Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
ELAR Grade 05 Unit 02A Exemplar Lesson 01: Tell Me a Little About Yourself
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students explore literary nonfiction texts by comparing a biography/autobiography and its dramatic adaptation for
literary language and devices used in both versions. Students engage in the writing process as they investigate and
practice using literary techniques in personal narratives. Word Study continues the practice of using context clues to
determine the meaning of unknown words and using dictionaries to find important information about words. Students
also explore orthographic patterns and rules in spelling including consonant and vowel changes when adding
suffixes.
Grade 05 ELAR Unit 02A PI 03
Organize and present a book talk on a self­selected literary work. As others present, listen and determine the speaker’s message.
Standard(s): 5.27A , 5.28A , 5.29A , 5.Fig19A , 5.Fig19B , 5.Fig19C , 5.Fig19D , 5.Fig19E , 5.Fig19F
ELPS ELPS.c.1B , ELPS.c.1D , ELPS.c.1G , ELPS.c.2C , ELPS.c.2D , ELPS.c.2E , ELPS.c.2G , ELPS.c.2I
, ELPS.c.3C , ELPS.c.3D , ELPS.c.3E , ELPS.c.3F , ELPS.c.3G , ELPS.c.3H , ELPS.c.3I , ELPS.c.4G , ELPS.c.4I
, ELPS.c.4J , ELPS.c.5G
Grade 05 ELAR Unit 02A PI 01
Design a poster that represents the similarities and differences of a biography or autobiography and its dramatic adaptation. Include
a written response that identifies the literary language and devices used and evaluate how they impact the reader.
Standard(s): 5.5A , 5.7A , 5.8A , 5.11E , 5.18C , 5.Fig19D , 5.Fig19F
ELPS ELPS.c.1C , ELPS.c.1H , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G
Last Updated 04/16/2013
page 1 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Grade 05 ELAR Unit 02A PI 02
Using the writing process and effective written conventions, write a one-page personal narrative that conveys thoughts and feelings
about a personal experience.
Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E , 5.17A
ELPS ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Grade 05 ELAR Unit 02A PI 04
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, literary
nonfiction texts, drama, and media. Provide evidence from the text to support ideas.
Standard(s): 5.9A , 5.18C , 5.Fig19A , 5.Fig19B , 5.Fig19C , 5.Fig19D , 5.Fig19E , 5.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Grade 05 ELAR Unit 02A PI 05
Record multiple entries in a Word Study Notebook demonstrating word knowledge.
Standard(s): 5.2A , 5.2B , 5.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F
, ELPS.c.5G
Key Understandings
Authors use literary techniques and elements to enrich the reader’s experience and understanding.
Authors use writer’s craft to engage and sustain the reader’s interest and enhance understanding.
Effective listening and speaking builds background knowledge and supports collaboration.
Readers use strategies to support understanding of text.
Readers use writing to communicate deeper understanding of texts.
Readers create connections to make text personally relevant and useful.
An extensive vocabulary enhances written and oral communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
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page 2 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
5.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
5.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots
and affixes.
Readiness Standard
5.2B
Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning
words.
Readiness Standard
5.2E
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,
pronunciations, alternate word choices, and parts of speech of words.
Readiness Standard
5.3
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences
and draw conclusions about theme and genre in different cultural, historical, and contemporary
contexts and provide evidence from the text to support their understanding. Students are
expected to:
5.3C
Explain the effect of a historical event or movement on the theme of a work of literature.
Supporting Standard
5.5
Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw
conclusions about the structure and elements of drama and provide evidence from text to
support their understanding. Students are expected to:
Supporting Standard
5.5A
Analyze the similarities and differences between an original text and its dramatic adaptation.
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
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page 3 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
nonfiction and provide evidence from text to support their understanding. Students are expected
to:
5.7A
Identify the literary language and devices used in biographies and autobiographies, including how authors present
major events in a person's life.
Supporting Standard
5.8
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an author's sensory language creates imagery in
literary text and provide evidence from text to support their understanding. Students are
expected to:
5.8A
Evaluate the impact of sensory details, imagery, and figurative language in literary text.
Readiness Standard
5.11
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide evidence from text to support
their understanding. Students are expected to:
5.11E
Synthesize and make logical connections between ideas within a text and across two or three texts representing
similar or different genres.
Readiness Standard
5.14
Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
5.14C
Identify the point of view of media presentations.
Supporting Standard
5.15
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
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page 4 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
revising, editing, and publishing) to compose text. Students are expected to:
5.15A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining
appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests,
interviews), and developing a thesis or controlling idea.
5.15B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events,
cause-effect, compare-contrast) and building on ideas to create a focused, organized, and
coherent piece of writing.
5.15C
Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions
by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions
of purpose, audience, and genre have been addressed.
5.15D
Edit drafts for grammar, mechanics, and spelling.
5.15E
Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
5.17
Writing/Personal. Students write about their own experiences. Students are expected to:
5.17A
Write a personal narrative that conveys thoughts and feelings about an experience.
5.18
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
5.18C
Write responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.
5.20
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
5.20A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
5.20A.i
verbs (irregular verbs and active voice).
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page 5 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
5.20A.iii
adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative
and superlative forms (e.g., good, better, best).
5.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
5.21A
Use capitalization for:
5.21A.ii
initials and acronyms
5.21B.i
commas in compound sentences
5.21B.ii
proper punctuation and spacing for quotations
5.22
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
5.22A
Spell words with more advanced orthographic patterns and rules:
5.22A.i
consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician).
5.22A.ii
vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in
legality, legal)
5.22A.iii
silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation).
5.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
5.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory
images, rereading a portion aloud, generating questions).
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page 6 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
5.Fig19D Make inferences about text using textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and
provide textual evidence.
Readiness Standard
Ongoing TEKS
5.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
5.1A
Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing)
and comprehension.
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. Students are expected to:
5.6A
Describe incidents that advance the story or novel, explaining how each incident gives rise to
or foreshadows future events.
Readiness Standard
5.6B
Explain the roles and functions of characters in various plots, including their relationships and
conflicts.
Readiness Standard
5.6C
Explain different forms of third-person points of view in stories.
Supporting Standard
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page 7 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
5.9
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained
periods of time and produce evidence of their reading. Students are expected to:
5.9A
Read independently for a sustained period of time and summarize or paraphrase what the
reading was about, maintaining meaning and logical order (e.g., generate a reading log or
journal; participate in book talks).
5.20
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
5.20A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
5.20A.iv adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot).
5.20A.v prepositions and prepositional phrases to convey location, time, direction, or to provide details.
5.20B
Use the complete subject and the complete predicate in a sentence.
5.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly
and use appropriate capitalization and punctuation conventions in their compositions. Students
are expected to:
5.21A
Use capitalization for:
5.21A.i
abbreviations.
5.22
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
5.22C
Differentiate between commonly confused terms (e.g., its, it's; affect, effect).
5.22E
Know how to use the spell-check function in word processing while understanding its
limitations.
5.27
Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others
in formal and informal settings. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
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page 8 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
5.27A
Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions
to clarify the speaker's purpose or perspective.
5.27B
Follow, restate, and give oral instructions that include multiple action steps.
5.27C
Determine both main and supporting ideas in the speaker's message.
5.28
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions
of language. Students will continue to apply earlier standards with greater complexity. Students
are expected to:
5.28A
Give organized presentations employing eye contact, speaking rate, volume, enunciation,
natural gestures, and conventions of language to communicate ideas effectively.
5.29
Listening and Speaking/Teamwork. Students work productively with others in teams. Students will
continue to apply earlier standards with greater complexity. Students are expected to:
5.29A
Participate in student-led discussions by eliciting and considering suggestions from other
group members and by identifying points of agreement and disagreement.
Materials
Word Study Notebook (1 per student)
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Note card (1 per 2 students)
Glue (optional)
Sticky note (4-6 per student)
Highlighter (1 per student)
Dictionary (class set)
Thesaurus (class set)
Colored pen or pencil (1 per student)
Poster board or large sheet of construction paper (1 per student)
Publishing paper (1-5 sheets per student)
Chart paper
Grade-appropriate text with possible unfamiliar words (1 per student)
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page 9 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Grade-appropriate excerpt of a literary nonfiction text that includes examples of figurative language including
similes and/or metaphors (1 copy per student)
2 grade-appropriate excerpts of literary nonfiction texts that presents information about the person in a dry,
factual way (1 copy of each per student)
2 grade-appropriate excerpts of literary nonfiction texts that includes sensory details and imagery (1 copy of
each per student)
Grade-appropriate biography for modeling (1)
Grade-appropriate biography or autobiography (1 copy per group)
Grade-appropriate play or script about a famous person (1 copy per student)
Grade-appropriate biography or autobiography that corresponds with the play (1 copy per student)
Grade-appropriate biographical documentary/video that corresponds with a biography or autobiography (1)
Grade-appropriate biography or autobiography that corresponds with the biographical documentary/video (1
copy per student)
Collection of grade-appropriate literary nonfiction texts including biographies and autobiographies for student
selection
Collection of grade-appropriate texts in a variety of genre for student selection
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Consonant Change Word Sort 1 (1 per student)
Handout: Consonant Change Word Sort 2 (1 per student)
Handout: Consonant Change Word Sort 3 (1 per student)
Handout: Vowel Change Word Sort 1 (1 per student)
Handout: Vowel Change Word Sort 2 (1 per student)
Handout: Vowel Change Word Sort 3 (1 per student)
Resources and References
None identified
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page 10 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Possible/Optional Literature
Selections
None identified
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page 11 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Tell Me a Little About Yourself
Lesson Preparation
Daily Lesson #: 01
WORD STUDY
TEKS
Ongoing TEKS
SHARED READING
TEKS
Ongoing
TEKS
5.29A
INDEPENDENT READING
TEKS
5.2B
5.Fig19A,C,D
Ongoing
TEKS
5.1A
5.9A
WRITING
TEKS
Ongoing
TEKS
5.2B
5.2B
5.Fig19A,C,D
5.3C
5.7A
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary enhances
ÿ Readers use strategies to
ÿ Readers use strategies to
ÿ Authors use writer’s craft to
written and oral communication.
- Why is it important that readers and
writers build their knowledge of
words?
support understanding of text.
- What strategies do readers use
to help maintain understanding
of text?
- How are the strategies the
same and different depending on
genre?
support understanding of text.
- What strategies do readers use
to help maintain understanding of
text?
- How are the strategies the
same and different depending on
genre?
engage and sustain the reader’s
interest and enhance
understanding.
- How do authors generate ideas
that will engage a reader’s
interest?
