roots and Affixes 4. ELA: Comic Creator 5. ELA: Choral Reading 6. ELA: 3GRG Policy into Practice Briefs: What Is Reading? 7. ELA: Journal Writing with Virginia Hamilton 8. ELA: Introducing Ideas and Vocabulary with the Concept Sort 9. ELA: Interactive Venn Diagram 10. ELA: Hints About Print Interactive 11. ELA: Hints about Print 12. ELA: Flip-a-Chip 13. ELA: Eye on Idioms 14. ELA: Editing Checklist for Self- and Peer Editing 15. ELA: Dialogue Tags 16. ELA: Teaching and Learning Multiliteracies: Changing Times, Changing Literacies 17. ELA: Strategies for Reading Comprehension: Question-Answer Relationships 18. ELA: ReadWriteThink Notetaker 19. ELA: Readers Theatre Rubric 20. ELA: Power Proofreading Interactive 21. ELA: Plot Diagram Interactive 22. ELA: Oral Presentation Rubric 23. ELA: Nepal Earthquake 24. ELA: Literary Elements Map Interactive 25. ELA: Morpheme Match-Ups 26. ELA: Word Matrix 27. ELA: Word Family Sort 28. ELA: Venn Diagram Interactive 29. ELA: Undoing the Great Grammatical Scam 30. ELA: Writing with Writers: Biography 31. ELA: Character Detectives: Gathering Evidence 32. ELA: Analyzing Texts: Putting Thoughts on Paper For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 12 of 13 Materials Bank 33. ELA: Analyzing Texts: "Text Talk Time" 34. ELA: Analyzing Poetry: Imagery & Emotions 35. ELA: 25 Ideas to Motivate Young Readers 36. ELA: Concept Mapping 37. ELA: Compare & Contrast Map Interactive 38. ELA: Comma Usage Video 39. ELA: Classroom Strategies 40. ELA: Guided Reading with Jenna: Small Group Guided Reading 41. ELA: Guided Reading with Jenna: Overview 42. ELA: First Sentence Prompts 43. ELA: Poetry Workstations 44. ELA: Ms. Noonan: Making Students into Better Writers 45. ELA: Main Idea 46. ELA: Learning to Communicate and Work Together 47. ELA: Simile Video 48. ELA: Reading Comprehension Interactive 49. ELA: Post-its: Little Notes for Big Discussions Additional Properties Author: CMSD Publisher: Cleveland Metro SD Cost/Fee: No Restricted Use: No Rights: All Rights Reserved Keywords: Created by: DUDA, RITA (4/21/2015 2:18 PM) Last modified by: User, Temporary (7/28/2015 12:36 AM) For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com Generated 10/17/2016 Page 13 of 13
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