English Language Arts
Fifth Grade
Curriculum Planner
2013-2014
Curriculum Planner - 2013-2014- Grade 5
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Grade 5 – Common Core State Standards Reading: Literature
Key Ideas and Details
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CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or
drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details
in the text (e.g., how characters interact).
Craft and Structure
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CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as
metaphors and similes.
CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular
story, drama, or poem.
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
Integration of Knowledge and Ideas
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CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic
novel, multimedia presentation of fiction, folktale, myth, poem).
(RL.5.8 not applicable to literature)
CCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to
similar themes and topics.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the
grades 4–5 text complexity band independently and proficiently.
Curriculum Planner - 2013-2014- Grade 5
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Grade 5 – Common Core State Standards Reading: Informational Text
Key Ideas and Details
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CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.
CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the
text.
CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text.
Craft and Structure
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CCSS.ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade
5 topic or subject area.
CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in two or more texts.
CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of
view they represent.
Integration of Knowledge and Ideas
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CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.
CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons
and evidence support which point(s).
CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
Range of Reading and Level of Text Complexity
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CCSS.ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and
technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
Curriculum Planner - 2013-2014- Grade 5
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Grade 5 – Common Core State Standards Reading: Foundational Skills
Phonics and Word Recognition
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CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
o CCSS.ELA-Literacy.RF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology
(e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Fluency
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CCSS.ELA-Literacy.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
o CCSS.ELA-Literacy.RF.5.4a Read grade-level text with purpose and understanding.
o CCSS.ELA-Literacy.RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.
o CCSS.ELA-Literacy.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Curriculum Planner - 2013-2014- Grade 5
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Grade 5 – Common Core State Standards Writing
Text Types and Purposes
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CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
o CCSS.ELA-Literacy.W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas
are logically grouped to support the writer’s purpose.
o CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons that are supported by facts and details.
o CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
o CCSS.ELA-Literacy.W.5.1d Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
o CCSS.ELA-Literacy.W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information
logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
o CCSS.ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic.
o CCSS.ELA-Literacy.W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in
contrast, especially).
o CCSS.ELA-Literacy.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
o CCSS.ELA-Literacy.W.5.2e Provide a concluding statement or section related to the information or explanation presented.
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
and clear event sequences.
o CCSS.ELA-Literacy.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
o CCSS.ELA-Literacy.W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or
show the responses of characters to situations.
o CCSS.ELA-Literacy.W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
o CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
o CCSS.ELA-Literacy.W.5.3e Provide a conclusion that follows from the narrated experiences or events.
Curriculum Planner - 2013-2014- Grade 5
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Production and Distribution of Writing
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CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose,
and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and
including grade 5 here.)
CCSS.ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two
pages in a single sitting.
Research to Build and Present Knowledge
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CCSS.ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different
aspects of a topic.
CCSS.ELA-Literacy.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources.
CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
o CCSS.ELA-Literacy.W.5.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters,
settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
o CCSS.ELA-Literacy.W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and
evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
Range of Writing
CCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Curriculum Planner - 2013-2014- Grade 5
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Grade 5 – Common Core State Standards Language
Conventions of Standard English
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CCSS.ELA-Literacy.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o CCSS.ELA-Literacy.L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in
particular sentences.
o CCSS.ELA-Literacy.L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
o CCSS.ELA-Literacy.L.5.1c Use verb tense to convey various times, sequences, states, and conditions.
o CCSS.ELA-Literacy.L.5.1d Recognize and correct inappropriate shifts in verb tense.*
o CCSS.ELA-Literacy.L.5.1e Use correlative conjunctions (e.g., either/or, neither/nor).
CCSS.ELA-Literacy.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
o CCSS.ELA-Literacy.L.5.2a Use punctuation to separate items in a series.*
o CCSS.ELA-Literacy.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.
o CCSS.ELA-Literacy.L.5.2c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest
of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
o CCSS.ELA-Literacy.L.5.2d Use underlining, quotation marks, or italics to indicate titles of works.
o CCSS.ELA-Literacy.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
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CCSS.ELA-Literacy.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
o CCSS.ELA-Literacy.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
o CCSS.ELA-Literacy.L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Curriculum Planner - 2013-2014- Grade 5
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Vocabulary Acquisition and Use
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CCSS.ELA-Literacy.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading
and content, choosing flexibly from a range of strategies.
o CCSS.ELA-Literacy.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or
phrase.
o CCSS.ELA-Literacy.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,
photograph, photosynthesis).
o CCSS.ELA-Literacy.L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key words and phrases.
CCSS.ELA-Literacy.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
o CCSS.ELA-Literacy.L.5.5a Interpret figurative language, including similes and metaphors, in context.
o CCSS.ELA-Literacy.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.
o CCSS.ELA-Literacy.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better
understand each of the words.
CCSS.ELA-Literacy.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including
those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Curriculum Planner - 2013-2014- Grade 5
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Grade 5 – Common Core State Standards Speaking & Listening
Comprehension and Collaboration
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CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
o CCSS.ELA-Literacy.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
o CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
o CCSS.ELA-Literacy.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and
elaborate on the remarks of others.
o CCSS.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained
from the discussions.
CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally.
CCSS.ELA-Literacy.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas
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CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to
enhance the development of main ideas or themes.
CCSS.ELA-Literacy.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See
grade 5 Language standards 1 and 3 here for specific expectations.)
Curriculum Planner - 2013-2014- Grade 5
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CLASSROOM ROUTINES THAT SUPPORT COMMON CORE STATE STANDARDS
Daily Vocabulary Study
The six step approach to vocabulary acquisition, as outlined by Robert Marzano, should be a daily routine. The use of these steps is encouraged in all content areas. The
steps are:
1.
2.
3.
4.
5.
6.
Explain – teacher provides student friendly description, explanation or example of new term
Restate – students restate the explanation in their own words
Show – students construct a picture, symbol or graphic representation of the word
Discuss – periodically ask students to discuss the terms with one another
Reflect & Refine – ask student to return to their previous work to reflect upon and refine entries
Apply in Learning Game – involve students periodically in games that allow them to apply the word in a new or varied way
Support vocabulary acquisition in a variety of ways. For example, while reading independently, students can be encouraged to put a sticky note or tape an index card to
their desks where they can record or “collect” a few interesting words encountered each day. Encourage students to use these words in conversations and in writing as
well.
Daily Independent Reading
Students should keep a reading log of what they read in school and at home. The log should include: date, title, level, number of minutes read, and starting/ending page
numbers. The purpose is to record time spent reading, variety of texts read, and volume of reading accomplished. Logs should be periodically checked (by students and
teachers) to look for trends in reading habits.
Daily Reading Response Journals
Students should use journals to respond to text that is presented during read aloud, shared reading, small group and/or independent reading. Responses should go beyond a
summary of the story or connections made to the text. Students should be encouraged to use evidence from the text to support responses.
Daily Writing Workshop
The format consists of three components: modeled writing with mini lesson, guided writing while the teacher conferences with individuals or small groups, and sharing
in the form of turn and talk, author’s chair, etc. Writing pieces should be organized and stored for revision and editing. A writing log, or a Pieces I’ve Written page, could
be used to keep track of each child’s writing. Periodically, students will be asked to write on demand in response to a prompt to prepare for state mandated testing. It is
suggested that an on demand writing be completed at the start of the year to determine student strengths and weaknesses. LPSS requires the maintenance of writing
portfolios. One writing portfolio entry each nine weeks with a rubric attached is required.
Daily Language Study
Teachers should do direct, explicit teaching of language during the modeled writing portion of writing workshop. It is strongly suggested that Did It! Dots (Dr. Debbie
Rickards) be utilized to encourage the proper use of grammar, mechanics, spelling, usage, and trait and craft.
Curriculum Planner - 2013-2014- Grade 5
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Writing in the Common Core
by Linda Hoyt
Opinion/Persuasive: to influence the reader to take action or to subscribe to a belief. The PARCC models calls for this genre to make up 30% of
student writing. It is characterized by statements of opinion or position, a call to action, overview of the topic, supporting facts/evidence, direct
appeal, repetition, and a concluding restatement of the position.
EXAMPLES: letter, e-mail, advertisement, poster, brochure, book or movie review, debate - pro/con argument, editorial, persuasive essay,
review (movie, book), speech
Informational : to give the reader facts about a topic; to describe, to explain something (tell how or why), or summarize. The PARCC model
calls of this genre to make up 35% of student writing. It is characterized by expository or other topic-centered structure, title, opening statement,
information organized in logical clusters, nonfiction text features such as headings, bold words, labeled diagrams, visual supports, conclusion or
summary to close. Text structures may include sequential, cause/effect, descriptive, compare/contrast,.
EXAMPLES: informational report, descriptive report, lab report (Effect of Prisms on Light Rays), observation log,
photo essay (topical), presentation, sign, comparison, summary of content, e-mail message, news article, question/answer book, informative poem
Narrative: to tell the reader a true “story” about an event or sequence of events. The PARCC model calls for this genre to make up 35% of
student writing. Characterized by sequential (usually time-ordered) structure, but may include flashbacks and flash forward.
Well-developed setting and situation is established, distinct ending. There is an emphasis on action and feelings. Informational narratives include
factually accurate writing that is infused with craft elements and imagery, or a focus on a single subject (animal). A limited amount of
imaginative narrative based on a problem/solution structure is allowed.
EXAMPLES: personal account or retell/recount; storyboard, comic strip; eye-witness account, feature article; diary, autobiography, biography;
historical narrative; photo essay (sequential); storyboard; observation log (over time), narrative poetry, story retell
Curriculum Planner - 2013-2014- Grade 5
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English Language Arts (ELA) Introduction
Louisiana is transitioning to the PARCC assessments in 2014-15, which will fully test the Common Core State Standards (CCSS). In anticipation of this assessment,
the grade 5 iLEAP will be more rigorous in 2013-14. This document outlines:
 The structure of the test
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A detailed explanation of the test design
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The Common Core ELA/Literacy standards that will be assessed
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Links to sample items and other resources
Grade 5
Test Structure
Test Design
Writing
Research to Build Knowledge
Reading
Language
Totals
Number of Points
12
8
30
15
65
Testing Time
75 minutes (suggested)
30 minutes (suggested)
75 minutes (suggested)
20 minutes (suggested)
200 minutes
The table above outlines the test structure for the 2013-14 grade 5 iLEAP, which will measure the ELA CCSS.
Test Design
Beginning in 2013-14, Louisiana statewide assessments will be aligned with and measure the CCSS, which will focus on an integrated approach to reading and
writing.
To reflect this integration, the design of the grade 5 iLEAP is changing. In ELA, the knowledge, skills, and understandings include the following areas as defined by
the standards and explained in the PARCC Model Content Frameworks for English Language Arts (ELA)/Literacy1:
 Writing effectively when using and/or analyzing sources
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Reading complex texts, both literary and informational
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Language use for reading, writing, and speaking (includes vocabulary)
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Speaking and listening
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Grade 5 Planner – 2013-2014
These areas will guide instruction and assessment. Below are descriptions of the parts of the 2013-14 grade 5 iLEAP assessment and how each part incorporates
the grade 5 Common Core State Standards for ELA/Literacy.
Writing
Writing prompts added in 2012-13 will continue to be used on the 2013-14 assessment. The writing section of the assessment will ask students to read one or
two passages and then write a composition that includes evidence from the text(s) to support the writer’s ideas. At grade 5, the writing prompt may direct
students to write a story, develop an explanation or description, or convince someone of their position.
The response to the prompt will be scored on three dimensions: Content, Style, and Conventions (i.e., sentence formation, usage, mechanics, and spelling).
Scoring of conventions has been added to promote students’ application of language skills. There are four rubrics at grade 5: two Content rubrics (one for
prompts with one passage and another for prompts with two passages), one Style rubric, and the Conventions rubric.
The Writing section addresses the following Common Core ELA standards:
 Writing Standards: W.5.1, W.5.2, W.5.3, and W.5.4
 Language Standards: L.5.1, L.5.2, and L.5.3
Research to Build Knowledge
At grade 5, this section of the assessment allows students to demonstrate knowledge in accessing and interpreting information from a variety of sources. On
past assessments, this section (previously Using Information Resources) focused on skills such as skimming and scanning to locate selected information from
texts, using text features to locate information, and determining correct bibliographical formatting. However, the Research to Build Knowledge section of the
new assessment will require students to demonstrate a thorough understanding of the sources provided. This means:
 A focus on text-rich resources (articles from multiple print and digital sources) that fit the grade 5 standards
 Test items that measure reading comprehension, including defining important vocabulary, as well as explaining relationships between the sources
 Test items that measure research skills that include determining relevant information, summarizing or paraphrasing information, and providing a list of
sources
The Research section addresses the following Common Core ELA standards:
 Writing Standards: W.5.7 and W.5.8
 All of the Reading Standards for Informational Text, except RI.5.9
 Language Standards: L.5.4 and L.5.5 (Vocabulary Acquisition and Use)
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Grade 5 Planner – 2013-2014
Reading
This section will focus on measuring reading comprehension. The grade 5 CCSS ask students to draw inferences, determine two or more main ideas of a text and
identify key details, compare and contrast characters, and explain the structure of a text. The Reading section will include the following:
 At least four reading passages, both literary and informational texts
 Multiple-choice items that measure reading comprehension
 Multiple-choice items that measure important vocabulary in the passages
 An extended constructed response that will ask students to analyze one of the more complex passages
The Reading section addresses the following Common Core ELA standards:
 All of the Reading Standards for Literature, except RL.5.7 and RL.5.9
 Reading Standards for Informational Text: RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.8
 Language Standards: L.5.4 and L.5.5 (Vocabulary Acquisition and Use)
 Writing Standard: W.5.9 (drawing evidence)
Language
The two parts of the Language Section will reflect the CCSS integrated approach to writing and language that focuses on more authentic measurement of
proofreading and editing skills.
The first part will measure students’ proofreading skills by asking students to read short writing samples to identify mistakes in spelling, punctuation, and usage
and expression. Different from previous assessments, there will be only one set of directions, which mentions all of the possible mistakes that may appear
throughout the items.
The second part of the Language section will measure editing and revising skills. Students will read short passages and respond to multiple-choice questions that
ask students to improve the writing in the passages, either by revising usage and expression errors or by adding to or rearranging sentences within the passages.
The Language section addresses the following Common Core State Standards for ELA/Literacy:
 Writing Standard: W.5.5, the portion that mentions editing and revising
 Language Standards: L.5.1 and L.5.2, which list the grade-level skills
 Skills that apply to grade 5 on the CCSS Language Progressive Skills chart
Standards Not Assessed
Because of PARCC’s innovative test items, many of the standards that traditional statewide assessments have not assessed will be included on the PARCC tests.
For the 2013-14 assessments, most of the CCSS standards at grade 5 are eligible for assessment. Some, however, are not assessed because of limitations with
the current format. For example, the standards that measure Speaking and Listening and Reading Standards: Foundational Skills have not been addressed in the
test design because they require assessing students individually.
Although there are no test items that directly measure these standards, they provide essential building blocks and practice for the standards that are measured
on the grade 5 assessment.
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Grade 5 Planner – 2013-2014
PARCC
The CCSS Shifts Build Toward College and Career Readiness for All Students
Complexity: Regular practice with complex text and its academic language.
Evidence: Reading and writing grounded in evidence from text, literary and informational.
Knowledge: Building knowledge through content rich nonfiction.
Summative Assessment Components:
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Performance-Based Assessment (PBA) administered after approximately 75% of the school year. The English language arts/literacy
(ELA/literacy) PBA will focus on writing effectively when analyzing text.
End-of-Year Assessment (EOY) administered after approximately 90% of the school year. The ELA/literacy EOY will focus on reading
comprehension.
PARCC’s ELA/Literacy assessments are being designed to align tightly to the CCSS. At the heart of the PARCC assessment design are the CCSS
shifts, which ground PARCC’s advances in assessment. Before viewing the sample illustrative items, review the PARCC PowerPoint slides on the
shifts and assessment advances for ELA/Literacy.
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Grade 5 Planner – 2013-2014
Accessing Sample Passages and Items
At this time, sample items are limited. No samples for writing at the lower levels have been released. When items are released, you will find them
on LPSS Blackboard and PARCC. The Instructional Strategist at your school will be notified as they become available.
The samples that PARCC has made available follow:
Click below to access ELA/Literacy Sample passages, items and rubrics
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Grade 3
Evidence-Based Selected Response (EBSR)
Sample Item
Read all parts of the question before responding.
Part A
What is one main idea of “How Animals Live?”
a. There are many types of animals on the planet.
b. Animals need water to live.
c. There are many ways to sort different animals.
d. Animals begin their life cycles in different forms.
Part B
Which sentence from the article best supports the answer to Part A?
a. “Animals get oxygen from air or water."
b. "Animals can be grouped by their traits."
c. "Worms are invertebrates."
d. "All animals grow and change over time."
e. "Almost all animals need water, food, oxygen, and shelter to live."
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Grade 5 Planner – 2013-2014
Technology-Enhanced Constructed Response (TECR)
Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.”
Words:
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Grade 5 Planner – 2013-2014
Sample ELA Units
All students can learn.
Louisiana Believes starts with the premise that all students can achieve high expectations regardless of their background, family income or zip code.
Louisiana is raising academic standards to ensure each and every student graduates from high school, on-time, with the knowledge and skills to succeed in college and
professional careers. The state has adopted more rigorous Common Core State Standards in English language arts and math, and incorporated literacy standards in social
studies. While students will not be fully assessed on the more challenging academic standards until spring 2015, schools have already begun teaching to these new expectations.
This year will mark the first full year of implementation of the CCSS in Louisiana in all elementary grades. There will not be a transition year. The state is no longer mandating
the use of activity-based curriculum units. In the year beginning 2013, teachers will have decisions to make regarding text sets/choice, units covered and lesson planning. In the
spring of 2013, the state began to provide teacher leader sessions in order to assist teachers as they begin to make these important instructional decisions. Go to
http://www.louisianabelieves.com for a full menu of available resources.
Regardless of the materials you choose, it remains extremely important for you to be knowledgeable of testing changes for spring of 2014 and to prepare your students for this
rigorous assessment. Collaboration among colleagues has never been more essential than it is at this time. Working with the leadership team at your school will help ensure
that you use all available resources to best meet the needs of the students in your classroom.
On the following pages, you will see the sample units the DOE posted in the Teacher Toolbox this past spring. Only four units were developed for grade 5. Use of these units is
not mandated. They are meant to serve as a guide as you begin to develop your own units and text sets.
19
Grade 5 Planner – 2013-2014
English Language Arts/Literacy Grade 5 Year-in-Detail (SAMPLE)
Purpose of Planning
Build students’
knowledge:
Illustrate how
knowledge builds
through texts within
and across grades
Increase text
1
complexity :
Illustrate how text
complexity increases
within and across
grades
Integrate standards
around texts:
Provide multiple
opportunities for
students to develop
their literacy
Unit One
(pg. 2)
The First Americans: Prehistory-1600 (A
History of US, Book 1), Joy Hakim
(Informational, Appendix B Exemplar)
Unit Two
(pg. 5)
Wonderstruck, Brian Selznick (Literary)
Unit Three
(pg. 4)
Coming to America: The Story of
Immigration, Betsy Maestro
(Informational)
Unit Four
(pg. 5)
The Lion, the Witch, and the Wardrobe,
C.S. Lewis (Literary)
How do we determine what happened
in the past? Students are asked to
consider different versions of the same
historical account and the significance
of point of view when validating
information and determining meaning.
The decisions and actions of one person
can alter the lives of many others,
revealing that we are all connected by a
common thread through our
interactions with others.
Students will learn about immigrant life
in the United States, the melding of
cultures into communities, and the
struggle to maintain cultural identity
and the memory of ancestors.
The readability of the anchor text
measures toward the beginning of the
4-5 grade band. The related texts range
in complexity to prepare students to
read more complex text in the next unit.
The readability of the anchor text is
comparable to the first unit, but the
innovative structure of the text makes
the meaning of the text more complex.
The related texts range in complexity.
The anchor text readability increases
slightly from the previous unit, but most
of the related texts are from the higher
end of the 4-5 grade band.
Writers create fantastical situations to
entertain us, teach us valuable life
lessons, and make us believe the
impossible is possible. Students
continue to learn that reading expands
their minds and creates opportunities
for learning.
The readability of the anchor text
measures toward the upper range of
the 4-5 grade band. The related texts
range in complexity.
The PARCC Model Content Frameworks provide an overview of how the standards can be integrated and centered around the reading of complex texts. The frameworks
include:

