English Language Arts/Reading
Course: English Language Arts and Reading – Grade 5
Focus: Fiction, Literary Non-Fiction
TEKS
Guiding Questions/
Specificity
Assessment
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
*Google Drive
(5.3) Reading/ Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
(A) compare and contrast
Can the student make
(A) What do the lessons in __ and
Analyze
MISD Best Practices
Journeys: Unit 1:
the themes or moral
inferences and draw
__ have in common?
Compare
Off and Running
lessons of several works of conclusions about
What is a common theme in both? Contrast
ELPS 1C, 4J, 4K
Elisa’s Diary
fiction from various
themes in texts?
In comparing __ and __, what was Genre
Unit 2: Storm Warriors
cultures.
the difference in the moral lessons
Inferences
Kilgo Question Stems
Unit 3: Dangerous
-Text dependent reading in the two selections?
Theme
Crossing
(C) explain the effect of a
-Explore
various
themes
A
theme
in
both
stories
is
__.
Question
Stems
by
Genre
Unit 4:Lunch Money,
historical event or
across
texts
What
is
a
major
idea
found
in
both
LAFFF
movement on the theme of
stories?
Unit 5:Tucket’s Travels,
a work of literature
Which of these is an idea presented
The Birchbark House
(CRS): (Reading A.11)
throughout both selections?
Rachel’s Journal
(5.6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of
fiction and provide evidence from text to support their understanding.
(A) describe incidents that
Can the student predict
Why are paragraphs _ important ?
Climax
Character webs
Approved Novel List
advance the story or novel; what will happen next?
Why is paragraph __ important?
Conflict/resolution
Charts
Texas Asst. Prep
explaining how each
What clues lead him/her What event helps the reader
(problem/solution)
Games/Activities
pgs. 8-13
incident gives rise to or
to believe this?
predict what will happen next?
Foreshadow
Maps
Journeys:
foreshadows future events. How does the character
The reader can tell that __ will __
Moral
MISD Best Practices
Unit 1:
because __.
Motivation
Plot charts
(B) explain the roles and
affect the plot and
Off and Running
What happened when __?
Perspective
functions of characters in
conflict?
Elisa’s Diary
What can you tell about _ and _?
Plot
Kilgo Question Stems
various plots, including
How does the point of
Unit 2
How does __ feel about __?
Point of view
their relationships and
view affect the story?
Storm Warriors
rd
How did _’s feelings change?
3 person
Question Stems by Genre Unit 3
conflicts;
How does __ most likely feel?
limited
(C) explain different forms Text dependent reading
Dangerous Crossing
How
did
_
help
solve
the
conflict
omniscient
ELPS 4J, 4K
of third-person points of
Text to Self, Text to
Unit 4
How did the author learn about
Predict
view in stories.
Text, Text to World
Lunch Money,LAFFF
what happened to __?
Relationship
connections
Unit 5
(CRS): (Reading A.4) (4.a)
The author tells the story from
Role
Tucket’s Travels
(A.7) (7.a)
whose viewpoint?
The Birchbark House
The story is told from viewpoint.
Rachel’s Journal
3
May 2017
English Language Arts/Reading
Course: English Language Arts and Reading – Grade 5
Focus: Fiction, Literary Non-Fiction
TEKS
Guiding Questions/
Specificity
Assessment
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
*Google Drive
(5.7) Reading/Comprehension of Literary Text/ Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied
structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.
Students are expected to
Can students
In paragraph __ the __ symbolizes Autobiography
Biography Activities
Biographies
identify the literary
determine the
__.
Biography
Timelines
Autobiographies
language and devices used
literary devices in a
In paragraph __, the author states
Sensory Details
Memoirs
in biographies and
biography/
that “__” to help the reader
Literary Nonfiction
ELPS 1H, 4J, 4K
www.biography.com
autobiographies, including
autobiography?
understand –
Literary Elements
Texas Prep p. 14-19
how authors present major How does the author
Why does the author describe __
Literary Non-Fiction
Journeys:
events in a person’s life.
as
“__”?
Resources
on
Google
Drive
Unit 1:Double Dutch
present the events in this
What
does
the
author
mean
by
this
Unit 2:Interrupted
person’s life?
(CRS): (Reading A.8) (8.a).
line?