Vocabulary of Instruction
ÿ Context clue
ÿ Literary nonfiction
ÿ Biography
ÿ Autobiography
ÿ Theme
Materials
ÿ Word Study Notebook (1 per student) ÿ Reader’s Notebook (1 per
ÿ Grade-appropriate text with possible student)
unfamiliar words (1 per student)
ÿ Grade-appropriate biography
ÿ Chart paper (if applicable)
for modeling (1)
ÿ Collection of grade-appropriate
ÿ Personal narrative
ÿ Word Study Notebook (1 per
student)
ÿ Thesaurus (class set)
ÿ Collection of grade-appropriate
literary nonfiction texts including
literary nonfiction texts including
biographies and autobiographies
biographies and autobiographies for student selection
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5.15A
5.17A
ÿ Writer’s Notebook (1 per
student)
ÿ Teacher Writer’s Notebook (1)
ÿ Chart paper (if applicable)
page 12 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 01
WORD STUDY
SHARED READING
for student selection
ÿ Chart paper (if applicable)
INDEPENDENT READING
WRITING
ÿ Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals 1. Prepare to display visuals 1. Prepare to display
as appropriate.
as appropriate.
visuals as appropriate.
2. Preview the text to determine
4-5 possible unfamiliar or
multi-meaning words. Be sure
there is some context that
allows the reader to know
what the words mean.
Underline or highlight the
selected words.
2. Collect several different
2. Prepare to display the
types of literary nonfiction
Anchor Chart: Using
texts including
Context Clues from Word
biographies and
Study.
autobiographies. Gather
these into groups and
place them on the
students' tables.
3. Create the following Anchor
Chart: Using Context Clues.
3. Decide how you want to
divide students into
groups of four.
Unknown Context
Word
Clues
Background Information
Inferred
Meaning
2. In the Teacher Writer’s
Notebook, revisit the
ideas that were
generated in Unit 01,
Lesson 01, Daily
Lessons 1-5.
Autobiography - the life story of a
person as told by himself or
herself
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page 13 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 01
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Biography - an account or
interpretation of a series of
events making up a person’s life
Literary nonfiction - a type of
narrative based on actual
persons, places, and things. In
literary nonfiction, a writer may
construct text in any number of
ways and is not limited to the
organizational patterns normally
associated with nonfiction
texts. (e.g., biography,
autobiography, memoir)
Teacher Notes
Keep a large selection of
biographies, autobiographies,
memoirs, and realistic fiction for
students to peruse throughout
this unit.
This unit provides teachers an
opportunity to support the Social
Studies curriculum by choosing
biographies and autobiographies
about figures in American culture
such as Betsy Ross, George
Washington, Martin Luther King,
Jr., Thomas Jefferson, Benjamin
Franklin, Elizabeth Cady Stanton,
Cesar Chavez, Frederick
Douglass, Harriet Tubman, etc.
Also pre-select biographies
and/or autobiographies with
Last Updated 04/16/2013
Students reflect on experiences
to generate a bank of ideas to
use in creating a personal
narrative.
page 14 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 01
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
dramatic adaptations (such as
Reader’s Theater, plays, or
documentaries).
Students should be familiar with
the terms autobiography
and biography, but they may
need a reminder about the
difference between the two. This
is also an excellent time to review
the prefix auto, by asking
students to generate a short list
of words using this prefix.
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page 15 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 01
WORD STUDY
SHARED READING
INDEPENDENT READING
Suggested Duration: 25 min.
Content Objective: Students
establish purpose for reading
literary nonfiction. Students also
use context clues to determine the
meaning of unknown words.
Suggested Duration: 30 min.
Content Objective: Students
identify unfamiliar words and use
context clues to determine their
meanings.
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use
context clues to determine the
meaning of unknown words.
Mini Lesson
1. Review what was learned 1. Display the words literary 1. Display the Anchor Chart: 1. Ask: How do authors
about context clues in Unit
nonfiction. Ask students to
Using Context Clues.
generate ideas that will
01.
write literary nonfiction in
Review what was learned
engage reader’s
their Reader’s Notebooks
about context clues in
interest? Discuss
2. Display the Anchor Chart:
and write down what they
Word Study.
responses.
Using Context Clues.
think it means.
2. Using the unfamiliar words 2. Ask: What is a personal
3. Display and distribute the
2. Discuss the term literary.
from Shared Reading
narrative? Discuss
selected text with
Clear up any
(step seven), model
responses. Ask: How is a
unfamiliar words.
misconceptions.
completing the chart.
personal narrative like
Think
Aloud
about
how
an autobiography?
4. Read the text aloud until
3. Discuss the term
the context clues led to
Discuss responses.
the first underlined or
nonfiction. Clear up any
the
inferred
meaning
of
highlighted word is read.
misconceptions.
3. Using the Teacher Writer’s
the word.
Notebook, review personal
5. Using the text,
4. Explain that the term
experience ideas
demonstrate how to use
literary nonfiction refers to
generated in Unit 01,
relationships between
biographies and
Lesson 01, Daily Lessons
surrounding words: inautobiographies for fifth
1-5 Writing. Star, circle, or
sentence examples,
graders and someday will
highlight ideas that could
definition in the sentence,
refer to memoirs.
become an effective
and in-sentence
personal narrative.
restatement to help
5. Ask: What is the
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Suggested Duration: 30 min.
Content Objective: Students
generate topics for a personal
narrative.
page 16 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
determine the meaning of
purpose for reading
the word. Show how to use
literary nonfiction?
the surrounding words
Discuss responses.
along with background
6. Tell students that they will
knowledge to infer the
continue to monitor their
meaning of the word.
own comprehension and
6. Record the word, the
understanding even in this
clues, and the inferred
new genre. Review what it
meaning on the Anchor
means to use context
Chart: Using Context
clues.
Clues.
7. Read the selected gradeappropriate biography and
model stopping at
unfamiliar words and using
context clues to determine
the possible meaning.
4. Model adding 2-3 more
ideas that could lend
themselves to an effective
personal narrative.
8. Ask: What is the theme
of the biography? What
did the author want you
to take away from the
text? Discuss responses.
9. Discuss the historical
events that had an impact
on the person’s life. Ask: How did the historical
events impact the
theme of the
biography? Discuss
responses.
Learning Applications
1. Students make a similar
1. Students explore the
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1. Students read the
1. In their Writer’s
page 17 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
chart in their Word Study
Notebooks.
examples of literary
nonfiction texts on the
tables.
2. Students continue to read
the selected text with a
2. Students choose a literary
partner. Students stop at
nonfiction text and write
highlighted or underlined
the title and the purpose
words to discuss the word,
for reading in their
the clues, and the inferred
Reader’s Notebooks.
meaning.
**Note—Students will use
this text for Independent
3. Students record the
Reading.
words, the clues, and the
inferred definitions on the
chart in their Word Study
Notebooks.
selected literary nonfiction
Notebooks, students
text from Shared Reading.
review ideas generated in
Instruct students to use
Unit 01, Lesson 01, Daily
the chart created in their
Lessons 1-5 Writing.
Word Study Notebooks to
2. Students add 2-3 more
identify and define
ideas that could lend
unfamiliar words they find
themselves to an effective
as they read. If necessary,
personal narrative.
students may use a
dictionary or thesaurus to
confirm the meaning of
words.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. As a class, discuss each
of the words, the clues,
and the inferred
definitions.
1. Students share the title of
their book and their
purpose for reading.
Last Updated 04/16/2013
1. Students share their
collected words and chart
with a partner.
1. With a partner, students
share their ideas for their
personal narrative.
Partners give feedback
about the ideas.
page 18 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Tell Me a Little About Yourself
Lesson Preparation
Daily Lesson #: 02
WORD STUDY
TEKS
Key Understandings
and Guiding
Questions
SHARED READING
Ongoing TEKS
TEKS
TEKS
Ongoing
TEKS
5.1A
5.9A
WRITING
TEKS
5.15A
5.17A
Ongoing
TEKS
5.2E
5.Fig19B
5.7A
5.Fig19B
5.18C
ÿ An extensive vocabulary enhances written and oral
ÿ Readers use strategies
ÿ Readers use strategies
ÿ Author’s use writer’s
communication.
- Why is it important that readers and writers build their
knowledge of words?
to support understanding
of text.
- What strategies do
readers use to help
maintain understanding of
text?
- How are the strategies
the same and different
depending on genre?
to support understanding of
text.
- What strategies do
readers use to help
maintain understanding of
text?
- How are the strategies the
same and different
depending on genre?
craft to engage and
sustain the reader’s
interest and enhance
understanding.
- How do authors choose
topics that will engage
their audience?
ÿ Reader’s Notebook (1
ÿ Reader’s Notebook (1
ÿ Writer’s Notebook (1 per
per student)
ÿ Grade-appropriate
biography or autobiography
(1 copy per group)
ÿ Sticky note (5 per group
of students)
ÿ Chart paper (if
per student)
ÿ Collection of gradeappropriate literary
nonfiction texts including
biographies and
autobiographies for student
selection
student)
ÿ Teacher’s Writer’s
Notebook (1)
ÿ Chart paper (if
applicable)
Vocabulary of
Instruction
Materials
Ongoing
TEKS
INDEPENDENT
READING
5.27A,C
5.29A
ÿ Autobiography
ÿ Biography
ÿ Word Study Notebook (1 per student)
ÿ Dictionary (class set)
ÿ Grade-appropriate text with unfamiliar words from Daily
Lesson 1 Word Study (1 per student)
ÿ Chart paper (if applicable)
Last Updated 04/16/2013
page 19 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 02
WORD STUDY
SHARED READING
applicable)
INDEPENDENT
READING
WRITING
ÿ Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation 1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor Chart: Using Context
Clues from Daily Lesson 1 Word Study and
Independent Reading.
3. Create an Anchor Chart: Dictionary Information.
Make a chart like the following:
Word
Syllabication/
Pronunciation
Definition
Alternative
Word
Choices
Parts of
Speech
1. Prepare to display
visuals as
appropriate.
2. Prepare to display
the Anchor Chart:
Types of Questions
from Unit 01, Lesson
01, and Daily
Lesson 3 Shared
Reading.
1. Prepare to display
visuals as
appropriate.
1. Prepare to display
visuals as
appropriate.
2. In the Teacher
Writer’s Notebook,
choose the idea
that will be
developed into a
personal narrative.
3. Decide how you
want to divide
students into groups
of four.
4. Prepare to display a dictionary entry with all the
information listed in the chart above.
Last Updated 04/16/2013
page 20 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 02
WORD STUDY
SHARED READING
Background
Information
Teacher Notes
INDEPENDENT
READING
WRITING
1. Refer to Daily
Lesson 1 Shared
Reading
Students will be using dictionaries to look up the words on their
context clues chart to confirm their definition and determine
other information about their words. Students may need to refer
to the texts in which the words were found just in case they are
multiple meaning words.
Last Updated 04/16/2013
The focus of this Daily
Lesson is developing a
thesis statement that will
be the basis of the
personal narrative. An
example: The personal
narrative is about a child
who tries to hide their
beans in their milk so they
don’t have to eat them,
ends up having to drink
the milk, and gets sick.
The thesis: What not to do
when being faced with
eating something you do
not like.
Developing a thesis is a
new concept for fifth
grade. Students need to
consider the “point” of
their story before writing.