A sample visual of how a year might be organized,

An overview of the Common Core State Standard expectations in grade 5,

Writing standards progression from grade 4 to 5, and

Speaking and Listening standards progression from grade 4 to 5.
The plan below provides a sample of the specific year-long content for grade 5 based on the PARCC Model Content Frameworks.
1
By the end of grade 5, students should demonstrate the ability to read and understand texts in the 4-5 grade band independently and proficiently (RL.5.10, RI.5.10, RF.5.4a-c).
This plan provides direction for whole-class instruction with opportunities for student collaboration and rereading of whole-class texts. Small-group literacy instruction in grade 5
should build student proficiency with reading grade-level texts and might involve: for weaker readers—continued work with the reading foundational skills and reading of
related leveled readers (not an easier version of the whole-class text); for on-level readers—continued support for students in reading the whole-class text (i.e., additional
readings of specific passages with scaffolding text-dependent questions); or for advanced readers—extension work with more challenging texts. Students should also engage in
regular independent reading of self-selected texts and books written at their independent reading level. Click here for guidance on determining text complexity.
.
20
Grade 5 Planner – 2013-2014
English Language Arts/Literacy Grade 5 Year-in-Detail (SAMPLE)
Unit One
Anchor Text
The First Americans:
Prehistory-1600 (A
History of US, Book 1),
Joy Hakim
(Informational,
Appendix B Exemplar)
Text Complexity
Rationale
While there is a range
of text complexity
levels in this set, the
majority of these texts
fit in the 4-5 grade
band, with some
occasions for more
complex texts for
reading aloud.
Related Texts
Literary Texts
 Excerpts from Pedro’s Journal, Pam
Conrad
 Excerpts from The Birchbark House,
Louise Erdich (Appendix B Exemplar)
 “Columbus,” Joaquin Miller (Poem)
Informational Texts
 Excerpts from Awesome Ancient
Ancestors!: Mound Builders, Maya and
More, Elizabeth Levy and Dan McFeeley
 “Columbus Controversy,” History.com
(Read Aloud)
 Excerpts from Before Columbus: The
Americas of 1491, Charles C. Mann
(Appendix B Exemplar, Read Aloud)
Nonprint Texts (e.g., Media, Website, Video,
Film, Music, Art, Graphics
 “The Real Story of Columbus,”
History.com (Video)
 “Images of Christopher Columbus and
His Voyages,” Library of Congress
Unit Focus
Students will learn how we learn about
our past and discuss how point of view is
important for constructing meaning, as it
changes the information that is given and
how we perceive past events. Students
will also learn historical content. This unit
connects to social studies.
Sample Research 3
Students investigate different aspects of
Columbus’ arrival in the New World
through classroom texts and additional
sources (including first and secondhand
accounts) gathered through library or
Internet research. For example, they
could research American Indian life
before and after Columbus’ arrival, the
mistakes made and successes gained on
Columbus’ voyage, or Columbus’
influence on future explorers. Students
will write a report, present their findings
to the class, and state their opinion about
Columbus based on evidence.
Possible Common Core State
Standards2
Reading
RL.5.1, RL.5.2, RL.5.4, RL.5.5,
RL.5.6, RL.5.10
RI.5.1, RI.5.2, RI.5.3, RI.5.4,
RI.5.5, RI.5.6, RI.5.7, RI.5.8,
RI.5.9, RI.5.10
Reading Standards:
4
Foundational Skills
RF.5.3a, RF.5.4a-c
Writing
W.5.1a-d, W.5.2a-e, W.5.4,
W.5.5, W.5.6, W.5.7, W.5.8,
W.5.9b, W.5.10
Speaking and Listening
SL.5.1a-d, SL.5.2, SL.5.3,
SL.5.4, SL.5.5, SL.5.6
Language
L.5.1a, d-e; L.5.2a, d-e;
L.5.3a; L.5.4a-c; L.5.5a, c;
L.5.6
Possible Teacher Resources
http://www.let.rug.nl/usa/documents/before-1600/
2
The listed standards represent the full range and integration of the Common Core State Standards (CCSS). While all the CCSS will not be formally assessed statewide in 20132014, all the CCSS should be taught, as the non-assessed standards are essential for students to meet the expectations of the assessed standards. Additional information and
specific examples are available in the Assessment Guidance 2013-2014 document.
3
“Research” throughout this plan refers to student-led inquiry activities; these are extension tasks that allow students to make connections with texts. These activities should be
done after students have read, written, and spoken about each individual text and demonstrated their understanding of the text. Additional reading and writing performance
tasks with the texts are expected and indicated through the possible Reading and Writing Standards.
4
The listed Reading Standards: Foundational Skills are suggested for whole-class instruction using portions of the whole-class texts. Systematic and explicit instruction of the
reading foundational skills based on student needs should occur through small-group instruction and be formally assessed at various points throughout the year.
- 21 Grade 5 Planner – 2013-2014
English Language Arts/Literacy Grade 5 Year-in-Detail, cont. (SAMPLE)
Unit Two
Anchor Text
Wonderstruck, Brian
Selzinck
Text Complexity
Rationale
The anchor text is from
the beginning of the
grades 4-5 band, but
the innovative
structure of the text
makes determining the
meaning more
complex. The related
texts range in
complexity.
Related Texts
Literary Texts
 Excerpts from The Phantom
Tollbooth, Norton Juster
 Excerpts from Maniac Magee,
Jerry Spinelli
 Excerpts from Frindle, Andrew
Clements
Informational Texts
 Excerpts from the Collection of
Essays Illuminating the World of
Wonderstruck, various authors
 Excerpts from The Story of My
Life, Helen Keller
Nonprint Texts (e.g., Media,
Website, Video, Film, Music, Art,
Graphics)
 The Handmade Alphabet, Laura
Rankin (Worldless Picture Book)
Unit Focus
Students learn about the importance of
language, education, and communication.
They will learn how language and stories can
connect us or divide us, and that bridging
differences requires effective communication.
Sample Research
Students will investigate the history of
communication and the various ways that
people can communicate and connect with
one another all over the world, noting the
evolution of innovations in communication
(e.g., printing press, sign language, hearing
aids, telephones, e-mail, etc.). They will then
prepare a written report detailing the
invention and evolution of one
communication innovation and present the
findings to the class in a formal presentation
that uses multimedia components and visual
displays.
Possible Common Core State
Standards5
Reading
RL.5.1, RL.5.2, RL.5.3, RL.5.4,
RL.5.5, RL.5.6, RL.5.7, RL.5.10,
RI.5.1, RI.5.2, RI.5.4, RI.5.7, Ri.5.8,
RI.5.9
Reading Standards:
Foundational Skills 6
RF.5.3a, RF.5.4a-c
Writing
W.5.1a-d, W.5.2a-e, W.5.3a-e,
W.5.4, W.5.5, W.5.6, W.5.7,
W.5.8, W.5.9a-b, W.5.10
Speaking and Listening
SL.5.1a-d, SL.5.2, SL.5.3, SL.5.4,
SL.5.5, SL.5.6
Language
L.5.1a, c-e; L.5.2a-e; L.5.3a-b;
L.5.4a-c; L.5.5a-c; L.5.6
Possible Teacher Resources
American Museum of Natural History: http://www.amnh.org/ and “The History of Communication”
Note: Students learned about Helen Keller in grade 2, so the inclusion of Helen Keller in this set is to build student knowledge and understanding
about the ways that humans communicate and in spite of communication disabilities, not to provide an introduction or overview of her life.
5
The possible standards for the listed texts represent the full range and integration of the Common Core State Standards. While all the CCSS will not be formally assessed
statewide in 2013-2014, all the CCSS should be taught, as the non-assessed standards are essential for students to meet the expectations of the assessed standards. Additional
information and specific examples are available in the Assessment Guidance 2013-2014 document.
6
The listed Reading Standards: Foundational Skills are suggested for whole-class instruction using portions of the whole-class texts. Systematic and explicit instruction of the
reading foundational skills based on student needs should occur through small-group instruction and be formally assessed at various points throughout the year.
- 22 Grade 5 Planner – 2013-2014
English Language Arts/Literacy Grade 5 Year-in-Detail, cont. (SAMPLE)
Unit
Three
Anchor Text
Coming to America: The
Story of Immigration,
Betsy Maestro
Text Complexity
Rationale
The texts within this set
fall in the 4-5 grade band,
with the exception of
Seedfolks, whose
readability falls below the
band. However, the
meaning of the text is
complex, offering
opportunities for
students to meet the
expectations of the CCSS
for grade 5. Students
should demonstrate
independence in reading
this text because of its
lower readability. The
additional texts in the set
will require scaffolding.
Related Texts
Literary Texts
 Seedfolks, Paul Fleischman
 “The New Colossus,” Emma Lazarus (Appendix B
Exemplar, Poem)
 Excerpts from The View from Saturday, E.L. Konigsburg
 “Paul Robeson,” Gwendolyn Brooks
Informational Texts
 Excerpts from Of Thee We Sing: Immigrants and
American History, Dale Steiner, from Coming to
America: A New Life in a New Land, edited by Katharine
Emdsen
 Excerpts from Shutting Out the Sky, Deborah Hopkinson
 “We Are Each Other’s Business” from This I Believe,
Eboo Patel
Nonprint Texts (e.g., Media, Website, Video, Film, Music,
Art, Graphics)
 The Arrival, Shaun Tan (Wordless Novel)
 “Both Community and Garden Grow in Seedfolks” All
Things Considered, NPR (Full text with radio broadcast)
 “Declaration of Interdependence,” Moxie Institute
(Video)
Unit Focus
Students will learn about
immigrant life in the United
States, the melding of cultures
into communities, and the
struggle to maintain cultural
identity and the memory of
ancestors. Students will explore
how the actions of one person
can alter the lives of many
others, revealing our
interconnectedness, despite
our diversity of thought and
backgrounds. This set connects
to social studies.
Sample Research
Have students engage in a
service learning project (e.g.,
building a community garden),
and journal about their
experiences throughout. Then
create a class collection of
stories as a summation of their
experience.
Possible Common Core
7
State Standards
Reading
RL.5.1, RL.5.2, RL.5.3, RL.5.4,
RL.5.5, RL.5.6, RL.5.7, RL.5.9,
RL.5.10
RI.5.1, RI.5.2, RI.5.3, RI.5.4,
RI.5.5, RI.5.6, RI.5.7, RI.5.8,
RI.5.9, RI.5.10
Reading Standards:
8
Foundational Skills
RF.5.3a, RF.5.4a-c
Writing
W.5.1a-d, W.5.2a-e, W.5.3ae, W.5.4, W.5.5, W.5.6,
W.5.7, W.5.8, W.5.9a-b,
W.5.10
Speaking and Listening
SL.5.1a-d, SL.5.3, SL.5.4,
SL.5.5, SL.5.6
Language
L.5.1a-e, L.5.2a-e, L.5.3a-b,
L.5.4a-c, L.5.5a-c, L.5.6
Possible Teacher Resources
 Grandfather’s Journey by Allen Say also fits the content of this set, but the readability of the text is lower than Seedfolks and presents a more uniform point of view and style of
writing. This text could be useful in small-group instruction to support weaker readers.
 Shaun Tan’s author site for The Arrival, which includes “Comments on The Arrival”
 “United States Immigration Before 1965”
7
The possible standards for the listed texts represent the full range and integration of the Common Core State Standards. While all the CCSS will not be formally assessed statewide in 2013-2014,
all the CCSS should be taught, as the non-assessed standards are essential for students to meet the expectations of the assessed standards. Additional information and specific examples are
available in the Assessment Guidance 2013-2014 document.
8
The listed Reading Standards: Foundational Skills are suggested for whole-class instruction using portions of the whole-class texts. Systematic and explicit instruction of the reading foundational
skills based on student needs should occur through small-group instruction and be formally assessed at various points throughout the year.
- 23 Grade 5 Planner – 2013-2014
English Language Arts/Literacy Grade 5 Year-in-Detail, cont. (SAMPLE)
Unit Four
Anchor Text
The Lion, the Witch, and the
Wardrobe, C.S. Lewis
Text Complexity Rationale
The readability of the
anchor text measures
toward the high end of the
4-5 grade band. The
related texts include
exemplars from Appendix B
of the CCSS or texts with
complexity in the mid to
high end of the 4-5 grade
band. Several of the online
and nonprint texts are
difficult to determine
readability, so teachers will
need to use professional
judgment to determine
how much scaffolding will
be needed to support
students in reading and
understanding the listed
texts.
Related Texts
Literary Texts
 “Chapter One: The Not Truthful Cure” from Mrs.
Piggle-Wiggle’s Farm, Betty MacDonald
 Excerpts from The Invention of Hugo Cabret, Brian
Selznick
 “The Robin Who Showed the Way,” The Secret
Garden, Frances Hodgson Burnett and/or “Chapter I:
Down the Rabbit-Hole” and “Chapter XII: Alice’s
Evidence,” Alice’s Adventures in Wonderland, Lewis
Carroll (Appendix B Exemplars)
 “Adventures of Isabel,” Odgen Nash (Poem)
 “Bilbo’s Adventure Song” J.R.R. Tolkien (Poem)
Informational Texts
 “The History of Special Effects,” NOVA Online, PBS.org
and “How Special Effects Artists Work,” Dave Roos
Nonprint Texts (e.g., Media, Website, Video, Film, Music,
Art, Graphics
 “A Brief History of Special Effects,” TIME (Photo Essay)
and “The History of Special Effects” (Website)
 “The Lion, the Witch, and the Wardrobe: Visual
Effects” and “The Magic of Hugo”
 “Peter Jackson Shows Off ‘Hobbit’ Special Effects,”
TODAY
Unit Focus
Students will learn that even in
the most fantastical settings,
literature can teach us real
lessons about life. Students will
explore the opposition of good
versus evil, the value in courage,
adventure, forgiveness, and
honesty, and the importance of
maintaining the natural world.
They will begin to consider how
authors convince readers to
believe the impossible and
discuss the history and use of
special effects in movies to begin
to see how imagination and
creativity can inspire progress
and change.
Sample Research
Students will create a different
visual representation (print or
nonprint, recorded or live action)
of one of the texts and present it
to the class. Students will explain
how their visual version
enhances the original text.
Possible Common Core
9
State Standards
Reading
RL.5.1, RL.5.2, RL.5.3,
RL.5.4, RL.5.5, RL.5.6,
RL.5.7, RL.5.9, RL.5.10
RI.5.1, RI.5.2, RI.5.3, RI.5.4,
RI.5.7, RI.5.9, RI.5.10
Reading Standards:
Foundational Skills10
RF.5.3a, RF.5.4a-c
Writing
W.5.1a-d, W.5.3a-e,
W.5.4, W.5.5, W.5.6,
W.5.9a-b, W.5.10
Speaking and Listening
SL.5.1a-d, SL.5.2, SL.5.4,
SL.5.5, SL.5.6
Language
L.5.1a-e, L.5.2a-e, L.5.3a-b,
L.5.4a-c, L.5.5a-c, L.5.6
Possible Teacher Resources
“Brief History of Special Effects in Film,” (Electronic Presentation), http://magazine.creativecow.net/article/the-joy-of-filmmaking , “A Trip to the Moon,”
Georges Méliès, “Andy Serkis, the Man Behind Gollum,” CBSNews.com, Creating a Flip Book; Size Illusions
9
The possible standards for the listed texts represent the full range and integration of the Common Core State Standards. While all the CCSS will not be formally assessed
statewide in 2013-2014, all the CCSS should be taught, as the non-assessed standards are essential for students to meet the expectations of the assessed standards. Additional
information and specific examples are available in the Assessment Guidance 2013-2014 document.
10
The listed Reading Standards: Foundational Skills are suggested for whole-class instruction using portions of the whole-class texts. Systematic and explicit instruction of the