Journey
(A.10). (10.b)
____ actions help the reader
Unit 3: James Forten
understand that _____
Can’t You Make Them
____ supports the message that-?
Behave King George?
What is the best summary of ___
Molly Pitcher/ A Spy for
The author uses the quote “” to
Freedom
show the reader that….
We Were There Too
The author says ____ to emphasize
Unit 4: Dog Newspaper
that ____
Unit 5: Lewis and Clark
(5.8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s
sensory language creates imagery in literary text and provide evidence from text to support their understanding.
Students are expected to
How does the use of
The phrase “__” is important
Alliteration
Read books without
Lesson ideas:
evaluate the impact of
sensory language impact because –
Figurative language
showing pictures
http://42explore.com
sensory details, imagery,
text?
When the author used the words
Hyperbole
/figlang.htm.
and figurative language in
“__,” what was the impact to the
Imagery
ELPS 4J
Write Source pg. 81
literary text.
reader?
Personification
What was the author’s purpose in
Sensory details
Journeys
(CRS): (Reading A.6) (6.a)
using the phrase “__”?
Unit 2:
What did the phrase “__” mean?
*Old Yeller
(5.18) Writing/Expository Texts. Students write expository to communicate ideas and information to specific audiences for specific purposes.
(C) write responses to
Can students write in
Text Evidence
Literary Response
literary or expository texts
response to their
Supporting Detail
Quick Writes
and provide text evidence
reading?
Assertion
AVID One Pager
May 2017
English Language Arts/Reading
Course: English Language Arts and Reading – Grade 5
Focus: Fiction, Literary Non-Fiction
TEKS
Guiding Questions/
Specificity
Assessment
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
*Google Drive
(5.20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and
writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(B) use the complete
Teach within the context Within the context of writing,
Conjunctions
Complete Sentences
Texas Write Source
subject and the complete
of writing, revising, and
revising, and editing
Subject
Kinds of Sentences
pg. 100-103, 453-455,
predicate in a sentence;
editing
Predicate
Compound Sentences 466-472, 596-603
(C) use simple/compound
Fragment
Subject/Predicate
sentences with correct
Run-on
Interactive notebooks Target Reading
subject-verb agreement.
ELPS 5E
(CRS): (A.5) (5.b) (5.e)
(5.21) Oral and Written Conventions/Handwriting, Capitalization and Punctuation. Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions.
(A) use capitalization for:
Teach within the context Assess with writing, revising, and
Dialogue
Compound Sentences Texas Write Source
(i) abbreviations;
of writing, revising and
editing
Interactive notebook
pg. 526-527, 538-539
(ii) initials/acronyms;
editing
(iii) organizations;
(B)(i) commas in
compound sentences;
(ii) proper punctuation and
spacing for quotations
C) use proper mechanics
(italics/underlining) for
titles and emphasis.
(CRS): (Writing A.5) (5.a)
(5.22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) Spell words with
Can the student employ
Writing Assignments
Consonant
Short Vowel
Commonly misspelled
(ii) vowel changes:
basic spelling patterns
Long
Long a and Long e
word list
long to short in crime, criminal; and rules to spell a
Short
Long i and Long o
Word Stems
long to schwa in define,
word?
Vowel
definition; short to
Homophone
ELPS 1B, 5A, 5C, 5D, Texas Write Source
schwa in legality, legal
Can the student
Homonym
5E
pgs. 576-595
(iii) silent and sounded
differentiate between
consonants (e.g., haste,
commonly confused
hasten; sign, signal;)
terms and use and spell
(C) commonly confused
them correctly in
terms (its, it’s; affect,
context?
effect) (CRS): (A.5) (5a)
May 2017
English Language Arts/Reading
Course: English Language Arts and Reading – Grade 5
Focus: Fiction, Literary Non-Fiction
TEKS
Guiding Questions/
Specificity
Assessment
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
*Google Drive
*ONGOING CURRICULUM*
Figure 19: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in reading to understand an author’s message.
Students continue to apply standards with greater depth in increasingly more complex texts as they become self-directed, critical learners.