Monitor students carefully
and provide necessary
support.
page 21 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 02
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use a
dictionary to determine word
meanings, syllabication,
pronunciations, alternative word
choices, and parts of speech.
Suggested Duration: 25 min.
Content Objective: Students ask
literal, interpretive, evaluative, and
universal questions.
Suggested Duration: 25 min.
Content Objective: Students ask
literal, interpretive, evaluative, and
universal questions.
Suggested Duration: 35 min.
Content Objective: Students plan a
first draft by choosing a topic and
developing a thesis.
Mini Lesson
1. Display the Anchor Chart:
Using Context Clues from
Daily Lesson 1 Word
Study and Independent
Reading.
1. Display the Anchor Chart:
Types of Questions from
Unit 01, Lesson 01, Daily
Lesson 3 Shared
Reading.
1. Display the Anchor Chart:
Types of Questions from
Shared Reading and
review the four types of
questions.
1. Display the Teacher
Writer’s Notebook. Review
the possible ideas for
writing a personal
narrative.
2. Review how and why
2. Review the four types of
2. Tell students to record
readers use context clues.
questions and give
and answer questions
examples. Explain that
before, during, and after
3. Display the Anchor Chart:
readers ask questions
reading. Encourage them
Dictionary Information.
before, during, and after
to try different types of
reading in order to monitor
questions.
4. Display the selected
their
own
comprehension.
dictionary entry. Review
where to find all the
3. Display the selected
dictionary information
biography or
listed on the chart
autobiography.
(definition, syllabication,
pronunciation, alternative 4. With the students,
word choices, and parts of
generate 1-2 questions for
speech). Record the
each of the four types of
information on the Anchor
questions and record
Chart: Dictionary
them on the chart.
Information.
2. Think Aloud about how to
choose an idea that lends
itself to an effective
personal narrative that
has a point (or thesis).
Last Updated 04/16/2013
3. Retell the personal
experience to the
students. Ask: What is
the “point” of my story?
What would I want my
readers to know or
understand when they
finish reading my story?
Either Think Aloud the
answers to the questions
or discuss possible
responses with students.
page 22 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
5. Select one of the words
recorded on the Anchor
Chart: Using Context
Clues. Review the context
clues and inferred
definition on the chart. If
necessary, use the text
from Daily Lesson 1 and
reread the word in context.
4. Model writing a thesis
statement that
encompasses the point of
the story. Explain that
everything that is written
will support the thesis
statement.
6. Model using the dictionary
to confirm the meaning of
the selected word and to
find other information
about the word. Record
the information on the
Anchor Chart: Dictionary
Information.
Learning Applications
1. Students review the chart
in their Word Study
Notebooks used to collect
words, context clues, and
inferred definitions from
Daily Lesson 1 Word
Study and Independent
Reading.
2. Students create another
chart in their Word Study
Notebooks similar to the
Anchor Chart: Dictionary
Information.
1. Divide students into
groups and distribute a
copy of the biography or
autobiography to each
group.
1. Students choose a literary 1. Students review their
nonfiction text to read
possible ideas for their
independently.
personal narrative and
choose one that has a
2. Students generate and
point.
answer questions before,
2. Working in groups,
during, and after reading. 2. With a partner, students
students read the
share their personal
biography or
experience orally. The
autobiography and answer
partner tells the storyteller
the questions from the
what they think is the point
Mini Lesson in their
of the story. Together they
Reader’s Notebooks, and
write a thesis statement in
record new questions on
the storyteller’s Writer’s
Last Updated 04/16/2013
page 23 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
sticky notes.
3. Students use the
dictionary to confirm the
3. Monitor and assist
definitions of the words
students in answering and
collected in Daily Lesson 1
generating questions.
Word Study. Students also
find other dictionary
information about the
words. Students record
the information on their
new chart.
Notebook. Then, switch
roles.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
1. Discuss the answers to
dictionary information of 2the questions generated
3 words in their Word
in the Mini Lesson.
Study Notebooks.
2. Students share their new
questions and place them
on the chart in the correct
question category.
Last Updated 04/16/2013
1. Ask: How does asking
1. With a different partner,
questions help you as a
students share their topic
reader? What types of
for their personal narrative
questions seem to be
and their thesis statement.
the easiest/hardest to
2. Collect the Writer’s
answer? Discuss
Notebooks to evaluate
responses.
students’ topic of choice
and their thesis statement.
Decide who may need
additional support.
page 24 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Tell Me a Little About Yourself
Lesson Preparation
Daily Lesson #: 03
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
5.1A
5.29A
INDEPENDENT READING
TEKS
5.1A
5.9A
TEKS
Ongoing
TEKS
5.2A,E
5.Fig19A,C,D
5.7A
5.8A
5.18C
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
ÿ Authors use literary techniques
ÿ Readers use writing to
ÿ Authors use writer’s craft to
enhances written and oral
communication.
- How do affixes and root words
help readers understand text?
and elements to enrich the
reader’s experience and
understanding.
- How and why do authors use
literary techniques and elements?
- How do literary techniques and
elements affect the reader?
communicate deeper
understanding of texts.
- How does the language an
author uses affect how you feel
about the story?
engage and sustain the reader’s
interest and enhance
understanding.
- What do authors do to engage
their readers?
Vocabulary of Instruction
ÿ Prefix
ÿ Imagery
ÿ Sensory detail
ÿ Imagery
ÿ Sensory detail
Materials
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Writer’s Notebook (1 per
student)
ÿ Note card (1 per 2 students)
ÿ Dictionary (class set)
ÿ Chart paper (if applicable)
student)
ÿ Highlighter (1 per student)
ÿ Grade-appropriate excerpt of a
literary nonfiction text that includes
sensory details and imagery (1
copy per student)
ÿ Grade-appropriate excerpt of a
literary nonfiction text that presents
student)
ÿ Collection of grade-appropriate
literary nonfiction texts including
biographies and autobiographies
for student selection
ÿ Chart paper (if applicable)
student)
ÿ Teacher Writer’s Notebook (1)
ÿ Chart paper (if applicable)
Last Updated 04/16/2013
5.Fig19A,C,D
5.7A
5.8A
5.18C
Ongoing
TEKS
WRITING
5.15A
5.17A
page 25 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 03
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
information about the person in a
dry, factual way (1 copy per
student)
ÿ Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a list of words that 2. Preview and select a short
can be used with the prefix
excerpt from a biography
over-. Possible words
or autobiography
could include: overuse,
illustrating the dramatic
overdo, overdue,
use of language that
overpriced, overactive,
creates images in the
overconfident, overjoyed,
mind of the reader.
overslept, overflow, etc.
3. Preview and select a short
Use district-adopted
excerpt from a biography
resources from various
or autobiography that
content areas or the
presents the information in
Internet to help compile a
a dry, factual way.
list of grade-appropriate
words.
4. Duplicate the excerpts for
students to write on.
3. Write the words on note
cards so each pair of
5. Create a chart with the
students will have one
following discussion
word.
questions to be used in
Learning Applications:
2. In the Teacher Writer’s
Notebook, organize the
events of the personal
experience on a
sequential graphic
organizer (e.g., timeline).
Add events or details that
are not relevant to the
thesis statement
developed in Daily Lesson
2 Writing.
What words/phrases
Last Updated 04/16/2013
page 26 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 03
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
helped create strong
visual images?
What words/phrases
made you feel a certain
way?
What could the authors
have said differently to
get a different
response from the
reader?
What was the purpose
of the two excerpts?
Did they achieve their
purpose?
Which one would you
prefer to read? Why?
Background Information
Teacher Notes
The prefix over- means too much
(e.g., over confident) or
outer/above (e.g.,
overcoat/overcast).
If possible, try to find excerpts on
the same person representing the
same information, but presented
in different ways.
Students will continue to examine
sensory details and imagery in
Daily Lesson 4 Shared Reading.
Last Updated 04/16/2013
page 27 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 03
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
determine the meaning of words
with prefixes.
Suggested Duration: 25 min.
Content Objective: Students
identify literary language and
sensory details in biographies
and/or autobiographies and
explain how the language used
affects them as a reader including
evaluating its effectiveness
Suggested Duration: 30 min.
Content Objective: Students
identify literary language and
sensory details in biographies
and/or autobiographies and
explain how the language used
affects them as a reader including
evaluating its effectiveness.
Suggested Duration: 30 min.
Content Objective: Students plan a
first draft by organizing ideas
around a thesis statement.
Mini Lesson
1. Ask: What is a prefix?
Why is it important to
know and understand
prefixes as a reader?
Discuss responses.
1. Display the selected
literary texts and discuss
the purpose for reading.
1. Review what was learned
and discussed in Shared
Reading.
1. Using the Teacher Writer’s
Notebook, review the
personal experience being
developed and read the
thesis statement
developed in Daily Lesson
2 Writing.
2. Read the selected
2. Tell students that during
excerpts aloud with
Independent Reading,
2. Display the prefix over-.
appropriate oral fluency.
they will focus their
Tell students that over is a
Students close their eyes,
attention on word choice
word by itself and it is a
listen carefully to the
including how the author
prefix that can be added
words, and visualize what
presents the events of the
to other words to change
is happening in the story.
biography/autobiography
or modify the meaning.
Tell them to be sure to
they are reading.
use their senses.
3. Display the word pay. Ask
a student to use the word 3. Ask: What did you
pay in a sentence.
notice about the two
excerpts? How was the
4. Add the prefix over- and
information presented?
create the word overpay.
Discuss responses.
Ask: How has the
meaning changed?
Discuss responses and
Last Updated 04/16/2013
2. Ask: How are ideas
organized in a personal
narrative? Discuss
responses including that
most personal narratives
are written in a sequential
organization.
3. Explain that the plan for
writing should mirror the
organizational structure of
the genre.
4. Display the sequential
page 28 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
use the word overpay in a
sentence.
graphic organizer used to
plan the personal
narrative in the Teacher
Writer’s Notebook. Ask
students to brainstorm
other sequential graphic
organizers.
5. Think Aloud about each
event on the sequential
graphic organizer and ask:
Does this event/idea
support the thesis
statement (point of the
story)? Think Aloud
about the answers or allow
students to give their
opinion.
6. Explain that events
included in the personal
narrative need to support
the overall thesis. (e.g.,
writing about getting
dressed has nothing to do
with telling about
overcoming your fear of
rollercoasters)
Learning Applications
1. Distribute one over- word
on a note card to each
pair of students.
1. After reading, distribute
copies of the excerpts to
students.
2. With a partner, students
2. Instruct students to reread
Last Updated 04/16/2013
1. Students choose a
biography or
autobiography to read
independently.
1. Students plan their
personal narratives using
a sequential graphic
organizer.
page 29 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
search for the meaning of
their word in a dictionary
and record the word
meaning in their Word
Study Notebooks.
3. Students write their word
in a sentence and
illustrate.
the excerpts. Tell them to
highlight words and
phrases that help them
create a mental image.