reading foundational skills based on student needs should occur through small-group instruction and be formally assessed at various points throughout the year.
- 24 Grade 5 Planner – 2013-2014
English Language Arts Grade 5
Reading Workshop Unit 1: Launching Reading Workshop
August –September
Background
As this school year begins, this first unit will be the anchor for all other reading workshop units. During this unit you are seeking to accomplish two major goals: 1) Students will
spend a large chunk of each day reading a variety of text types, becoming familiar with your reading workshop routines and procedures, and 2) Students will build
comprehension skills by doing close reading of texts to determine characters’ actions and traits, themes, settings, plots and key details to support what we know about
characters. Fifth graders will be comparing and contrasting characters across texts as well. They will be using strategies such as creating images, predicting, inferring,
summarizing and then synthesizing. Our ultimate goal is to have students reading grade level texts fluently and with understanding so there is no time to lose.
You will be using what you know about the Lafayette Literacy Model to help you achieve these goals. After establishing routines and procedures that work well for you and your
class, you will begin to teach lessons during whole group Interactive Read Aloud/Shared Reading that will carry over to Guided and Independent Reading. Use Read
Aloud/Shared reading time to explicitly teach the skills of higher-level comprehension. Choice of text matters! Texts of sufficient complexity must be read aloud/shared with
your students in order to teach them how to return to texts to ask and answer questions and to ground responses using textual evidence. Choose texts with qualities that make
it a text that is complex and worth reading as you “work through” the selection using text dependent questions. Keep in mind both qualitative and quantitative measures when
choosing texts.
NEW Lexile Table!
Grade
2012 CCSS Text Measures*
1
190L to 530L
2
420L to 650L
3
520L to 820L
4
740L to 940L
5
830L to 1010L
Stamina
Fifth graders must continue the work of building reading stamina. Don’t wait until your school library opens to begin building reading stamina. Get a head start by having book
bags or boxes ready with books students read last year for them to get right into the reading swing. Calkins reminds us that “students need protected time to read in order to
improve as readers. Devote time at the start of the year stressing the importance of stamina and encouraging students to read for longer stretches of time, both in school and
at home.”
Grade 5 Test Design
Number of Points
Writing
12
Research to Build Knowledge
8
CHANGES IN STATE TESTING
Reading
30
Language
15
Totals
65
- 25 Grade 5 Planner – 2013-2014
Totals
65
Include items throughout the year on teacher-made tests that prepare students for the rigor of new state testing.
Grade 5 Sample
Directions: Read the following passage and then use information from the passage to write your response to question 1.
After school, Eric went to Mr. Malone’s house, where he was going to spread mulch in the garden. It was his first real job, and Mr. Malone had offered to
pay him five dollars. How hard can it be to spread mulch? Eric thought.
When Eric arrived, Mr. Malone instructed, “Carefully spread a thick layer of mulch around the plants in the front yard, and sweep the walk.”
Since Eric figured that sweeping the walk would be the easiest part of the job, he resolved to complete that task first. After fifteen minutes, Eric had finished
sweeping and was admiring his work. Mr. Malone approached him and asked, “Why did you sweep first?” He pointed at the mulch pile. “Spreading mulch is
messy. You’ll have to sweep again after you put down the mulch.”
“I didn’t know that,” Eric said glumly. He stuck the shovel into the pile of mulch and began transporting it, one shovelful at a time, over to the garden.
After only a few minutes, his arms were tired. Mr. Malone observed Eric trudging with the shovel to and from the mulch pile.
“Why don’t you use the wheelbarrow, Eric?” Mr. Malone suggested.
“You didn’t say anything about using a wheelbarrow,” Eric replied.
Mr. Malone stroked his chin, pondering the situation, and asked, “Is this your first job?”
“Yes, sir.”
“Well,” Mr. Malone began, “completing a job requires a strategy. You’ve got to think through each step and use common sense. If you’re not sure what
to do, you should ask.” He gestured at the wheelbarrow and said, “Now, let’s discuss a plan.”
Two hours later, Eric came home, dragging himself into the kitchen, his shirt and jeans brown with dirt. As he slumped into a chair, his mom brought him
a glass of water.
“How did it go?” she asked.
“There’s a lot more to a job than I thought,” Eric said. “Mr. Malone hired me to work in his backyard tomorrow, but I have a plan to make the job easier.”
1. Using specific evidence from the passage, write an extended response that explains how each character responds to the situation presented in the story. What is
the theme of this story? Include the following in your response:
• a summary of what is happening in the story,
• how Eric and Mr. Malone each respond to the situation (actions, feelings, words, etc.),
and
• the theme of the story.
This example is aligned to RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in the story respond to
challenges; summarize the text.
- 26 Grade 5 Planner – 2013-2014
Goals for this Unit
1. Based on spring 2013 data, have book boxes or bags ready for students on the first day. Expect students to begin reading independently as soon as they enter your room.
Prepare reading logs and teach students how to record books read – date, title, level, pages read and minutes read. You will expect students to record all books read at school
and home.
2. As soon as your school library is open for business, encourage students to read as many books as possible on their “just right” level.
3. Teach Reading Workshop routines that work for you and your students including vocabulary journals. The Daily Five offers helpful suggestions for management during the
literacy block.
4. During read alouds, teach students how to “hold on” to the stories you are reading by doing an in depth analysis of characters, encouraging students to quote accurately from
a text when explaining explicitly what the text says and when drawing inferences. Discuss theme and mood and compare and contrast two or more characters across texts.
Model what to do if you “lose” the story and how to hold key details in their heads.
5. Ask questions that cannot be answered with one word or a low level retell of the story. Lead students to develop a deeper understanding of literature by using the following
language to teach character analysis, always remembering to return to the text for evidence to support answers:
■What kind of person is the character? In what ways is he (or she) the same or different from other characters?■Do you like or relate to one character more than you do to
another? In what ways?■Why did the character do that? Why did other characters react in different ways?■How come the character is feeling that way? Do other characters feel
differently? Why?■ Do you think he (or she) did the right thing? ■ What do the interactions between two characters tell you about each?■ What do you think will happen next?
6. Begin in whole group to teach partners how to listen to and extend each other’s remarks using conversational prompts such as:
■ What in the text makes you say that?■ I thought that too because . . .■ Another example of that is . . .■ I thought something different because . . . ■ I agree because . . .
■ Wait. I’m confused. Are you saying . . . ?■ Have you found the same thing with the character in your story?■ Can you say more about that?■ Can you show me the part in the
story where you got that idea?
7. Chart characters motives, feelings and actions over time as you read aloud. “By encouraging readers to think deeply and with nuance about characters—considering what a
character holds close, that character’s complexities, the way that secondary characters act as mirrors of main characters—you’ll be supporting inference, interpretation, and the
development of their abilities to talk and write well about reading.”
8. Teach students that a reader makes a mental movie or creates images while she is reading. This mental movie will change depending on the details as they are presented.
9. Ask for and record predictions about characters. Always confirm or adjust predictions based on details as they become apparent.
10 After a character has done or said something, pause to make an inference. “Let me use what just happened as a window to help me understand this person’s actions or
feelings.”
11.Help students learn how to “grow theories about the characters in their books.” Scaffold students’ ability to discuss characters by teaching them to record observations in a
log, using a clip board, or on post-it notes. Consider teaching them to quickly sketch the character and use this sketch as a support for those who need additional assistance.
12. Help readers “think between books, noticing characters who play similar roles across several books and thinking about ways those similar characters are nevertheless
different as well. This is particularly important work, as the Common Core State Standards emphasize the importance of comparing and contrasting.”
13. Begin your discussion of theme. This discussion will become a part of each literary text you read aloud. The theme of a piece of literature is a message about people, life,
and the world that we live in, that the author wants the reader to understand. Themes in Charlotte’s Web, for example, include self-sacrifice, true friendship, and perseverance.
14. Begin small group reading on or before September 3, 2013.
15. During tap in tap out, do quick fluency checks to make sure your students are making adequate progress. Have a strict NO FINGER rule.
16. Using the state Assessment Guidance Handout found on page 10, establish a 5 to 10 minute interactive daily “bell-ringer.”
17. Develop text dependent questions for the material you will be reading to your students. Questions are provided for some Literacy by Design selections but if you choose
other materials to develop your unit, you will need to work with colleagues to develop these questions.
- 27 Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Writing Workshop Unit 1: Getting Started with Writing Workshop
August – September
Changes
State writing assessments changed in spring of 2013 and will continue to be used on the 2013-14 assessment. New tests require students to write, in response to one or two
passages, a well-developed piece using examples or evidence from the text. It is a rigorous task for a fifth grader. Additionally, constructed response items were field-tested in
the spring of 2013 and will be scored items on this year’s spring assessment. The good news is that we know about these changes well in advance and will be able to prepare
our students to do their best. The ability to read and comprehend is crucial for optimal performance on these new assessments.
Testing
Writing prompts added in 2012-13 will continue to be used on the 2013-14 assessment. The writing section of the assessment will ask students to read one or two passages and
then write a composition that includes evidence from the text(s) to support the writer’s ideas. At grade 5, the writing prompt may direct students to write a story, develop an
explanation or description, or convince someone of their position.
The response to the prompt will be scored on three dimensions: Content, Style, and Conventions (i.e., sentence formation, usage, mechanics, and spelling). Scoring of
conventions has been added to promote students’ application of language skills. There are four rubrics at grade 5: two Content rubrics (one for prompts with one passage and
another for prompts with two passages), one Style rubric, and the Conventions rubric.
The Writing section addresses the following Common Core ELA standards:
 Writing Standards: W.5.1, W.5.2, W.5.3, and W.5.4
 Language Standards: L.5.1, L.5.2, and L.5.3
Writing in response to reading will be a very important part of what students are expected to do on state tests this spring and on PARCC thereafter. Constructed response items
that ask students to analyze one of the more complex passages will be scored. This type of item was field-tested in the spring of 2013.
Grade 5 Sample
Directions: Read the following passage and then use information from the passage to write your response to question 1.
After school, Eric went to Mr. Malone’s house, where he was going to spread mulch in the garden. It was his first real job, and Mr. Malone had offered to pay him five
dollars. How hard can it be to spread mulch? Eric thought.
When Eric arrived, Mr. Malone instructed, “Carefully spread a thick layer of mulch around the plants in the front yard, and sweep the walk.”
Since Eric figured that sweeping the walk would be the easiest part of the job, he resolved to complete that task first. After fifteen minutes, Eric had finished sweeping and was
admiring his work. Mr. Malone approached him and asked, “Why did you sweep first?” He pointed at the mulch pile. “Spreading mulch is messy. You’ll have to sweep again after
you put down the mulch.”
“I didn’t know that,” Eric said glumly. He stuck the shovel into the pile of mulch and began transporting it, one shovelful at a time, over to the garden. After only a few
minutes, his arms were tired. Mr. Malone observed Eric trudging with the shovel to and from the mulch pile.
“Why don’t you use the wheelbarrow, Eric?” Mr. Malone suggested.
“You didn’t say anything about using a wheelbarrow,” Eric replied.
- 28 Grade 5 Planner – 2013-2014
Mr. Malone stroked his chin, pondering the situation, and asked, “Is this your first job?”
“Yes, sir.”
“Well,” Mr. Malone began, “completing a job requires a strategy. You’ve got to think through each step and use common sense. If you’re not sure what to do, you
should ask.” He gestured at the wheelbarrow and said, “Now, let’s discuss a plan.”
Two hours later, Eric came home, dragging himself into the kitchen, his shirt and jeans brown with dirt. As he slumped into a chair, his mom brought him a glass of
water.
“How did it go?” she asked.
“There’s a lot more to a job than I thought,” Eric said. “Mr. Malone hired me to work in his backyard tomorrow, but I have a plan to make the job easier.”
1. Using specific evidence from the passage, write an extended response that explains how each character responds to the situation presented in the story. What is the theme of
this story? Include the following in your response:
• a summary of what is happening in the story,
• how Eric and Mr. Malone each respond to the situation (actions, feelings, words, etc.),
and
• the theme of the story.
This example is aligned to RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in the story respond to challenges; summarize
the text
Teacher-Made Tests to Prepare for Spring Testing
Insert items similar to the one above into as many teacher-made tests as possible. It is also possible to include, as an add-on, items like this if you are using Literacy by Design
theme assessments.
At this time, there are very few samples from which to choose. As the state releases more sample items, the instructional strategist at your school will share them with you.