(A) establish purposes for
reading selected texts based
upon own or others’ desired
outcome to enhance
comprehension
(B) ask literal, interpretive,
evaluative and universal
questions of text
(C) monitor and adjust
comprehension (using
background knowledge,
creating sensory images,
rereading, questions)
(D) make inferences about
text and use textual evidence
to support understanding
(E) summarize and
paraphrase texts in ways that
maintain meaning and
logical order within a text
and across texts
(F) make connections
(thematic links, author
analysis) between and across
multiple texts of various
genres and provide textual
evidence
College Readiness (A.1,
A.1c. A.3, A.3a, A.4, A.4b,
A.5, A.5b. A.8, A8b)
Can students determine
purpose and make
connections reading
across multiple texts?
Can the student
generate higher level
thinking questions?
Student created
questions
Discuss and write
about literary elements
using text evidence
Text dependent reading
(A) What was the author’s purpose
in writing this article?
What is the most likely reason the
author wrote this article?
(B) What happened when __ did _?
What did the author mean by this
sentence: “__”?
How is the information in the
article important to the world?
(C) Reread to find out why __ is
important.
(D) According to the selection __.
You can tell from the story that _.
Which sentence tells you that__?
The reader can tell that__.
What information in this article
supports the conclusion that __?
What can you conclude about __?
One conclusion that can be made
about __ is __.
(E) Summarize the four most
important facts in this article.
Which is the most complete
summary of this information?
Summarize the three most
important acts in this information
in order.
(F) What is a major idea found in
both selections?
An idea presented in both the
article and the biography is__.
The story and the article both…
Purpose
Literal
Interpretive
Evaluative
Inference
Paraphrase
Summarize
Textual Evidence
Graphic organizers
MISD Novel List
Newspaper or
internet information
and biographies
Reading graphic
organizers:
http://freeology.com
/graphicorgs/.
Interactive
notebooks
AVID reading
strategies
Reading A-Z
Target Reading
Journeys Textbook
Kilgo Question Stems
Question Stems by Genre
Comprehension Across
Genres
Inferencing
Florida Center for
Reading Research
News ELA
Guided Reading
May 2017
English Language Arts/Reading
Course: English Language Arts and Reading – Grade 5
Focus: Fiction, Literary Non-Fiction
TEKS
Guiding Questions/
Specificity
Assessment
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
*Google Drive
(5.1) Reading/Fluency. Students read grade-level text with fluency and comprehension.
Students read aloud gradelevel stories with fluency
(rate, accuracy) and
comprehension.
Does student read and
comprehend on grade
level with appropriate
fluency?
Small group reading instruction
Stamina
Partner reading
Sustained silent
reading
ELPS 4E, 4H
Reader’s Theater
Target Reading
Journeys Textbook
(5.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
(A) determine the meaning
of grade-level academic
English words derived
from Latin, Greek, or other
linguistic roots and affixes.
(B) use context to
determine the meaning of
the unfamiliar or multiple
meaning words.
(C)analogies with
antonyms/synonyms
(D)idioms and adages
(E) use a dictionary, a
glossary, or a thesaurus to
determine the meanings,
syllabication,
pronunciations, alternate
word choices, and parts of
speech of words.
College Readiness : (B.2)
(2.a) (B.1) (1.a) (B.3) (3.a)
How does the
prefix/suffix change the
meaning of the
root/base word?
How can you determine
the meaning of this
new/unknown word?
How can you use a
dictionary to confirm the
accurate spelling of a
word?
(A) In paragraph __ of this story,
what does the word __ mean?
What is the root word for the word
that means __?
(B) In paragraph __ of this story,
what does the word __ mean?
What clues helped you know the
meaning of the word __?
In paragraph __ of this newspaper
article, what clues help you know
the meaning of __?
Prefix
Suffix
Context Clues
Multiple Meaning
Words
Dictionary Entry
Glossary
Thesaurus
Guide words
Prefixes – non, un,
dis, mis
Suffixes – ion, tion, ly,
ful
Journeys
Dictionary
Thesaurus
Word Stems
ELPS 1B, 1C, 1F, 1G,
1H, 4A, 4C, 4F
(E) Read the meanings for the
word __ below. Which meaning
best fits the way __ is used in
paragraph __?
(Dictionary entry and 4 meanings
given and students must use
context clues to determine word
meaning as used in the text
selection).
(5.9) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods and produce evidence of their reading.
Students read
independently for a
sustained period of time
and summarize what the
Can the student
understand and explain
what was read on
his/her own?