2. Instruct students to
respond to the author’s
use of language including
how the events were
presented in the
3. With a partner, students
biography/autobiography
discuss how the
in their Reader’s
highlighted words affected
Notebooks.
them as the reader.
Display the chart with the
discussion questions.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their overwords.
2. Ask students to try to
figure out the meaning of
over- (too much).
3. Display the words:
overcoat and overcast.
Ask students if these
words fit the meaning too
much. Explain that overcan also mean
above/outer.
1. Ask: How did the
1. With a partner, students
language the author
share their Reader’s
used affect how you
Notebook entry and
feel about each of the
fluently read a portion of
excerpts? Students
the text that affected them
respond to this question in
most as a reader.
their Reader’s Notebooks.
Be sure they include
specific examples from the
text.
1. With a partner, students
go through each
event/idea and make sure
each event/idea supports
their thesis.
4. Add the prefix over- to the
Word Wall or an Anchor
Chart along with the two
meanings of the prefix and
examples of a word with
Last Updated 04/16/2013
page 30 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
the prefix.
Last Updated 04/16/2013
page 31 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Tell Me a Little About Yourself
Lesson Preparation
Daily Lesson #: 04
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
5.1A
INDEPENDENT READING
TEKS
5.1A
5.9A
TEKS
Ongoing
TEKS
5.2A,E
5.Fig19A,C,D
5.7A
5.8A
5.18C
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
ÿ Authors use literary techniques
ÿ Readers use writing to
ÿ Author’s use writer’s craft to
enhances written and oral
communication.
- How do affixes and root words
help readers understand text?
and elements to enrich the
reader’s experience and
understanding.
- How does the author of literary
nonfiction engage readers?
communicate deeper
understanding of texts.
- How does the language an
author uses affect how you feel
about the story?
engage and sustain the reader’s
interest and enhance
understanding.
- What do authors do to engage
their readers?
Vocabulary of Instruction
ÿ Suffix
ÿ Imagery
ÿ Sensory detail
ÿ Imagery
ÿ Sensory detail
Materials
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Writer’s Notebook (1 per
student)
ÿ Note card (1 per 2 students)
ÿ Dictionary (class set)
ÿ Chart paper (if applicable)
student)
ÿ Highlighter (1 per student)
ÿ Grade-appropriate excerpt of a
literary nonfiction text that includes
sensory details and imagery (1
copy per student)
ÿ Grade-appropriate excerpt of a
literary nonfiction text that presents
information about the person in a
dry, factual way (1 copy per
student)
ÿ Collection of grade-appropriate
literary nonfiction texts including
biographies and autobiographies
for student selection
ÿ Chart paper (if applicable)
student)
ÿ Teacher Writer’s Notebook (1)
ÿ Chart paper (if applicable)
Last Updated 04/16/2013
5.Fig19A,C,D
5.7A
5.8A
5.18C
Ongoing
TEKS
WRITING
5.15B
5.17A
5.20Aiii
page 32 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 04
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
student)
ÿ Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a list of words that 2. Preview and select a short
can be used with the suffix
excerpt from a biography
-or. Possible words could
or autobiography
include: doctor, tailor,
illustrating the dramatic
actor, juror, donor,
use of language that
spectator, protector,
creates images in the
advisor, conductor,
mind of the reader.
professor, etc. Use district3. Preview and select a short
adopted resources from
excerpt from a biography
various content areas or
or autobiography that
the Internet to help
presents the information in
compile a list of gradea dry, factual way.
appropriate words.
4. Duplicate the excerpts for
3. Write the words on note
students to write on.
cards so each pair of
students will have one
5. Prepare to display the
word.
discussion questions
developed in Daily Lesson
3 Shared Reading.
Background Information
2. Create an Anchor Chart:
Adjectives. Write a
definition and several
examples of adjectives
including ones that
describe origin (e.g.,
American cars). Leave
room on the chart to
record the comparative
and superlative forms of
adjective (e.g., good,
better, best and/or happy,
happier, happiest).
3. In the Teacher Writer’s
Notebook, prepare to write
the beginning of the
personal narrative in front
of students.
The suffix -or means one who or
state or quality of.
Last Updated 04/16/2013
page 33 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 04
Teacher Notes
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
This Instructional Routine is a
repeat of Daily Lesson 3 Shared
Reading for additional practice.
Last Updated 04/16/2013
page 34 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 04
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
determine the meaning of words
with suffixes.
Suggested Duration: 25 min.
Content Objective: Students
identify literary language and
sensory details in biographies
and/or autobiographies and
explain how the language used
affects them as a reader including
evaluating its effectiveness
Suggested Duration: 30 min.
Content Objective: Students
identify literary language and
sensory details in biographies
and/or autobiographies and
explain how the language used
affects them as a reader including
evaluating its effectiveness
Suggested Duration: 30 min.
Content Objective: Students
develop drafts that are focused,
organized, and coherent including
using adjectives to create
imagery.
Mini Lesson
1. Ask: What is a suffix?
Why is it important to
know and understand
suffixes as a reader?
Discuss responses.
1. Display the selected
literary texts and discuss
the purpose for reading.
1. Review what was learned
and discussed in Shared
Reading.
1. Display the Anchor Chart:
Adjectives.
2. Read the selected
excerpts aloud with
2. Display the suffix -or. Tell
appropriate oral fluency.
students that -or is a suffix
Students close their eyes,
that can be added to other
listen carefully to the
words and/or roots to
words, and visualize what
change or modify the
is happening in the story.
meaning.
Tell them to be sure to
Last Updated 04/16/2013
2. Tell students that during
Independent Reading,
they will focus their
attention to word choice
including how the author
presents the events of the
biography/autobiography
they are reading.
2. Ask: What is an
adjective? What are
some examples of
adjectives? Discuss and
record responses on a
chart. Clear up any
misconceptions about
adjectives. Take the
adjectives listed and show
page 35 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
use their senses.
3. Display the word collect.
Ask a student to use the
3. Ask: What did you
word collect in a sentence.
notice about the two
excerpts? How was the
4. Add the suffix -or and
information presented?
create the word collector.
Discuss responses.
Ask: How has the
meaning changed?
Discuss responses and
use the word collector in a
sentence.
students how to change
them to the comparative
and superlative form if
applicable. Also, discuss
origin adjectives, like
American cars.
3. Ask: How do authors
use adjectives to
engage their readers?
Discuss responses.
4. Display the sequential
graphic organizer
representing the
events/ideas for the
personal narrative in the
Teacher Writer’s
Notebook.
5. Display the thesis
statement for the personal
narrative in the Teacher
Writer’s Notebook.
6. Model writing the
beginning of the personal
narrative. Think Aloud
about how everything that
is written needs to support
the thesis statement.
Model the use of
adjectives to create
mental images.
Last Updated 04/16/2013
page 36 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Learning Applications
1. Distribute one -or word on 1. After reading, distribute
a note card to each pair of
copies of the excerpts to
students.
students.
2. With a partner, students
search for the meaning of
their word in a dictionary
and record the word
meaning in their Word
Study Notebooks.
3. Students write their word
in a sentence and
illustrate.
1. Students choose a
biography or
autobiography to read
independently.
2. Instruct students to reread
the excerpts. Tell them to 2. Instruct students to
highlight words and
respond to the author’s
phrases that help them
use of language including
create a mental image.
how the events were
presented in the
3. With a partner, students
biography/autobiography
discuss how the
in their Reader’s
highlighted words affected
Notebooks.
them as the reader.
Display the chart with the
discussion questions from
Daily Lesson 3 Shared
Reading.
1. Students use the
events/ideas on their
sequential graphic
organizer to draft the
beginning of their
personal narratives.
Remind students to
include details that
support their thesis.
2. Tell students to choose
their words carefully in
order to create images in
their readers’ minds.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their -or
words.
1. Ask: How did the
1. With a partner, students
language the author
share their Reader’s
used affect how you
Notebooks entry and
feel about each of the
fluently read a portion of
2. Ask students to try to
excerpts? Students
the text that affected them
figure out the meaning of
respond to this question in
most as a reader.
-or (one who).
their Reader’s Notebooks.
Be sure they include
3. Display the words: error
specific examples from the
and stupor .Ask students if
text.
these words fit the
meaning one who. Explain
that -or can also mean the
state or quality of.
Last Updated 04/16/2013
1. Choose a couple of
students to share their
thesis statement and the
beginning of their
personal narrative. Ask:
Does the story so far
support the thesis?
Discuss responses.
page 37 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
4. Add the suffix -or to the
Word Wall or an Anchor
Chart along with the two
meanings of the suffix and
examples of a word with
the suffix.
Last Updated 04/16/2013
page 38 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Tell Me a Little About Yourself
Lesson Preparation
Daily Lesson #: 05
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
5.1A
INDEPENDENT READING
TEKS
5.1A
5.9A
TEKS
Ongoing
TEKS
5.2A
5.22Ai
5.Fig19A,C,D
5.7A
5.8A
5.18C
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
ÿ Authors use literary techniques
ÿ Authors use literary techniques
ÿ Authors use writer’s craft to
enhances written and oral
communication.
- How can a suffix change the
spelling and/or pronunciation of a
word?
and elements to enrich the
reader’s experience and
understanding.
- How does the author of literary
nonfiction engage readers?
and elements to enrich the
reader’s experience and
understanding.
- How does the author of literary
nonfiction engage readers?
engage and sustain the reader’s
interest and enhance
understanding.
- What do authors do to engage
their readers?
Vocabulary of Instruction
ÿ Derivational suffix
ÿ Consonant change
ÿ Figurative language
ÿ Simile
ÿ Metaphor
ÿ Figurative language
ÿ Simile
ÿ Metaphor
Materials
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Writer’s Notebook (1 per
student)
ÿ Highlighter (1 per student)
ÿ Glue (optional)
ÿ Chart paper (if applicable)
student)
ÿ Highlighter (1 per student)
ÿ Grade-appropriate excerpt of a
literary nonfiction text that includes
examples of figurative language
including similes and/or
metaphors (1 copy per student)
ÿ Chart paper (if applicable)
student)
ÿ Collection of grade-appropriate
literary nonfiction texts including
biographies and autobiographies
for student selection
ÿ Chart paper (if applicable)
student)
ÿ Teacher Writer’s Notebook (1)
ÿ Chart paper (if applicable)
Last Updated 04/16/2013
5.Fig19A,C,D
5.7A
5.8A
5.18C
Ongoing
TEKS
WRITING
5.15B
5.17A
5.20Ai
page 39 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 05
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Attachments and
Resources
ÿ Handout: Consonant Change
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Duplicate Handout:
Consonant Change
Word Sort 1 for each
student.
2. Preview and select an
excerpt from a biography
or autobiography
illustrating the use of
figurative language
including similes and/or
metaphors.
Word Sort 1 (1 per student)
2. Prepare to display the
Anchor Chart: Irregular
Verbs from Unit 01,
Lesson 02, Daily Lesson
10 Writing. Add to the
chart a definition for active
voice verbs and provide
some examples.
3. Duplicate he excerpts for
students to write on.