- 29 Grade 5 Planner – 2013-2014
Background
Common Core State Standards call for students to be able to write using several different text types. Specifically, fifth graders are required to write narratives to develop real or
imagined experiences or events using effective technique, descriptive details, and clear event sequences, write informative/explanatory texts to examine a topic and convey
ideas and information clearly, and write opinion pieces on topics or texts, supporting a point of view with reasons and information. Narrative writing will be the foundation for
opinion and informational writing. It will be the tool you use to help students build writing stamina. Narrative writers use detail and description.
While we have discussed stamina in connection to reading, we have not discussed stamina as it relates to writing. Your students will need to write a lot and often. They will
need to write in reading workshop, writing workshop, math, science and social studies. So, begin writing on the first day of school and require students to write every day
thereafter. Recognize that if you provide students with daily “prompts” not only does it contradict current testing practices, it cripples students as writers as it leads them to
believe that they have to wait on the teacher to tell them what to write before they can begin.
With that said, it is important to prepare students for spring writing assessments. You will find opportunities to model test-taking writing with each unit. Resources with
passages and practice writing topics can be found on Blackboard.
You will be modeling “big picture” ideas such as writing about small moments from your life, craft lessons such as dialogue or ending. One thing that will remain the same is that
you are showing students how language skills help to improve writing. Look in the Writing Workshop column of the map for specific skills and mini-lessons you will be modeling
this year.
If your students are fluent or advanced writers, please refer to unit 1 in A Curricular Plan for Writing Workshop, Grade 5 by Lucy Calkins for teaching points for a memoir unit.
Assessment
If you will use data to drive your instruction in writing workshop this year, you will need good, baseline date showing what students can and cannot do in writing. At the very
beginning, pass out several pieces of notebook paper and pencils. Tell students that they have a wonderful opportunity to write about anything that they would like. It could be
about something they did over the summer. It could be about someone they know or even what they want to do in third grade this year. If students have come from fourth
grade classrooms where the teacher gave them daily prompts this will be challenging but refrain from supplying ideas, spelling words for them, or assisting in any way. Let
students know that they are writing this piece so that you will know what to teach them this year. Ask yourself the following questions when looking over these on-demand
pieces:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Which students struggled to find a topic and follow through with enough details to create a story?
How much can students write?
Does the writing stay on topic?
Which students are able to use craft to hook the reader?
Which students do and do not generally control end punctuation and lower/uppercase letters?
Which students do and do not tend to write in paragraphs?
Which students do and do not include direct dialogue and use quotation marks and other punctuation associated with dialogue?
Which students do and do not generally control their verb tenses?
Which students do and do not generally control subject-verb agreement so that the subjects and verbs are either plural or singular?
Save these pieces to document growth in writing over time.
- 30 Grade 5 Planner – 2013-2014
Goals for this Unit
1. Administer writing assessment. Save for portfolios.
2. Read excerpts from books that show how writers get ideas for their work. Some examples include Fletcher’s A Writer’s Notebook; Janeczko’s Seeing the Blue Between;
Speaking of Journals, edited by Paula Graham; Eileen Spinelli’s The Best Story; Baylor’s The Other Way to Listen.
3. Establish routines for independent journal writing on self-selected topics. Model if necessary.
4. Establish routines and procedures that you and your students will need to thrive in writing workshop this year. Introduce the writing folder and/or Writer’s Notebook.
Introduce tools for writing in the writing folder. Students record seed ideas and may draft in their Writer’s Notebook.
5. Teach students to recall small moments with special people. They will record these moments in their Writer’s Notebooks then choose one to write about. Other lessons
include places they go and things they do, always keeping in mind that the goal is to tell a story rather than comment on single events.
6. Teach students how to tell a story rather than comment on single events by helping students ask “Okay, where was I exactly? What was I doing exactly?” A child may say, “I
was going to the airport to get my grandma,” and you’ll need to help her know that what a writer does is to zoom in on the exact details: “I jumped into the revolving door and
let it push me into the airport. For a moment, I stood in the big hallway, my eyes darting this way and that, trying to figure out where I needed to go. Then I saw ____________.”
Encourage the use of predicate expanders – the when, the why, the what, and the how.
7. Teach students how to “make movies in their mind and to write so readers can picture exactly what is happening.”
8. Fifth grade students should sense when they are misspelling a word, and if they aren’t sure of the correct spelling, they should be encouraged to mark the word and take a
second to try spelling it another way but not to spend an excessive amount of time on it. Encourage them to use the Word Wall and Words I’m Learning to Spell in the Writing
Folder.
9. Establish rules for sharing or partner work which will become extremely important when revising and editing.
10. During modeled writing, teach students to draft using several different leads. You may want to teach children a few typical ways writers often start a story, such as with
dialogue or with a small action or by conveying the setting. Students who use this strategy, fall into a higher category on the iLEAP writing rubric.
11. According to Calkins, “it will be important that your students have positive experiences with revision, because one of the most important ways to make sure that writing
improves across the year is to make sure students are deeply and independently engaged in massive revisions.” Model revising your own writing almost daily. It is important to
remember that revision does not equal editing. Writers revise for organization, sentence fluency, word choice, and voice. (See the combined LEAP rubric for grade 4.) For
ideas on how to revise, see A Curricular Plan for the Writing Workshop, Grade 4.
12. Require students to keep moving in their writing. One is never finished with writing – the end of one piece is the beginning of the next.
13. Develop a class chart of conventions for which kids should be responsible or make a target as described in Primarily Writing. When editing, model how to take a second to
reread their writing and use the chart or target as a guide. When editing you will ask writers to take a second to reread their writing and check that they’ve spelled words on the
word wall or those in Words I’m Learning to Spell correctly.
14. Demonstrate how to attack the on-demand writing that students will be expected to do in the spring. Look for released items from spring of 2013 to help you teach students
about expectations for state tests.
15. You may choose to follow the teaching points from A Curricular Plan for Writing Workshop, Grade 5, Unit 1, Memoir, by Lucy Calkins if your students come in prepared for
writing workshop. If your students fall back into writing routines rather quickly, you will find excellent teaching points there.
16. If your campus has purchased Units of Study in Opinion, Information & Narrative Writing, you will be following those teaching points/lessons.
- 31 Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Unit 1: Word Study
August – September
Word study is essential as a part of balanced literacy because when readers can employ a flexible range of strategies for solving words rapidly and efficiently, attention is freed
for comprehension—the ultimate goal for students.
“In a study of fifth graders, it was estimated that students learn 1,000 to 5,000 new words a year” (Stahl, 1999). That means that some students learn five times the number of
words as other students—mostly due to life outside of the classroom. Students growing up in poverty start school significantly disadvantaged because of their lack of vocabulary.
This gap can be lessened by using direct approaches to studying words to reach ALL students.
“Kindling students’ interest and encouragement with words is a vital part of helping all students, but especially less advantaged students, to develop rich and powerful
vocabularies.”(Graves, 2006, p. 120) Word study, when properly done in a balanced literacy classroom, engages students in language, literature, and reading comprehension.
Goals for this Unit:
1. Students see the benefit of word study in aiding reading comprehension.
2. Students use word parts to decode words for spelling, fluency, and meaning.
3. Students use Tier II (academic) vocabulary in writing and speaking.
4. Students connect word study skills across the content areas, especially utilizing skills with Tier III (domain specific) vocabulary.
The following content areas should be focused on during daily word study instruction:
 Word Meaning
 Letter/Sound Relationships
 Spelling Patterns
 High-Frequency Words
 Word Structure
Word Meaning:
 Compound words
 Synonyms and antonyms
 Homographs and homophones and multiple meaning words
 Action Verbs
 Context of a word in understanding meaning
 Similes, metaphors, idioms
 Academic and domain-specific vocabulary
o Tier II and Tier III Vocabulary (appendix A)
- 32 Grade 5 Planner – 2013-2014
o
o
Tier two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all
sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and
literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively simple things—saunter
instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.
Tier three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, carburetor, legislature,
circumference, aorta) and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three
words are far more common in informational texts than in literature. Recognized as new and “hard” words for most readers (particularly student readers),
they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).
o Example: In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study
volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet made up of many layers of rock. The top
layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is
called magma. Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When
magma pours forth on the surface, it is called lava. Simon, Seymour. Volcanoes. New York: HarperCollins, 2006. (2006)
o Of the Tier Two words, among the most important to the overall meaning of the excerpt is layers. An understanding of the word layers is necessary
both to visualize the structure of the crust (“the top layers of solid rock are called the crust”) and to grasp the notion of the planet being composed of
layers, of which the crust and the mantle are uppermost. Perhaps equally important are the word spouted and the phrase pours forth; an
understanding of each of these is needed to visualize the action of a volcano. The same could be said of the word surface. Both layers and surface are
likely to reappear in middle and high school academic texts in both literal and figurative contexts (“this would seem plausible on the surface”; “this
story has layers of meaning”), which would justify more intensive instruction in them in grades 4–5.Tier Three words often repeat; in this excerpt, all
of the Tier Three words except mantle and lava appear at least twice. Volcano(es) appears four times—five if volcanic is counted. As is also typical with
Tier Three words, the text provides the reader with generous support in determining meaning, including explicit definitions (e.g., “the melted, or
molten, rock is called magma”) and repetition and overlapping sentences (e.g., . . . called the crust. Deep beneath the crust . . .).
Letter/Sound Relationships: “Students correlate the relationship between letter(s) and sounds to make word solving more efficient.” (Fontas and Pinnell, 2011 p. 214)
 Letters that represent no sound (ex. lamb, light)
 Consonant letters represent several different sounds (ex. ch—school, cheese)
 Consonant sounds represented by different letters (ex. k by c, que, gh)
 Vowel sounds with r (ex. car, first)
 Long and Short vowel sounds
- 33 Grade 5 Planner – 2013-2014
Spelling Patterns: “Students find patterns in the way words are constructed helping them to notice larger parts of words thus making word solving faster and easier.” (Fontas
and Pinnell, 2011, p. 214)
 Word Families/Rimes (-at, -am, -ot etc.)
 Vowel patterns (VC, CVC, etc.)
 Syllable patterns (-it, -ant, -op, -um, etc.)
 Double consonants (ex. coffee, address, success, etc.)
High-Frequency Words: Although some words on the Dolch Sight Word List have been mastered by students in the fifth grade, many still should be included in word study
instruction such as believe, friend, because, which, around and other words often misspelled.
Word Structure: “Words are built according to rules. Readers who can break down words into syllables and notice categories of word parts can also apply word-solving
strategies efficiently. Word parts that are added to base words signal meaning. Ex. relationships—taller, tallest or time—work, worked” (Fontas and Pinnell, 2011 p. 216)
 Affixes (letter or letters added to words—prefixes and suffixes)
 Base words (complete words)
 Greek and Latin origins (such as phon in telephone)
 Word of warning: A lesson on un-might provide both examples of words beginning with un-, and also ask students to generate un-words of their own, including silly
words. The use of imaginative extensions may not only solidify for students the meaning of un-, but also may solidify the concept of prefix in general. Providing students
with some nonexamples of prefixes, such as under and uncle, also help reinforce what prefixes are and how they work.
 Clearly there are benefits to be gained from teaching students to break words into their parts as a strategy for determining the meanings of new words. Combined with
the use of context clues, this strategy seems to be especially fruitful, particularly in the content areas, where so many of the words students encounter in textbooks
contain recognizable parts (Texas Education Agency, readingrockets.com, 2002).
Routines:
 Vocabulary notebooks or index cards can be utilized throughout the year to continue study of the words.
o See page 30.
 Daily scheduled time for Word Study in classroom.
o Word Wall Activities
o Word Study Stations
- 34 Grade 5 Planner – 2013-2014
Vocabulary Notebook Entries or Index Cards:
Resources:
http://www.teacherspayteachers.com/Product/Greekand-Latin-Root-Word-Wall-Pieces-and-Word-Cards
http://teachinginroom6.blogspot.com/2012/09/gettingin-those-root-words.html