Oral and written response
Paraphrase
Summarize
Reading Log
Reading response
journal
Shared inquiry
Library
MISD approved
reading list
May 2017
English Language Arts/Reading
Course: English Language Arts and Reading – Grade 5
Focus: Fiction, Literary Non-Fiction
TEKS
Guiding Questions/
Specificity
Assessment
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
reading was about,
maintaining meaning and
logical order
Resources/
*Google Drive
Book Talks
ELPS 4E, 4H, 4I
(5.15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
Students are expected to: Overview of Process
(A) plan a first draft by
selecting a genre
appropriate for conveying
the intended meaning to an
audience, determining
appropriate topics through
a range of strategies (e.g.,
discussion, background
reading, personal interests,
interviews), and developing
a thesis or controlling idea;
(B) develop drafts by
choosing an appropriate
organizational strategy (e.g.,
sequence of events, causeeffect, compare-contrast)
and building on ideas to
create a focused, organized,
and coherent piece of
writing;
(C) revise drafts to clarify
meaning, enhance style,
include simple and
compound sentences, and
improve transitions by
adding, deleting,
combining, and rearranging
sentences or larger units of
text after rethinking how
well questions of purpose,
Can the student use the
writing process to
effectively communicate
a message?
Writing check points
Teacher/student writing
conference
Mini lessons for each
stage of writing
Rubric based on SE’s
Writing assignments – both formal
and informal (i.e. journals)
Conventions
Ideas
Organization
Sentence Fluency
Voice
Word Choice
Use exemplar writing
models
ELPS 1C, 1E, 3E, 3G,
4F, 5D, 5F
Empowering Writers
http://empoweringwr
iters.com/teacherscorner/
6 Traits
Texas Write Source
See TE pg. 2B
Pgs. 3-49
Jeff Anderson’s
Mentor Text Model
“I do, We do, You do”
Teacher/student writing
conference
May 2017
English Language Arts/Reading
Course: English Language Arts and Reading – Grade 5
Focus: Fiction, Literary Non-Fiction
TEKS
Guiding Questions/
Specificity
Assessment
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
*Google Drive
audience, and genre have
been addressed;
(D) edit drafts for
grammar, mechanics and
spelling;
(E) revise final draft in
response to feedback from
peers and teacher and
publish written work for
appropriate audiences.
(CRS): (Writing A.1) (1.a)
(1.b) (1.c) (A.4) (4.a) (A.5)
(5.d) (5.a)
(5.27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings.
(A) listen to and interpret a
speaker’s messages and ask
questions to clarify the
speaker’s purpose or
perspective;
(B) follow, restate, and give
oral instructions that
include multiple steps
(C) determine both main
and supporting ideas in the
speaker’s message
(CRS): (Listening A.3)
Can the student
determine the main idea
and details of a spoken
message?
Rubric based on SE’s
Perspective
Speakers purpose
“How to” speeches
Student completed
rubrics
Guest speakers
Jigsaw teaching by
students
Shared inquiry
Visiting authors
Discovery Education
Safari Montage
ELPS 2A, 2B, 2D,
2G, 2H, 2I, 3F
Main ideas
Supporting ideas
(5.28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language.
Students give organized
presentations employing
eye contact, speaking rate,
volume, enunciation,
natural gestures, and
conventions of language to
Can the student
effectively present
information?
Speeches with and
without props
Rubric based on SE’s
Diction
Enunciation
Eye contact
Gestures
Volume
Jigsaw Teaching
Oral Presentations
ELPS 1D, 2C, 3A, 3B,
3C, 3D, 3G, 3H, 3I, 3J
Discovery Education
Great Speeches:
http://www.historypl
ace.com/speeches/pr
evious.htm
May 2017
English Language Arts/Reading
Course: English Language Arts and Reading – Grade 5
Focus: Fiction, Literary Non-Fiction
TEKS
Guiding Questions/
Specificity
Assessment
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
communicate ideas
effectively.
(CRS): (B.1) (1.a) (1.b)
Resources/
*Google Drive
Safari Montage
(5.29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater
complexity.
Students participate in
student-led discussions by
eliciting and considering
suggestions from other
group members and by
identifying points of
agreement and
disagreement.
(CRS): (B.2) (2.a)
Can the student work in
teams using established
group norms?
Rubric based on SE’s
Debate
Etiquette
Norms
Teamwork
Group Activities
Shared Inquiry
ELPS 1B, 1G, 2I, 3E
May 2017