Background Information
Derivational suffix - a letter or
letters added to the end of a word
that changes the part of speech
and often the pronunciation of the
base word or the root word
Consonant change - the
pronunciation of the final
consonant changes when adding
the suffix
3. In the Teacher Writer’s
Notebook, prepare to
model writing the middle of
the personal narrative.
This Instructional Routine partially
assesses Performance Indicator
04.
Active voice - sentence structure
in which the subject performs
the action of the verb (e.g., the
dog bit the boy), rather than
being acted upon (e.g., the boy
was bitten by the dog)
Teacher Notes
Last Updated 04/16/2013
page 40 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 05
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
identify, explain, and spell words
with consonant changes when
adding suffixes.
Suggested Duration: 25 min.
Content Objective: Students
identify literary language and
sensory details in biographies
and/or autobiographies and
explain how the language used
affects them as a reader including
evaluating its effectiveness
Suggested Duration: 30 min.
Content Objective: Students
identify literary language and
sensory details in biographies
and/or autobiographies and
explain how the language used
affects them as a reader including
evaluating its effectiveness
Suggested Duration: 30 min.
Content Objective: Students
develop drafts that are focused,
organized, and coherent. Students
use verbs that show active voice.
Mini Lesson
1. Display the following
words: illustrate,
illustration, educate,
education.
1. Discuss why you chose to
read the selected novel
and the purpose for
reading.
1. Review what was learned
and discussed in Shared
Reading.
2. Read the displayed words
and divide them into
syllables.
2. Read the selected excerpt
aloud with appropriate oral
fluency. Students close
their eyes, listen carefully
to the words, and visualize
what is happening in the
story. Tell them to be sure
to use their senses.
1. Display the Anchor Chart:
Irregular Verbs from Unit
01, Lesson 02, Daily
Lesson 10 Writing. Review
irregular verbs. Explain
what an active voice verb
is and give examples. Ask:
How do authors use
verbs (active voice) to
engage their readers?
Discuss responses.
3. Ask: How does adding
the suffix -ion to the
word change its
meaning and part of
speech? How does it
change the spelling
3. Discuss which parts
and pronunciation?
created visual images.
Discuss answers including
4. Review what a simile and
the base word starts as a
metaphor are and give
verb and changes to a
examples.
noun; the final sound /t/
becomes /sh/.
5. Ask students to reread
and highlight any similes
Last Updated 04/16/2013
2. Tell students that during
Independent Reading,
they will focus their
attention to word choice
including looking for uses
of figurative language,
similes, and metaphors
and how the author
presents the events of the
biography or
autobiography they are
reading.
2. Display the sequential
graphic organizer
representing the
events/ideas for the
personal narrative in the
Teacher Writer’s
Notebook.
3. Display the thesis
statement for the personal
page 41 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
narrative in the Teacher
Writer’s Notebook.
and/or metaphors.
4. Model writing the middle of
the personal narrative.
Think Aloud about how
everything that is written
needs to support the
thesis statement. Model
the use of irregular and
active voice verbs to
create mental images.
Learning Applications
1. Distribute the Handout:
Consonant Change
Word Sort 1 to each
student.
1. With a partner, students
discuss the literal and
figurative meaning of the
similes and/or metaphors
and speculate on why the
2. Instruct students to cut out
author chose to use them.
the words and match the
base word with the word
that has the base word
and the suffix –ion. Then,
divide each word into
syllables and highlight the
ending consonant sound
of the base word.
1. Students choose a
biography or
autobiography to read
independently.
2. Instruct students to
respond to the author’s
use of language including
how the events were
presented in the
biography/autobiography
in their Reader’s
Notebooks.
1. Students use the
events/ideas on their
sequential graphic
organizer to draft the
beginning of their
personal narratives.
Remind students to
include details that
support their thesis.
2. Tell students to choose
their words carefully in
order to create images in
their readers’ minds.
3. In their Word Study
Notebooks, students
identify and record
observations about how
each word changes.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Last Updated 04/16/2013
page 42 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Closure
1. Each group reports to the
class about their
observations.
2. Students glue or copy
examples of words with
consonant changes in
their Word Study
Notebooks. Ask them to
find more examples of this
pattern during Shared
Reading and Independent
Reading.
1. Ask: How did the
language the author
used affect how you
feel about the story?
Students respond to the
question in their Reader’s
Notebooks. Be sure they
include specific examples
from the text.
Last Updated 04/16/2013
1. With a partner, students
share their Reader’s
Notebook entry and
fluently read a portion of
the text that affected them
most as a reader.
2. Collect Reader’s
Notebooks and assess
their responses for
understanding.
1. Choose a couple of
students to share their
thesis statement and the
beginning and middle of
their personal narrative.
2. Ask: Does the story so
far support the thesis?
Discuss responses. What
words or phrases did
the writer use that
created images in your
head? Discuss
responses.
page 43 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Tell Me a Little About Yourself
Lesson Preparation
Daily Lesson #: 06
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
5.2A
5.22Ai
5.Fig19A,B,C,D
5.3C
5.1A
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
enhances written and oral
communication.
- How can a suffix change the
spelling and/or pronunciation of a
word?
Vocabulary of Instruction
ÿ Derivational suffix
ÿ Consonant change
ÿ Theme
Materials
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per
student)
ÿ Highlighter (1 per student)
ÿ Glue (optional)
student)
ÿ 2 grade-appropriate previously
read biographies and/or
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.Fig19A,B,C,D,E,F 5.1A
5.18C
5.6A,B,C
5.9A
5.15B
5.17A
ÿ Authors use literary techniques
ÿ Readers use strategies to support
ÿ Authors use writer’s craft to
and elements to enrich the
reader’s experience and
understanding.
- Why is the theme in biographies
and autobiographies important to
readers?
understanding of text.
- What strategies do readers use to
help maintain understanding of text?
ÿ Readers use writing to
communicate deeper understanding
of texts.
- How can readers demonstrate
understanding through writing?
ÿ Readers create connections to
make text personally relevant and
useful.
- How can making connections help
with comprehension?
engage and sustain the reader’s
interest and enhance
understanding.
- What do authors do to engage
their readers?
Last Updated 04/16/2013
ÿ Reader’s Notebook (1 per student) ÿ Writer’s Notebook (1 per
ÿ Grade-appropriate previously read student)
text for modeling (1)
ÿ Teacher Writer’s Notebook (1)
ÿ Collection of grade-appropriate
ÿ Chart paper (if applicable)
page 44 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 06
WORD STUDY
ÿ Chart paper (if applicable)
SHARED READING
autobiographies (1)
ÿ Chart paper (if applicable)
Attachments and
Resources
ÿ Handout: Consonant Change
Advance Preparation
1. Prepare to display visuals 1. Prepare to display visuals
as appropriate.
as appropriate.
INDEPENDENT READING
WRITING
texts in a variety of genre for student
selection
ÿ Chart paper (if applicable)
Word Sort 2 (1 per student)
2. Duplicate Handout:
Consonant Change
Word Sort 2 for each
student.
1. Prepare to display visuals as 1. Prepare to display visuals
appropriate.
as appropriate.
2. Select two previously read 2. Prepare to display the
2. In the Teacher Writer’s
biographies and/or
Anchor Chart: Reader
Notebook, prepare to
autobiographies of people
Response Questions from
write the end of the
whose lives were affected
Unit 01. Be sure that there is
personal narrative in front
by a historical event or
at least one question for
of students.
movement. The historical
each of the Figure 19 TEKSevent or movement needs
comprehension skills. If not,
to affect the theme of the
prepare to add those
text.
questions to the chart.
3. Choose a previously read
text (any genre) to model a
written response to one of
the questions on the Anchor
Chart: Reader Response
Questions. The text could be
something that has been
read in any content area.
Background Information
Refer to Daily Lesson 5 Word
Study
Theme - the central or universal
idea of a piece of fiction or the
main idea of a nonfiction essay.
Themes are ideas or concepts
Last Updated 04/16/2013
page 45 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 06
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
that relate to morals and values
and speak to the human
experience.
Teacher Notes
This Daily Lesson lends itself to
Social Studies connections.
Consider the time period being
studied and try to find text to
match that time period.
Last Updated 04/16/2013
In Daily Lessons 6-10 Independent
Reading, students will have the
opportunity to select any genre they
wish to read. Students will apply
comprehension skills in reading and
respond in writing to demonstrate
their understanding of the text.
Students choose a text to use as a
basis for a Book Talk.
When choosing which question to
model writing a response, consider
the needs of the class and choose a
question in which students need
more practice.
page 46 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 06
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
identify, explain, and spell words
with consonant changes when
adding suffixes.
Suggested Duration: 10-12 min.
Content Objective: Students
explain the effect of a historical
event or movement on the theme
of a biography or autobiography.
Mini Lesson
1. Display the following
words: electric/electrician.
1. Ask: What is theme?
What are some
examples of theme in
stories? Discuss
responses and clear up
any misconceptions.
INDEPENDENT READING
Suggested Duration: 25 min.
Content Objective: Students write
responses to text that
demonstrate understanding and
provide text evidence to support
their ideas.
WRITING
Suggested Duration: 35 min.
Content Objective: Students
develop drafts that are focused,
organized, and coherent
1. Display Anchor Chart:
1. Display the sequential
Reader Response
graphic organizer
Questions. Review what
representing the
2. Read the displayed words
has been learned about
events/ideas for the
and divide them into
literary nonfiction texts
personal narrative in the
syllables.
and ask: Are there any
Teacher Writer’s
questions
that
should
Notebook.
3. Ask: How does adding
2. Display one of the
be added or revised on
the suffix -ian to the
selected previously read
2. Display the thesis
the chart about literary
word change its
biographies or
statement for the personal
nonfiction? Students
meaning and part of
autobiographies.
narrative in the Teacher
discuss responses with a
speech? How does it
Writer’s Notebook.
partner, then with the
change the spelling
3. Ask: What was the
whole class. Record any
and pronunciation?
theme of the story?
3. Model writing the end of
new questions or changes
Discuss answers including
What is the text
the personal narrative.
to
existing
questions.
the base word is a noun
evidence of the theme?
Think Aloud about how
and changes to a person
Discuss and chart
everything that is written
2. Using a previously read
who specializes in the
responses.
needs to support the
text, choose one of the
base word, the final sound
thesis statement.
questions and model
4. Explain that many famous
/k/ becomes /sh/.
writing a thoughtful
people were affected by
response that
the historical events that
demonstrates
were happening at the
understanding and
time they were alive. Ask:
Last Updated 04/16/2013
page 47 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
What historical events
could have affected the
person in this
biography? Discuss
responses. If necessary,
explain historical events.
provides text evidence to
support ideas.
5. Ask: What was the
effect of the historical
event on the theme of
the biography? How
might the theme have
been different if the
person lived in a
different time? Discuss
responses.
Learning Applications
1. Distribute Handout:
Consonant Change
Word Sort 2 to each
student
1. Display the other
previously read biography
or autobiography.