Have the students create index cards or notebook entries with the root, the definition, and a picture of the
meaning on the front. The back of the cards has sample words containing the roots, as well as meanings.
They keep these flash cards all year long to add words to study, create games, use during writing, etc.

Have students create Circle Maps divided into four sections for the roots (meaning, sentence with a word
that shows the meaning, picture, and different sample words).
Have students create foldables when finding
words containing the roots
- 35 Grade 5 Planner – 2013-2014
Common Greek and Latin Roots
Reproduced with permission from Corwin Press
Latin Root
Definition
Example
Greek Root
Definition
Example
aqua
water
aquarium, aquamarine
auto
self
autobiography, automobile
aud
to hear
audience, audition
bio
life
biology, biography
bene
good
benefactor, benevolent
chron
time
chronological, chronic
cent
one hundred
century, percent
graph
writing
graphic, phonograph
circum
around
circumference,
circumstance
hyper
over; above;
beyond
hyperactive, hyperbole
fract
break
fracture, fraction
micro
small
microbe, microscope
multi
many
multimedia, multiple
mono
one
monologue, monotonous
port
to carry
portable, transportation
morph
form; shape
morphology, morphing
rupt
to break
bankrupt, disruption
photo/phos
light
photograph, phosphorous
scrib/script
to write
inscription, prescribe
scope
microscope, telescope
sect/sec
to cut
bisect, section
viewing
instrument
spect
to look
inspection, spectator
tele
far off
television, telephone
vid/vis
to see
televise, video
therm
heat
thermal, thermometer
- 36 Grade 5 Planner – 2013-2014
Elementary Spelling Inventory (ESI)
The Elementary Spelling Inventory (ESI) covers more stages than the Primary Spelling Inventory (PSI). It can be used as early as first grade, particularly if a
school system wants to use the same inventory across the elementary grades. The 25 words are ordered by difficulty to sample features of the letter name
alphabetic to derivational relations stages. Call out enough words so that you have at least five or six misspelled words to analyze. If any students spell more than
20 words correctly, use the Upper Level Spelling Inventory.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
bed
ship
when
lump
float
train
place
drive
bright
shopping
spoil
serving
chewed
carries
marched
shower
bottle
favor
ripen
cellar
pleasure
fortunate
confident
civilize
opposition
I hopped out of bed this morning.
The ship sailed around the island.
When will you come back?
He had a lump on his head after he fell.
I can float on the water with my new raft.
I rode the train to the next town.
I found a new place to put my books.
I learned to drive a car.
The light is very bright.
She went shopping for new shoes.
The food will spoil if it is not kept cool.
The restaurant is serving dinner tonight.
The dog chewed up my favorite sweater yesterday.
She carries apples in her basket.
We marched in the parade.
The shower in the bathroom was very hot.
The bottle broke into pieces on the tile floor.
He did his brother a favor by taking out the trash.
The fruit will ripen over the next few days.
I went down to the cellar for the can of paint.
It was a pleasure to listen to the choir sing.
It was fortunate that the driver had snow tires.
I am confident that we can win the game.
They wanted to civilize the forest people.
The coach said the opposition would be tough.
bed
ship
when
lump
float
train
place
drive
bright
shopping
spoil
serving
chewed
carries
marched
shower
bottle
favor
ripen
cellar
pleasure
fortunate
confident
civilize
opposition
- 37 Grade 5 Planner – 2013-2014
Upper-Level Spelling Inventory (USI)
The Upper-Level Spelling Inventory (USI) can be used in upper elementary, middle, high school, and postsecondary classrooms. The 31 words are ordered by difficulty to sample
features of the within word pattern to derivational relations spelling stages. With normally achieving students, you can administer the entire list, but you may stop when
students misspell more than eight words and are experiencing noticeable frustration. If any students misspell five of the first eight words, use the ESI to more accurately identify
within word pattern features that need instruction.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
switch
smudge
trapped
scrape
knotted
shaving
squirt
pounce
scratches
crater
sailor
village
disloyal
tunnel
humor
confidence
fortunate
visible
circumference
civilization
monarchy
dominance
correspond
illiterate
emphasize
opposition
chlorine
commotion
medicinal
irresponsible
succession
We can switch television channels with a remote control.
switch
There was a smudge on the mirror from her fingertips.
smudge
He was trapped in the elevator when the electricity went off.
trapped
The fall caused her to scrape her knee.
scrape
The knotted rope would not come undone.
knotted
He didn’t start shaving with a razor until 11th grade.
shaving
Don’t let the ketchup squirt out of the bottle too fast .
squirt
My cat likes to pounce on her toy mouse.
pounce
We had to paint over the scratches on the car.
scratches
The crater of the volcano was filled with bubbling lava.
crater
When he was young, he wanted to go to sea as a sailor.
sailor
My Granddad lived in a small seaside village.
village
Traitors are disloyal to their country.
disloyal
The rockslide closed the tunnel through the mountain.
tunnel
You need a sense of humor to understand his jokes.
humor
With each winning game, the team’s confidence grew.
confidence
The driver was fortunate to have snow tires on that winter day.
fortunate
The singer on the stage was visible to everyone.
visible
The length of the equator is equal to the circumference of the earth. circumference
We studied the ancient Mayan civilization last year.
civilization
A monarchy is headed by a king or a queen.
monarchy
The dominance of the Yankee’s baseball team lasted for several years. dominance
Many students correspond through e-mail.
correspond
It is hard to get a job if you are illiterate.
illiterate
I want to emphasize the importance of trying your best.
emphasize
The coach said the opposition would give us a tough game.
opposition
My eyes were burning from the chlorine in the swimming pool.
chlorine
The audience heard the commotion backstage.
commotion
Cough drops are to be taken for medicinal purposes only.
medicinal
It is irresponsible not to wear a seat belt.
irresponsible
The firecrackers went off in rapid succession.
succession
- 38 Grade 5 Planner – 2013-2014
Reading Workshop
Common Core State Standards
RL.5.1
RI.5.1
RF.5.4 SL.5.1 L.5.6
RL.5.2
RI.5.2
SL.5.2
RL.5.3
RI.5.3
Daily Routine: Vocabulary Journal
Daily Routine: Independent Reading
Daily Routine: Response Journals
Writing Workshop
Common Core State Standards
W.5.1
L.5.1
RF.5.3 SL.5.1 L.5.6
W.5.2* L.5.2
SL.5.2
W.5.3
L.5.3*
W.5.5
Daily Routine: Journal (Independent) – Students write on selfselected topics.
Theme 1: A Call for Freedom
Read Aloud/Shared Reading: Dangerous Crossing: The Revolutionary
Voyage of John Quincy Adams, On Boston’s Freedom Trail, the Nightime Ride
of Sybil Ludington, March of the Redcoats, Women of the Revolution
* = CCSS, not found in LbD
MODELED WRITING

Narrative - Example: Personal Account*

Response to Learning - Example: Journal* Getting Started in Writing
Workshop

iLEAP Writing Topic
What Authors Do*
*Refer to P. 8 – “Writing in the Common Core”
COMPREHENSION STRATEGY: Make Connections

Text to text

Compare/Contrast
Literacy by Design TARGET SKILLS

Personal Narrative
1. Nonfiction Text Feature: Map & Venn Diagram
Guided Reading: Check spring 2013 scores and form reading groups.
Theme 2: Creating A Nation
Read Aloud/Shared Reading: Give Me Liberty! The Story of the Declaration
of Independence, Gram’s Declaration of Independence, The Declaration of
Independence, Independence Day
COMPREHENSION STRATEGY: Infer

Predict

Draw conclusions

Fact/opinion – cause/effect
Literacy by Design TARGET SKILLS

Realistic Fiction

Onomatopoeia
MINI-LESSONS/Grammar

Main Idea & Details

Sentence Combining

Subject Verb Agreement

Simple & Compound Subjects & Predicates

Simple & Compound Sentences
Authors and Ideas*
Topics I Can Write About*
Process Introduction
Traits Introduction
Introduce Journals
Word Study
Common Core State
Standards
RF.5.3
Elementary Spelling Inventory
Begin word wall activities.
You may refer to the list of
onsets and rimes provided by
reading
facilitator
for
additional suggestions.
Short Vowel Review
Initial Consonant Review
sn, st
Word Families
*See the Instructional Strategist at your school for more information on these
beginning lessons.
GUIDED WRITING
Students write – teacher conferences with individuals or groups
POSSIBLE WRITING WORKSHOP TARGET SKILLS/DID IT! DOTS:

T – chooses topic

D – uses dialogue

S/V – uses proper subject/verb agreement

C – begins with capital letter
 E – ends with punctuation
Guided Reading: See 3 reading groups a day. Take a running record or
reading check on 1 or 2 students per day. Check comprehension with retell
and score fluency.
- 39 Grade 5 Planner – 2013-2014
Reading Workshop Resources
Use first weeks to introduce The Daily 5, work boards, literacy
stations and routines that must be established before you begin to
teach small group reading. Rehearse all stations and procedures in
a variety of ways before small group reading begins. Begin small
group reading on or before September 3, 2013.
Theme 1: A Call for Freedom
Comprehension Bridge Cards: 1
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
conflict, revolution, military, splintered, representatives, conquer,
assemble, defeat
Connect to Novels: Emma’s Journal, The Riddle of Penncroft Farm,
Guns for General Washington
Theme 2: Creating A Nation
Comprehension Bridge Cards: 1 & 2
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
independent, patriotism, declaration, document, version,
confidence, convention, proclaim, nation, allegiance
Connect to Literature: Stuck in Time with Benjamin Franklin,
The Secrets of Sarah Revere, Fever 1793
Additional Read Aloud titles can be found on the Resources page.
See the ELA Common Core State Standards Resource book for Text
Exemplars.
Writing Workshop Resources
Writing Process Introduction
 LbD Writing Bridge Card 1 & Transparency 4
Writing Traits Introduction
 LbD Writing Bridge Card 3 & Transparency 10
Main Idea & Details
 LbD Main Idea & Details Organizer – Transparency 5, 6
 LbD Writing Bridge Card 2
Good Beginnings/Endings
 HME pp. 307-309
How to Build Suspense
 LbD Writing Resource Guide p. 49-50
Sequence 18
 LbD Sequence Organizer – Transparency 17, 18
 LbD Writing Bridge Card 5
Ideas
 LbD Writing Bridge Card 4 & Transparency 16
Sentence Combining
 LbD Writing Resource Guide pp. 4-5
 HME pp. 69, 78-79, 111, 155, 186-187, 190-191, 249, 261
Simple & Compound Sentences
 LbD Writing Resource Guide p. 1
 HME pp. 32-35, 46-49
Simple & Compound Subjects & Predicates
 LbD Writing Resource Guide p. 2
 HME pp. 38-41, 46-49, 68, 110
Subject Verb Agreement
 LbD Writing Resource Guide p. 3
 HME pp. 112-115
Word Study Resources
Houghton- Mifflin Spelling and
Vocabulary
Short Vowels
Unit 1 – pg. 18
Word Families
Unit 1 – pg. 18
See Word Wall Games on
ELA K-5 Blackboard
www.primarilywriting.com
- 40 Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Reading Workshop Unit 2: Exploring Informational Text
October
Background
This unit will focus on exploring informational text. If you choose to use Calkins’ curricular plans for teaching points, it will be necessary to know the differences between texts
that are informational or expository and those that are narrative nonfiction. An example of simple expository text would be Hurricanes by Suzy Wall. Examples of narrative
nonfiction titles are A Nation’s Hope: The Story of Boxing Legend Joe Louis and Amazing But True Sports Stories by Phyllis Hollander. So then it’s easy to see how the
comprehension strategies of determining importance – main ideas and supportive details, and summarizing and synthesizing will be essential components of this unit.
For informational text, a boxes and bullets template will help students to engage in nonfiction reading work. Model this approach to gathering and anchoring information during
read aloud/shared reading time.
Owls Don’t Build Their Own Nests