1. Students select a text for
Independent Reading and
read by themselves.
2. Ask: What was the
2. Instruct students to cut out
theme of the story?
the words and match the
Students turn to a partner
base word with the word
and discuss.
that has the base word
3. Ask: What was the
and the suffix –ian. Then,
effect of the historical
divide each word into
event on the theme of
syllables and highlight the
the biography? How
ending consonant sound
might the theme have
of the base word.
been different if the
3. In their Word Study
person lived in a
Notebooks, students
different time? Students
2. Students choose a
question from the Anchor
Chart: Reader Response
Questions and respond to
the question in their
Reader’s Notebooks
demonstrating their
understanding of the text
and providing text
evidence to support their
ideas.
Last Updated 04/16/2013
1. Students use the
events/ideas on their
sequential graphic
organizer to draft the end
of their personal
narratives. Remind
students that what they
write needs to support
their thesis.
page 48 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
identify and record
observations about how
each word changes.
turn to a partner and
discuss.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Each group reports to the
class about their
observations.
2. Students glue or copy
examples of words with
consonant changes in
their Word Study
Notebooks. Ask them to
find more examples of this
consonant change pattern
during Shared Reading
and Independent Reading.
1. Ask the questions from
Learning Applications
again and discuss as a
whole group.
Last Updated 04/16/2013
1. Students share their
response with a partner.
1. Choose a couple of
students to share their
thesis statement and their
personal narrative. Ask:
Does the story support
the thesis? Discuss
responses.
page 49 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Tell Me a Little About Yourself
Lesson Preparation
Daily Lesson #: 07
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
5.1A
INDEPENDENT READING
TEKS
5.1A
5.9A
TEKS
5.15C
5.17A
Ongoing
TEKS
5.22Aii
5.Fig19D,F
5.5A
5.11E
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
ÿ Authors use literary techniques
ÿ Readers use strategies to
ÿ Authors use writer’s craft to
enhances written and oral
communication.
- How can a suffix change the
spelling and/or pronunciation of a
word?
and elements to enrich the
reader’s experience and
understanding.
- What literary techniques and
elements are in dramas?
support understanding of text.
- What strategies do readers use
to help maintain understanding of
text?
ÿ Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
ÿ Readers create connections to
make text personally relevant and
useful.
- How can making connections
help with comprehension?
engage and sustain the reader’s
interest and enhance
understanding.
- What do authors do to engage
their readers?
Vocabulary of Instruction
ÿ Derivational suffix
ÿ Vowel change
ÿ Dramatic adaptation
ÿ Summary
Materials
ÿ Word Study Notebook (1 per
ÿ Grade-appropriate play or script
ÿ Reader’s Notebook (1 per
ÿ Writer’s Notebook (1 per
student)
ÿ Highlighter (1 per student)
about a famous person (1 copy
per student)
student)
ÿ Grade-appropriate previously
student)
ÿ Teacher Writer’s Notebook (1)
Last Updated 04/16/2013
5.Fig19E
5.18C
Ongoing
TEKS
WRITING
page 50 of 79 5.20Aiv,v,B
Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 07
WORD STUDY
ÿ Glue (optional)
ÿ Chart paper (if applicable)
SHARED READING
WRITING
ÿ Chart paper (if applicable)
read text for modeling (1)
ÿ Collection of grade-appropriate
books in a variety of genre for
student selection
ÿ Chart paper (if applicable)
ÿ Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Attachments and
Resources
ÿ Handout: Vowel Change Word
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Duplicate Handout: Vowel
Change Word Sort 1 for
each student.
2. When selecting a text for
this Daily Lesson, choose
a play or Reader’s
Theater about a famous
person with a
corresponding biography.
Background Information
INDEPENDENT READING
Sort 1 (1 per student)
2. Prepare to display the
2. Prepare to display the
Anchor Chart: Reader
Anchor Chart: Revision
Response Questions. Be
Checklist from Unit 01,
sure there is a question
Lesson 02, Daily Lesson
related to summary. If not,
15 Writing. Add the
add a question(s)
following questions to the
chart: What is revision?
3. Create a T-chart. Put the 3. Choose a previously read
Why revise? How do
title of the play or
text (any genre) to model
authors revise, and what
Reader’s Theater on the
writing a summary. The
do they look for?
left side and the title of the
text could be something
biography on the right.
that has been read in any 3. In the Teacher Writer’s
content area.
Notebook, prepare to
4. Assign students to small
model revising the
groups based on the
personal narrative.
number of parts in the
play.
Derivational suffix - a letter or
letters added to the end of a word
that changes the part of speech
and often the pronunciation of the
Revise - changing, adding, or
deleting words, phrases, or
sentences to clarify and/or to
enhance the message to ensure
Last Updated 04/16/2013
page 51 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 07
Teacher Notes
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
base word or the root word
Vowel changes - the pronunciation
of the vowel in the base word or
root word changes when adding a
suffix
the purpose, audience, and genre
have been addressed
Coherent - Logically ordered,
with consistent relations of parts
to the whole (e.g., a coherent
essay)
Word choice - the author’s
thoughtful use of precise
vocabulary to fully convey
meaning to the reader
This Daily Lesson focuses on how
the long vowel in words changes
to a short vowel when adding a
suffix.
If necessary, choose just one or
two things from the Anchor Chart:
Revision Checklist to focus on.
Consider the strengths and
needs of the students. Students
could make individual goals for
revision.
Last Updated 04/16/2013
page 52 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 07
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
identify, explain, and spell words
with vowel changes (long to short
vowel) when adding suffixes.
Suggested Duration: 25 min.
Content Objective: Students
analyze the similarities and
differences between a dramatic
adaptation and a literary nonfiction
text.
Suggested Duration: 25 min.
Content Objective: Students
summarize text while maintaining
meaning and logical order.
Suggested Duration: 35 min.
Content Objective: Students revise
drafts that are focused, organized,
and coherent.
Mini Lesson
1. Display the following
words: produce,
production.
1. Ask: How is a dramatic
adaptation different
from a written text?
Discuss responses.
1. Display Anchor Chart:
Reader Response
Questions.
1. Display Anchor Chart:
Revision Checklist. Ask
each question on the
chart and record answers.
2. Read the displayed words.
Divide them into syllables 2. Explain to students that
and code the vowels as
they will be reading a play
long or short in each word:
about a famous person.
prō­dūce, prō­dŭc­tion.
3. Discuss that the play will
3. Ask: How does adding a
have many of the
suffix to the base word
elements of a biography.
change its meaning and
Tell them as they read the
part of speech? How
play to think about what
does it change the
information and elements
spelling and
are included in the play.
pronunciation? Discuss
answers including the
base word is a verb and
Last Updated 04/16/2013
2. Using the previously read
text, model writing a
response to the
question(s) about
summary. Think Aloud
about how to write the
main idea from the
beginning, middle, and
end.
2. Review the following areas
for revision:
Clarify meaning
Check coherence
Review and adjust
organization
Include sensory details
to enhance the
message
Incorporate precise
words that create
visual images
page 53 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
changes to noun, the “u”
is long in the base word,
and then becomes short.
Also, the “c” goes from
soft to hard.
Learning Applications
3. Think Aloud and model
using the checklist to
revise the personal
narrative in the Teacher
Writer’s Notebook.
1. Distribute Handout: Vowel 1. In small groups, students
Change Word Sort 1 to
select roles and read the
each student.
play.
1. Students select a text for
Independent Reading and
read by themselves.
2. Instruct students to cut out
the words and match the
base word with the word
that has the base word
and a suffix. Then, divide
each word into syllables
and determine if the vowel
sound in each syllable is
long or short.
2. Students write a summary
of the text they read in
their Reader’s Notebooks.
1. Students reread their
personal narrative to a
partner. The partner gives
suggestions for revision.
Students use the Anchor
Chart: Revision Checklist
as a resource.
2. Students revise their draft
using the criteria on the
Anchor Chart: Revision
Checklist.
3. In their Word Study
Notebooks, students
identify and record
observations about how
each word changes.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Each group reports to the
class about their
observations.
1. Ask: What literary
elements and
techniques did the play
Last Updated 04/16/2013
1. Students share their
summary with a partner.
1. Choose a couple of
students to share their
thesis statement and their
page 54 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
2. Students glue or copy
examples of words with
vowel changes in their
Word Study Notebooks.
Ask them to find more
examples of this pattern
during Shared Reading
and Independent Reading.
have that a biography
might also have?
Discuss and record
responses on the T-chart.
Last Updated 04/16/2013
personal narrative. Ask:
Does the story support
the thesis? Discuss
responses.
page 55 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Tell Me a Little About Yourself
Lesson Preparation
Daily Lesson #: 08
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.22Aii
5.Fig19D,F
5.5A
5.11E
5.Fig19A,B,C,D,E,F 5.1A
5.18C
5.6A,B,C
5.9A
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
ÿ Readers create connections to
ÿ Readers use strategies to support
ÿ Authors use writer’s craft to
enhances written and oral
communication.
- How can a suffix change the
spelling and/or pronunciation of a
word?
make text personally relevant and
useful.
- How can making connections
help with comprehension?
ÿ Authors use literary techniques
and elements to enrich the
reader’s experience and
understanding.
- What literary techniques and
elements are in dramas?
understanding of text.
- What strategies do readers use to
help maintain understanding of text?
ÿ Readers use writing to
communicate deeper understanding
of texts.
- How can readers demonstrate
understanding through writing?
ÿ Readers create connections to
make text personally relevant and
useful.
- How can making connections help
with comprehension?
engage and sustain the reader’s
interest and enhance
understanding.
- What do authors do to engage
their readers?
Vocabulary of Instruction
ÿ Derivational suffix
ÿ Vowel change
ÿ Dramatic adaptation
Materials
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per
student)
ÿ Highlighter (1 per student)
ÿ Glue (optional)
student)
ÿ Grade-appropriate biography or
autobiography that corresponds
Last Updated 04/16/2013
5.21Ai
ÿ Edit
ÿ Reader’s Notebook (1 per student) ÿ Writer’s Notebook (1 per
ÿ Grade-appropriate previously read student)
text (1)
ÿ Teacher Writer’s Notebook (1)
ÿ Collection of grade-appropriate
ÿ Colored pen or pencil (1 per
page 56 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 08
WORD STUDY
ÿ Chart paper (if applicable)
SHARED READING
with the play from Daily Lesson 7
(1 copy per student)
ÿ Grade-appropriate play about a
famous person from Daily
Lesson 7 (1 copy per student)
ÿ Chart paper (if applicable)
INDEPENDENT READING
books in a variety of genre
ÿ Chart paper (if applicable)
WRITING
student)
ÿ Chart paper (if applicable)
Attachments and
Resources
ÿ Handout: Vowel Change Word
Advance Preparation
1. Prepare to display visuals 1. Prepare to display visuals
as appropriate.
as appropriate.
1. Prepare to display visuals as 1. Prepare to display visuals
appropriate.
as appropriate.
2. Duplicate Handout:
Vowel Change Word
Sort 2 for each student.
2. Prepare to display the
2. If necessary, add the
Anchor Chart: Reader
following capitalization
Response Questions from
rules with examples to the
Unit 01. Be sure that there is
Teacher-Created
at least one question for
Handout: Editing Checklist
each of the Figure 19 TEKSfrom Unit 01, Lesson 02,
comprehension skills. If not,
Daily Lesson 16 Writing:
prepare to add those
Abbreviations (Dr.,
questions to the chart.
Mr., St., Ave.)
3. Choose a previously read
Initials and acronyms
text (any genre) to model a
(C.S. Lewis, R.S.V.P.,
written response to one of
F.B.I.)
the questions on the Anchor
Chart: Reader Response
3. If necessary, add the
Questions. The text could be
following punctuation
something that has been
rules with examples to the
read in any content area.
Teacher-Created
Handout: Editing Checklist
Sort 2 (1 per student)
2. Choose a biography or
autobiography that
corresponds with the play
read in Daily Lesson 7
Shared Reading.
3. Prepare to display the Tchart from Daily Lesson 7
Shared Reading.
Last Updated 04/16/2013
page 57 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 08
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
from Unit 01, Lesson 02,
Daily Lesson 16 Writing:
Periods after
abbreviations and
initials (Dr., Mr., St.,
Ave, C.S. Lewis,
R.S.V.P., F.B.I.)
Colon in time (12:30)
Hyphen in two-part
numbers (twenty-six)
Proper punctuation for
quotations
4. In the Teacher Writer’s
Notebook, prepare to edit
the personal narrative for
capitalization and
punctuation.
Background Information
Refer to Daily Lesson 7 Word
Study
Teacher Notes
This Daily Lesson focuses on
how the long vowel sounds in
words changes to a schwa
sound when adding a suffix.
This Instructional Routine assesses
the Performance Indicator 04.
In this Daily Lesson, students are
editing for capitalization and
punctuation only.
Last Updated 04/16/2013
page 58 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 08
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
identify, explain, and spell words
with vowel changes (long vowel
sound to schwa sound) when
adding suffixes.
Suggested Duration: 35 min.
Content Objective: Students
analyze the similarities and
differences between a dramatic
adaptation and a literary nonfiction
text.
Mini Lesson
1. Display the following
words: stable, stability,
exclaim, exclamation.
1. Display the T-chart from
1. Display Anchor Chart:
Daily Lesson 7 Shared
Reader Response
Reading. Review the play
Questions.
and the information on the
2. Using a previously read
chart.
text, choose one of the
2. Display and distribute the
questions and model
biography that
writing a thoughtful
corresponds with the play.
response that
Ask: How do you think
demonstrates
the biography will be
understanding and
the same as the play?
provides text evidence to
How do you think the
support ideas.
biography will be
different from the play?
Discuss responses.
2. Read the displayed words
and divide them into
syllables and code the
vowels as long, short, or
schwa (kind of like a short
u sound) in each word:
stā­ble, stә (a now makes
the schwa sound)­bĭl­ĭty,
ĕx­clāim, ĕx­clә­mā­tion.
3. Ask: How does adding a
suffix to the base word
change its meaning and
part of speech? How
3. Read the beginning of the
does it change the
biography aloud. Stop to
spelling and
discuss similarities and
pronunciation? Discuss
differences encountered
answers including the
so far. Record them on
changes in the vowel
the T-chart.
sound in the second
Last Updated 04/16/2013
Suggested Duration: 25 min.
Content Objective: Students write
responses to text that
demonstrate understanding and
provide text evidence to support
their ideas.
WRITING
Suggested Duration: 25 min.
Content Objective: Students edit
their drafts for punctuation and
capitalization.
1. Distribute and display the
Teacher Created
Handout: Editing
Checklist.
2. Review previous
expectations for
punctuation and
capitalization.
3. Explain the new
expectations/rules for
punctuation and
capitalization and give
examples.
4. In the Teacher Writer’s
Notebook, model using the
editing checklist to correct
punctuation and
capitalization errors using
a colored pen or pencil.
page 59 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
syllable and how the
second syllable is spelled
different in “exclaim” and
“exclamation”.
Learning Applications
1. Distribute Handout: Vowel 1. Students continue to read 1. Students select a text for
Change Word Sort 2 to
the biography with a
Independent Reading and
each student.
partner. As they read,
read by themselves.
students discuss the
2. Instruct students to cut out
2. Students choose a
similarities and differences
the words and match the
question from the Anchor
between the biography
base word with the word
Chart: Reader Response
and the play (dramatic
that has the base word
Questions and respond to
adaptation).
and a suffix. Then, divide
the question in their
each word into syllables
Reader’s Notebooks
and determine if the vowel
demonstrating their
sound in each syllable is
understanding of the text
long, short, or schwa.
and providing text
evidence to support their
3. In their Word Study
ideas.
Notebooks, students
identify and record
observations about how
each word changes.
1. Students use the
Teacher-Created
Handout: Editing Checklist
to correct punctuation and
capitalization errors using
a colored pen or pencil.
2. Monitor and provide
assistance with editing.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Each group reports to the
class about their
1. Ask: What literary
elements and
Last Updated 04/16/2013
1. Students share their
response with a partner.
1. Choose 2-3 students to
share their personal
page 60 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
observations.
2. Students glue or copy
examples of words with
vowel changes in their
Word Study Notebooks.
Ask them to find more
examples of this pattern
during Shared Reading
and Independent Reading.
techniques did the
biography have? What
are the similarities and
differences between
the biography and the
play (dramatic
adaptation)? Discuss
and record responses.
Last Updated 04/16/2013
2. Collect the Reader’s
Notebooks to assess
students’ entries for
understanding.
narrative. Ask: Does the
story support the
thesis? Discuss
responses.
2. Collect the Writer’s
Notebooks to teacher edit
for punctuation and
capitalization.
page 61 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Tell Me a Little About Yourself
Lesson Preparation
Daily Lesson #: 09
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
5.22Aii
5.Fig19D,F
5.5A
5.7A
5.8A
5.11E
5.14C
5.18C
ÿ An extensive vocabulary
enhances written and oral
communication.
- How can a suffix change the
spelling and/or pronunciation of a
word?
Ongoing
TEKS
5.27B
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.Fig19A,B,C,D,E,F 5.27A,B,C
5.18C
5.28A
5.29A
5.15D
5.22Ai-ii
ÿ Readers create connections to
ÿ Effective listening and speaking
ÿ Authors use writer’s craft to
make text personally relevant and
builds background knowledge and
engage and sustain the reader’s
useful.
- How can making connections
help with comprehension?
ÿ Authors use literary techniques
and elements to enrich the
reader’s experience and
understanding.
- What literary techniques and
elements are in dramas?
supports collaboration.
- How can I be an effective speaker
and listener?
interest and enhance
understanding.
- What do authors do to engage
their readers?
Vocabulary of Instruction
ÿ Derivational suffix
ÿ Vowel change
Materials
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per
student)
ÿ Highlighter (1 per student)
student)
ÿ Grade-appropriate biography or
5.22C,E
ÿ Edit
Last Updated 04/16/2013
ÿ Reader’s Notebook (1 per student) ÿ Writer’s Notebook (1 per
ÿ Grade-appropriate previously read student)
text for modeling (1)
ÿ Teacher Writer’s Notebook (1)
page 62 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 09
WORD STUDY
ÿ Glue (optional)
ÿ Chart paper (if applicable)
SHARED READING
autobiography that corresponds
with the biographical
documentary/video (1 copy per
student)
ÿ Grade-appropriate biographical
documentary/video that
corresponds with a biography or
autobiography (1)
ÿ Chart paper (if applicable)
INDEPENDENT READING
WRITING
ÿ Collection of grade-appropriate
ÿ Colored pen or pencil (1 per
previously read literary texts for
student selection
ÿ Chart paper (if applicable)
student)
ÿ Chart paper (if applicable)
Attachments and
Resources
ÿ Handout: Vowel Change Word
Advance Preparation
1. Prepare to display visuals 1. Prepare to display visuals
as appropriate.
as appropriate.
1. Prepare to display visuals as 1. Prepare to display visuals
appropriate.
as appropriate.
2. Duplicate the Handout:
Vowel Change Word
Sort 3 for each student.
2. Decide on the criteria to be
2. Teacher-edit student
included in the Book Talk.
Writer’s Notebooks for
Consider title, author,
missed capitalization and
summary, literary techniques
punctuation errors.
used, reading a favorite part,
3. Add the following spelling
telling if they would
rules with examples to the
recommend it or not, etc.
Teacher-Created
3. Plan a Book Talk using a
Handout: Editing
previously read text. Be sure
Checklist:
to include everything in the
Consonant changes
criteria.
Vowel changes
Sort 3 (1 per student)
2. When choosing a text for
this Daily Lesson, choose
a biographical
documentary/video about
a famous person with a
corresponding biography
or autobiography.
4. Type the personal
narrative draft into a
computer document in
Last Updated 04/16/2013
page 63 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 09
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
order to model how to use
the spell check function.
Background Information
Refer to Daily Lesson 7 Word
Study
Teacher Notes
This Daily Lesson focus on the
how the schwa sound in words
changes to a short sound when
adding a suffix.
In this Daily Lesson, students are
editing for spelling and grammar
only.
Last Updated 04/16/2013
page 64 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 09
Duration and Objective
WORD STUDY
Suggested Duration: 15 min.
Content Objective: Students
identify, explain, and spell words
with vowel changes (schwa to
short) when adding suffixes.
SHARED READING
Suggested Duration: 40 min.
Content Objective: Students
analyze the similarities and
differences between a dramatic
adaptation and a literary nonfiction
text.
INDEPENDENT READING
Suggested Duration: 25 min.
Content Objective: Students give
organized presentations
employing eye contact, speaking
rate, volume, enunciation, and
gestures. Students use
WRITING
Suggested Duration: 20 min.
Content Objective: Students edit
drafts for spelling and grammar.
appropriate language to
communicate ideas clearly.
Mini Lesson
1. Display the following
words: neutral, neutrality.
1. Review what has been
1. On a chart, list the criteria
learned about comparing a
for what should be
dramatic adaptation with its
included in each Book
2. Read the displayed words,
original text
Talk.
divide them into syllables,
(biography/autobiography).
and code the vowels as
2. Model giving a Book Talk
long or short in each
2. Tell students that they will
using appropriate
word: noo­trәl, noo­trăl­i­
be comparing a
speaking skills.
ty.
biographical
documentary/video with its
3. Ask: How does adding a
corresponding
suffix to the base word
biography/autobiography.
change its meaning and
Explain that they will create
part of speech? How
a poster that represents
does it change the
and compares the literary
spelling and
elements and techniques
pronunciation? Discuss
in the dramatic adaptation
answers including the
and in the biography or
vowel in the second
autobiography.
syllable changes from
schwa to short.
3. Distribute the biography or
Last Updated 04/16/2013
1. Ask: What is editing?
How is it different from
revision? Discuss
responses.