They live in holes in the ground.
They live in holes in trees.
They move into abandoned nests.
Using anchor charts is also a powerful way to teach students the structure of nonfiction text. Very often, informational texts at fifth grade level contain an overwhelming
amount of information. Teaching students how to locate the big ideas and then to support those big ideas with details will help maintain focus throughout the reading.
Essentially, you are teaching students how to take notes which is a skill that will serve them well.
Consider this unit as an opportunity to hook students who have decided that reading is an unpleasant experience. Very often, when presented with informational text, whether
straight expository or a narrative nonfiction, students find that reading is indeed a door to the world. Take care to help students understand that informational texts are
sometimes more difficult than fiction titles so that they’re able to make good decisions about independent reading.
Building Text Sets
You’ll have to decide which text or texts you’ll use for your read-aloud/shared reading. A selection of informational texts can be found in Literacy by Design. For your
convenience, several informational units have been placed in this unit. Heat and cooking, sound waves, and ocean life selections are available. If you choose to use one of the
four available state units, you will want to pay particular attention to teaching the informational strategies found in this unit as you choose texts from the suggested
informational titles section. You may also have text sets associated with social studies or science concepts that are quite appropriate for this unit. For more suggestions for text
sets, go to www.readingandwritingproject.com and register.
When possible, choose informational selections to use in small group. Benchmark Education Company selections are all informational. Leveled texts, big books and
comprehension anchor charts are available at each elementary school in the district.
- 41 Grade 5 Planner – 2013-2014
Text Previewing
During read aloud/shared reading, model how to attack a new informational text using specific strategies. Headings, subheadings, font differences, table of contents, diagrams,
charts, photos and captions give readers valuable information. Activating prior knowledge of the topic and essential vocabulary will also help make first encounters with a new
text more successful. Model how to confirm and revise, adding to your initial expectations. “Oh, this isn’t just about tigers in general. It’s about the new dangers to their
habitat,” or “This looked like an all-about-whales text but it actually compares whales and dolphins.” As the reading begins, teach students to ask themselves a big question:
“What is the one big thing that this text is teaching, and how do all the other details connect with this?” Show over the course of the reading that finding the main idea within
a dense informational text may indeed be difficult but by using a boxes and bullets approach, it becomes manageable. Once students become familiar with the layout of
expository texts, they will then be able to learn from the text, holding onto the most important information. Show students that most informational text has a central idea
followed by supporting evidence.
The goal is that this awareness becomes foundational to the way your
kids approach expository texts. In this way, you’d support reading
expository texts in their entirety, enabling students to understand the
main concepts that the text teaches as opposed to an “extractive” way
of reading expository in which readers mine texts for isolated nuggets of
trivia or “cool facts” that, to their eye, might bear no connection at all to
the larger scheme of a topic.
Lucy Calkins, 2012
Turn a page or two of modeled reading or read aloud into an opportunity to teach students how to code text. Pause after reading bit and show students how to box the main
ideas with a pencil and then to bullet the supporting details. Large amounts of informational text must be chunked in order to be manageable. Think of iLEAP. The amount of
reading can be overwhelming for fifth graders, so arm students with a method that can help them digest and use these large amounts of text. Determining importance is critical.
Pause at the end of each section and ask students to complete this statement: This part teaches me … OR I wonder … OR I used to think ______ but now I’m realizing _______.
Help students absorb the information you are presenting during read aloud/shared reading by presenting them with a picture copied from a book that you are using for
instruction and expect them to label this picture. If you are reading about insects, present students with a picture of a grasshopper and expect them to add labels like
exoskeleton, thorax, abdomen, and spiracles as you read about each one. Save diagrams and labels for group work at which time you will ask students to explain, compare and
contrast. These strategies are equally as effective when teaching science concepts.
- 42 Grade 5 Planner – 2013-2014
Nonfiction Anchor Charts
- 43 Grade 5 Planner – 2013-2014
Narrative Nonfiction Texts
Narrative nonfiction follows a familiar formula, found within fiction, with characters who have life changing issues and who come to conquer fears and obstacles to land on top.
Most of these texts actually tell the story of people and their achievements. This structure is similar to that found in fiction texts with character traits and motivations leading
the way then resolving with how the character or characters overcome challenges. It’s the overcoming of obstacles that tells why a person is famous or what they achieved or in
some other way why they matter to us.
You may want to begin with a narrative nonfiction biography during read aloud. It is appropriate to go back to the boxes and bullets method of keeping track of big ideas and
details. Once again, keep in mind that these big ideas will evolve as the read aloud goes along. Please encourage students to confirm or adjust, just as we do when predicting.
Next, you will teach your students that narrative nonfiction contains underlying ideas—and that it is the role of the reader to seek those ideas. Your readers are used to
activating schema about characters—now you want to activate their schema for realizing that these stories, like all complex narratives, also teach ideas. For instance, you may
be reading a narrative nonfiction about meerkats. You may box habitat and bullet works collectively, burrows, and shares with mongoose. However, there will likely be an
even bigger idea or theme related to community and working together for the common good. Students will have to glue pieces of the reading together in order to be able to
infer the big lesson. Your goal is for students to approach the end of this unit with a solid understanding that nonfiction narrative teaches both information and ideas.
Consider having your students come to the meeting place for read aloud/shared reading with clipboards. They can do their own boxes and bullets or use post-its to record
notable ideas. They can “stop and jot” then turn and talk. Partner and group work continues to be very important. Encourage deep, rich conversations relying on Speaking and
Listening Standards including engaging effectively in discussions one on one, in groups and teacher led, building on others’ ideas and expressing their own clearly. Encourage
partnerships or groups to use language such as “This part of the text is mostly about …” and then make an inference by adding “And the big new thing it teaches me is …” or
“And the big way this adds to what I already know about this subject is …” Your big goal during read aloud/shared reading is to mirror what you want students to do when
they’re reading independently or in small group.
Content Specific Vocabulary
Regardless of the text you choose, it will be very important to spend time with vocabulary. The Common Core State Standards call for students to determine the meaning of
general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Marzano’s method of Explain, Restate, Show, Discuss, Reflect &
Refine and Apply in a Learning Game remains a powerful way to explore new vocabulary. Allow students to bring vocabulary notebooks to whole group so that they can
capture every opportunity to add to or refine their vocabulary pictures and explanations.
- 44 Grade 5 Planner – 2013-2014
Goals for This Unit
1. During whole group interactive read aloud/shared reading, model how to attack a new informational text using specific strategies. Headings, subheadings, font differences,
table of contents, diagrams, charts, photos and captions give readers valuable information
2. Use engaging techniques to help students keep track of Key Ideas and Details such as box and bullets, clipboard notes, post-its and charts.
3. During whole group interactive read aloud/shared reading, teach the comprehension skills of summarizing and synthesizing, asking questions, predicting, inferring and
clarifying. Model how to confirm and/or adjust questions, inferences, predictions and beliefs while reading.
3. Use vocabulary notebooks to help you teach challenging concepts. Have students bring vocabulary notebooks to your whole group meeting place so that they are able to act
on every opportunity to discuss, reflect, and refine. Vocabulary in a nonfiction unit can be quite challenging. Don’t skip the SHOW. Pictures or sketches are essential.
4. Teach students how authors give you very important clues about vocabulary. Unlock these clues. Be on the look-out for examples similar to the following:
The Yangtze flows north and then east into a series of gorges. Gorges are deep valleys with steep, rocky sides.
Most sharks have streamlined, or sleek bodies.
Volcanoes are formed when magma pushes its way up through the cracks in the Earth’s crust. This is called a volcanic eruption.
5. Use narrative nonfiction titles when possible to teach students how this text structure differs. Biographies about great Americans or sports heroes are good choices.
6. Encourage students to use boxes and bullets or mini-charts when reading informational texts independently. They may use reading response journals for this activity.
7. Maintain active partnerships to build speaking and listening standards. When possible, choose informational texts for your small groups.
8. Encourage purposeful language during whole group interactive read aloud/shared reading time among partners and groups such as: The big thing this teaches me is … This
part teaches me … This makes me think … I used to think ______ but now I know …
9. Maintain reading logs. Students should be increasing the amount of time they are reading independently at school and at home. Reading stamina will be essential for spring
testing.
10.With colleagues, develop text dependent questions for the material you will be reading to and with your students.
11.Teach and reinforce the essential comprehension strategies of determining importance, inferring, asking questions, creating images and synthesizing.
12. You may choose to follow the teaching points in A CURRICULAR PLAN FOR THE READING WORKSHOP, GRADE 5, 2011–2012, Unit 3.
- 45 Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Writing Workshop Unit 2: Informational Writing
October
Background
An informational writer’s purpose is to help readers become informed on a topic. This topic should be one that “feels important” and is of particular interest to a fifth grade
writer. It’s the kind of writing that kids will encounter in much of their nonfiction reading, such as the DK Readers, the Gail Gibbons and Seymour Simon books, the current event
articles in Time for Kids, and their social studies and science texts. As a result, it is easy to find mentor texts for this genre. The unit will teach the qualities of good informational
writing, such as writing with focus and stamina, and the specific structures associated with this genre much the same as they have done with narrative pieces in the past.
“Students will move from writing about very broad, generic topics toward being able to zoom in on more specific topics and therefore write with a greater density of relevant
information.” Students also learn to group their information into categories and, in time, into subcategories. The unit supports writers’ growing ability to substantiate claims
with information and to elaborate on and analyze that information. One of the rules of thumb in writing is that a writer can only make readers engaged in a topic if the writer is
engaged in that topic. In this unit, students should be writing about self-chosen topics of great individual interest. (Calkins, 2012)
Mentor Texts
It is crucial that you select captivating, well-written mentor texts to support your students in this work. You may favor a few of the interactive or shared reading selections
offered in LbD. Choose just a small number of texts that resemble those you hope your children will write in this unit, making the choice not by the topic of the texts but rather
with an eye to the structures within which you hope your students will write. You will want to consider whether you will choose several mentor texts that are structured
differently so as to expand students’ sense of options, or whether you want to channel students toward a particular structure so that you can provide more scaffolding by
holding the class more closely together and ensuring that the text you write as an exemplar matches the ones they write. Some texts you read will probably be narrative
nonfiction such as Duke Ellington by Andrea Davis Pinkney. These might, for example, take readers through a timeline within the life of someone or something (people, animals,
plants, rivers, wars, events). Some texts will be expository informational texts that teach all about a topic. Some will be nonfiction procedural texts, such as Bake Your Own Bread
found in the LbD Sourcebook, that teach how to accomplish something. Some texts, of course, will be a composite of all of these and other kinds of informational writing. You’ll
need to decide which features you’ll want to highlight in your mini-lessons and to make sure the texts you select illustrate those features. Show writers that information
pertaining to one subtopic falls under one heading and information pertaining to another subtopic falls under a second heading, and so you will select some mentor texts that
have headings and subheadings, if not chapters and a table of contents. You may also search for exemplar texts that blend clear, straight-forward informational writing with
voice. Look for books that engage the reader and sound as if the author is speaking straight to the reader, with sentences in which the author relates the information to