2. Distribute and display the
Teacher Created
Handout: Editing
Checklist. Review the
spelling rules on the
checklist.
3. In the Teacher Writer’s
Notebook, model editing
for spelling and grammar.
Remind students of the
resources they may use to
help them spell. If
necessary, model how to
use a dictionary to check
spelling.
page 65 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
autobiography to students.
Tell students to take notes
in their Reader’s
Notebooks about the
literary elements and
techniques found in the
biography/autobiography.
4. Using the typed version of
the draft from the Teacher
Writer’s Notebook, model
how to use the spell check
function and its limitations.
4. Read the biography or
autobiography aloud while
students follow along and
take notes.
Learning Applications
1. Distribute Handout: Vowel 1. Students view the
Change Word Sort 3 to
documentary/video of the
each student.
person in the biography or
autobiography.
2. Instruct students to cut out
the words and match the
2. Ask: From what point of
base word with the word
view is the
that has the base word
documentary/video
and a suffix. Then, divide
being told? Discuss
each word into syllables
responses.
and determine if the vowel
3. In their Reader’s
sound in each syllable is
Notebooks, students take
long, short, or schwa.
notes about the literary
3. In their Word Study
elements and techniques
Notebooks, students
found in the
identify and record
documentary/video of the
observations about how
person in the biography or
each word changes.
autobiography.
1. Students select a
previously read literary
text to plan a Book Talk.
2. Students plan their Book
Talk in their Reader’s
Notebooks following the
criteria set in the Mini
Lesson.
1. Students edit their
personal narratives for
spelling. Students use
available resources to
help them spell.
3. Students practice their
Book Talk independently.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Last Updated 04/16/2013
page 66 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Closure
1. Each group reports to the
class about their
observations.
2. Students glue or copy
examples of words with
vowel changes in their
Word Study Notebooks.
Ask them to find more
examples of this pattern
during Shared Reading
and Independent
Reading.
1. Ask: How can making
1. Students practice their
connections help with
Book Talk with a partner.
comprehension? Discuss
The partner listens
responses.
carefully and gives
relevant feedback.
2. Tell students that they will
use their notes to complete
a poster and response in
Daily Lesson 10 Shared
Reading.
Last Updated 04/16/2013
1. Choose a couple of
students to share their
personal narrative. Ask:
Does the story support
the thesis? Discuss
responses.
2. Collect the Writer’s
Notebooks to teacher edit
for spelling.
page 67 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Tell Me a Little About Yourself
Lesson Preparation
Daily Lesson #: 10
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
5.22Aiii
5.Fig19D,F
5.5A
5.7A
5.8A
5.11E
5.18C
ÿ An extensive vocabulary
enhances written and oral
communication.
- How can a suffix change the
spelling and/or pronunciation of a
word?
Ongoing
TEKS
5.27B
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
5.Fig19A,B,C,D,E,F 5.27A,C
5.28A
5.29A
5.15E
5.27A,B,C
5.28A
5.29A
ÿ Readers create connections to
ÿ Effective listening and speaking
ÿ Authors use writer’s craft to
make text personally relevant and
useful.
- How can making connections
help with comprehension?
builds background knowledge and
supports collaboration.
- How can I be an effective speaker
and listener?
engage and sustain the reader’s
interest and enhance
understanding.
- What do authors do to engage
their readers?
ÿ Authors use literary techniques
and elements to enrich the
reader’s experience and
understanding.
- What literary techniques and
elements are in dramas?
Vocabulary of Instruction
ÿ Derivational suffix
ÿ Consonant change
Materials
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per
student)
ÿ Highlighter (1 per student)
student)
ÿ Poster board or large sheet of
ÿ Publish
Last Updated 04/16/2013
ÿ Reader’s Notebook (1 per student) ÿ Writer’s Notebook (1 per
ÿ Sticky note (3-5 per student)
student)
ÿ Chart paper (if applicable)
ÿ Teacher Writer’s Notebook (1)
page 68 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 10
WORD STUDY
ÿ Glue (optional)
ÿ Chart paper (if applicable)
SHARED READING
INDEPENDENT READING
WRITING
ÿ Publishing paper (1-5 sheets
construction paper (1 per student)
ÿ Grade-appropriate biography or
autobiography from Daily Lesson
9 (1 copy per student)
ÿ Grade-appropriate biographical
documentary/video from Daily
Lesson 9 (1)
ÿ Chart paper (if applicable)
per student, optional)
ÿ Chart paper (if applicable)
Attachments and
Resources
ÿ Handout: Consonant Change
Advance Preparation
1. Prepare to display visuals 1. Prepare to display visuals
as appropriate.
as appropriate.
1. Prepare to display visuals as 1. Prepare to display visuals
appropriate.
as appropriate.
2. Duplicate the Handout:
Consonant Change
Word Sort 3 for each
student.
2. Divide students into small
groups for their
presentations.
Word Sort 3 (1 per student)
Background Information
Refer to Daily Lesson 5 Word
Study
This Instructional Routine
assesses Performance Indicator
05.
Teacher Notes
This Daily Lesson focuses on
silent to sounded consonant
changes.
2. Teacher-edit student
Writer’s Notebooks for
missed spelling errors.
3. Prepare to model
publishing in the Teacher
Writer’s Notebook.
This Instructional Routine
assesses Performance Indicator
01.
This Instructional Routine assesses
Performance Indicator 03.
This Instructional Routine
assesses Performance Indicator
02.
Depending on the resources
available, students may use a
computer for the final copy or
write the final copy by hand.
Students complete the final
Last Updated 04/16/2013
page 69 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 10
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
copies of their personal
narratives.
Last Updated 04/16/2013
page 70 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 10
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
identify, explain, and spell words
with consonant changes
(silent/sounded) when adding
suffixes.
Suggested Duration: 30 min.
Content Objective: Students analyze
the similarities and differences
between a dramatic adaptation and
a literary nonfiction text.
Suggested Duration: 30 min.
Content Objective: Students give
organized presentations
employing eye contact, speaking
rate, volume, enunciation, and
gestures. Students use
appropriate language to
communicate ideas clearly.
Suggested Duration: 20-25 min.
Content Objective: Students
publish their personal narratives
for an audience.
Mini Lesson
1. Display the following
words: column, columnist,
debt, and debit.
1. Distribute and review the
biography and
documentary/video from
Daily Lesson 9 Shared
Reading.
1. Display the Anchor Chart:
Presentation Skills and
review the expectations
for Book Talks.
1. Ask: What is
publishing? What do
you need to remember
when publishing?
Discuss responses.
2. Read the displayed words
and divide them into
syllables (if applicable).
Highlight the sounded
consonants and draw a
line through the silent
consonants.
2. Tell students that they will
design a poster that
represents and compares
the literary elements and
techniques of the
biography and the
3. Ask: How does adding a
documentary/video. Explain
suffix to the base word
that they may use the notes
change its meaning and
from Daily Lesson 9 Shared
part of speech? How
Reading to help them.
does it change the
spelling and
pronunciation? Discuss
answers including silent
and sounded consonants.
Last Updated 04/16/2013
2. Explain that they need to
listen carefully to the
speaker. Instruct students
to write the speaker’s
message on a sticky note
after each presentation.
2. Model both incorrect and
correct publishing from
the personal narrative in
the Teacher Writer’s
Notebook.
page 71 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
Learning Applications
1. Distribute the Handout:
Consonant Change
Word Sort 3 to each
student.
1. Students work on their
posters.
1. Divide students into
groups of 3-5 students.
2. Monitor and provide
assistance when
2. Instruct students to cut out
necessary.
the words and match the
base word with the word
that has the base word
and a suffix. Then, divide
each word into syllables (if
applicable) and determine
which consonants are
sounded and which are
silent.
2. Each group chooses the
order of presentations.
3. In their Word Study
Notebooks, students
identify and record
observations about how
each word changes.
5. Each student reads their
sticky note and the
speaker decides if they
understood the message.
1. Students publish their
personal narrative.
3. Students present their
Book Talk using effective
speaking skills.
4. After each presentation,
students who were
listening write the
message of the
presentation on a sticky
note.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Each group reports to the
class about their
1. Students respond to the
following prompt in their
Last Updated 04/16/2013
1. Students write a response 1. In pairs, students share
in their Reader’s
their personal narratives.
page 72 of 79 Grade 5
English Language Arts and Reading
Unit: 02A
Lesson: 01
Suggested Duration: Days 1-10
observations.
2. Students glue or copy
examples of words with
vowel changes in their
Word Study Notebooks.
Ask them to find more
examples of this pattern
during Shared Reading
and Independent
Reading.
3. Collect the Word Study
Notebooks to assess
students’ entries.
Reader’s Notebooks:
Identify the literary
language and devices
used in both the
biography/autobiography
and the
documentary/video.
Explain how the
language impacts the
audience.
Notebooks about the
effectiveness of their
presentation.
2. Collect the Writer’s
Notebooks and students’
published narratives for
assessment.
2. Collect student posters and
Reader’s Notebooks for
assessment.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 04/16/2013
page 73 of 79 Fifth Grade
English Language Arts and Reading
Unit: 02A Lesson: 01
Consonant Change Word Sort 1
select
inspection
delete
project
interruption
induction
prevent
invent
selection
eruption
deletion
projection
prevention
erupt
interrupt
invention
induct
inspect
©2011, TESCCC
07/23/12
page 1 of 1
Fifth Grade
English Language Arts and Reading
Unit: 02A Lesson: 01
Consonant Change Word Sort 2
magic
tactic
politician
statistic
clinician
music
optician
politics
clinic
mathematician
musician
tactician
optic
mathematic
magician
statistician
©2011, TESCCC
07/23/12
page 1 of 1
Fifth Grade
English Language Arts and Reading
Unit: 02A Lesson: 01
Consonant Change Word Sort 3
crumble
resign
muscular
sign
hasten
bomb
fast
vehicular
crumb
vehicle
bombard
resignation
muscle
fasten
haste
signal
©2011, TESCCC
07/23/12
page 1 of 1
Fifth Grade
English Language Arts and Reading
Unit: 02A Lesson: 01
Vowel Change Word Sort 1
crime
cavity
pleasant
define
nature
sanity
mine
please
cave
national
sane
revise
revision
definition
criminal
natural
nation
mineral
©2011, TESCCC
07/23/12
page 1 of 1
Fifth Grade
English Language Arts and Reading
Unit: 02A Lesson: 01
Vowel Change Word Sort 2
able
prepare
beautiful
multiply
competition
major
bodily
invite
compete
plentiful
beauty
ability
multiplication
preparation
plenty
majority
invitation
body
©2011, TESCCC
07/23/12
page 1 of 1
Fifth Grade
English Language Arts and Reading
Unit: 02A Lesson: 01
Vowel Change Word Sort 3
individuality
local
formal
moral
medicinal
mentality
mental
legality
locality
personality
individual
personal
formality
medicine
morality
legal
©2011, TESCCC
07/23/12
page 1 of 1