something more personal embedded within the factual information. During the concurrent nonfiction reading workshop unit, you will emphasize the differences between
narrative and expository nonfiction. As such, you may choose mentor texts that contain some sections that sound more story-like (but are still informational) and some that are
more course-like. For example, an informational book that deals with the life cycle of a butterfly may contain sections that sound more like a chronological narrative while still
incorporating facts and other sections that sound like a lecture.
Inspiring Your Writers
One way to recruit young writers to write with intensity is to share a vision with them right from the start of what will happen to their published pieces. Kids knowing that their
books will be handled and read by other readers (not just read aloud to other readers, but that individual, interested readers will turn the pages themselves, lingering over the
words and images) really increases the intensity, and thus their stamina and zeal for doing high-level work. Your next goal will be to teach writers that one of the first things an
informational writer does is to select a topic and to focus that topic, narrowing it to the most interesting aspects. Your goal, at the very start of the unit, is to equip your
students with a small repertoire of strategies that they can use again and again in life whenever they want to select a topic for informational writing. Some teachers suggest it
helps to think, “If I had to teach a course to the other kids in the class, what might I teach?” They should then collect these ideas in their writer’s notebooks. Writers could go
further and think about subtopics within whatever subtopic interests them especially. Of course, some less proficient writers may have more success with broader topics, and
some more proficient writers may be able to handle a topic that is an idea, not just a subject (e.g., shark’s eyes are very different than ours).
- 46 Grade 5 Planner – 2013-2014
By grade five, the Common Core State Standards state that information writers introduce a topic clearly and provide a general observation and focus. Keep in mind that because
the focus of this unit is on good writing and not on research, you’ll want to encourage students to choose subtopics or perspectives (as well as topics) in which they have
expertise. Once writers have chosen a topic, you can move them toward planning the parts or categories for their topic. You can help writers understand that when breaking a
topic into parts, the parts need to cover the entire topic. If some of your students struggle to think of categories or subtopics, you could teach them in a small group that writers
can always go back and revise their topics, perhaps making them broader, perhaps their original topic choice is really a subtopic under a broader category about which they have
more to say. Additionally, you’ll want to coach writers into creating categories that feel parallel in weight.
Gathering Information
After a few days of collecting their ideas in notebooks, you will want to shift your writers into gathering the information that will fill up the pages of their books. Remind your
young writers of the importance of gathering a variety of information and information that comes from more than one source. Teach your students different ways to collect in
their notebooks: sometimes they might make bullet points of facts; sometimes they might write long, growing some ideas about the facts they are collecting; and they also
might keep a running list of difficult vocabulary words for a glossary. You may even be comfortable with an outline or some other graphic organizer to keep them on track. This
probably should not become a unit where research overwhelms everything else, with students spending the majority of their time collecting rather than writing. The amount of
research your writers do will of course be dependent on the amount you feel able to support. If you are teaching this unit in such a way that your students are doing a fair
amount of research, you will likely want to teach them right away that information writers keep a list of books and other sources they use as they research so they can later
incorporate these sources into their draft.
Ways to Gather Information for
All About Books
- 47 Grade 5 Planner – 2013-2014
Drafting
An effective way to organize information for drafting is to move from the general to the specific, giving first big ideas that the reader needs to know about the topic and then
moving to the smaller details, like interesting facts.
Do not teach your students to draft the entire book from start to finish, starting with the introduction. The introduction and concluding sections of an information piece have a
different format and purpose than the body sections. Your students will need you to teach right away the format of the body sections, the parts of the piece that have a
common structure and will make up the bulk of the writing. Drafting an introduction before writing the sections of a book can limit the writer to stick closely to the shores of
what he or she originally imagined in the introduction, which can lead to few revisions and potentially limited writing. It is important to leave room for your writers to make huge
revisions to their original plans as they draft. Teach your writers to make a plan for the text features that will support each page, such as illustrations, diagrams, charts, and
sidebar definitions. If your students conducted research earlier and tracked sources they used, you can teach them here simple ways to cite sources as they draft. You can teach
them stems to use to connect pieces of information with sources, such as: “According to . . .” or “In the book . . . by . . . , it says . . .” or “The author . . . teaches us that. . . .”
Revising
Plan to devote ample time to the revision portion of this unit. As in any unit of study, some, if not all, of your students will still be drafting as you begin your revision lessons.
Writers can incorporate the revision strategies you teach right away into their drafts, remembering that writers continually revise; they don’t wait until “revision week” to use all
they are learning about information writing to re-see and rework what they have already written. Teach your writers to study mentor texts, taking note of the variety of
information that information writers use to teach readers about subtopics. Teach your writers to include explanations of important ideas, using explanatory language and giving
examples. Teach your writers that information writers think about stories or anecdotes that help to explain or teach about a subtopic. Teach your writers to include not only
information but some of their thinking about the information. Teach writers to be on the lookout for places to use and define vocabulary words that are connected to the topic
that might be hard for readers to understand. The Common Core State Standards state that, by grade four and beyond, information writers should use “precise language and
domain-specific vocabulary to inform about or explain the topic.” The Common Core State Standards remind us that writers don’t just teach information with text; they also
teach information through formatting (e.g., headings), illustrations, and multimedia. These tools help readers to understand even more powerfully the information that the
writer is teaching.
Teach that information writers make sure they have grouped information into categories, thinking about whether the information included in each section fits with the subtopic.
Teach your writers that each section of an information text tends to have an introduction that previews for the readers what they are going to learn about in that section. The
Common Core State Standards refer to this work as “orienting the reader.” Teach your writers to revise the introductory sections to their books, asking questions such as “What
do I want to teach readers at the beginning of my book? How can I draw in the reader right from the start? How can I give the reader an overview, an introduction, to my topic?
Does my beginning set up the reader to become an expert in this topic?” Teach your writers strategies for revising their conclusions as well. A conclusion should not only sum up
the important information but also leave readers with some big ideas. Teach them to use transition words to move from detail to detail and to connect subtopics to the main
topic. Teach students to use transition words such as another, for example, also, because; as they become more sophisticated in their writing, teach them to use transitions such
as in contrast, especially, furthermore, and moreover.
Editing
In teaching editing, tell children that their texts are going to teach important information to their readers and thus need to be clear and accurate. How can the reader learn
about the topic if the writer’s words are misspelled? In editing nonfiction books, teach children that the resources they used to get their information are great sources for
correcting spelling of content-specific vocabulary. In addition, you might also teach children another use of commas that shows up a lot in nonfiction—offsetting definitions of
words that are defined in context. Particularly if you have supported your fifth graders’ use of outside sources, teach them to use quotation marks accurately and to italicize or
underline titles. Informational writing also provides a perfect opportunity to remind your writers about when and where to use paragraphs.
- 48 Grade 5 Planner – 2013-2014
Goals for This Unit
1. During read aloud and shared reading, read well-chosen mentor texts that portray the type of writing to be done in this unit. Students will study mentor texts, taking note
of the variety of information that information writers use to teach readers about subtopics.
2. Teach students to use their writer’s notebooks to record topics that they know a lot about.
3. Help students choose a topic of which they have some personal knowledge or interest, focus on the topic, and narrow it down to the most interesting aspects. Students will
learn that when breaking a topic into parts, the parts need to cover the entire topic.
4. Plan to teach students the importance of gathering a variety of information and information that comes from more than one source, and will learn different ways to collect
in their notebooks. For example, they may make bullet points of facts; sometimes they might write long, growing some ideas about the facts they are collecting; and they
also might keep a running list of difficult vocabulary words for a glossary.
5. Emphasize that informational writing is intended for a specific purpose and audience, as the Common Core State Standards for informational writing suggest, and that the
purpose of this kind of writing is often to teach others about a topic.
6. Demonstrate how to look carefully at the texts that serve as mentors for this unit.
7. As students create a draft, remind them that they are writing in such a way to set readers up to be experts. (Information writers often draft one subsection at a time,
keeping in mind everything they want to teach the reader about that particular subtopic. Nonfiction writers often use a variety of structures within subsections, especially
as texts become more complicated. Often an effective way to organize information is to move from the general to the specific, giving first big ideas that the reader needs to
know about the topic and then moving to the smaller details, like interesting facts.)
8. Students will learn to distinguish between the format of the “body” sections of an informational piece and the introduction and concluding sections, keeping in mind the
proper places to begin and end paragraphs.
9. Demonstrate how to make a plan for the text features that will support each page, such as illustrations, diagrams, charts, and sidebar definitions.
10. During your modeled writing, demonstrate how to include explanations of important ideas, use explanatory language, give examples, and set off definitions.
11. Demonstrate how information writers think about stories or anecdotes that help to explain or teach about a subtopic. Students will include not only information but some
of their thinking about the information.
12. Teach students to be on the lookout for places to use and define vocabulary words that are connected to the topic that might be hard for readers to understand, and will
learn strategies for explaining the technical vocabulary contained in writing, such as offsetting definitions of words that are defined in context.
13. Teach students to group information into categories, thinking about whether the information included in each section fits with the subtopic.
14. Teach students that good writers revise the introductory sections to their books, asking questions such as “What do I want to teach readers at the beginning of my book?
How can I draw in the reader right from the start? How can I give the reader an overview, an introduction, to my topic? Does my beginning set up the reader to become an
expert in this topic?”
15. Demonstrate a strategy for revising conclusions. A conclusion should not only sum up the important information but also leave readers with some big ideas.
Conclusion
English Bulldogs are amazing animals. They have a fascinating history and an unusual appearance. They are a wonderful dog to have with a family. If you have a bulldog or you are
thinking of getting one, I recommend you do some more research. You can check out bulldoginfor.com or Bulldog Life. If you want to talk to other people that have English Bulldogs, you
can check out the message board at bulldoginfor.com/English. The English Bulldog is a peaceful, cute dog that deserves special care and attention.
16. Use transition words to move from detail to detail and to connect subtopics to the main topic. (Examples include: another, for example, also, because; as they become more
sophisticated in their writing, teach them to use transitions such as in contrast, especially, furthermore, and moreover.)
17. Students will edit work, checking for correct spelling of content-specific vocabulary, using the resources they used to gather their information.
18. For specific, detailed teaching points for this unit, see A CURRICULAR PLAN FOR THE WRITING WORKSHOP, GRADE 5, 2012.
- 49 Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Word Study- Unit 2
October
Word study is essential as a part of balanced literacy because when readers can employ a flexible range of strategies for solving words rapidly and efficiently, attention is freed
for comprehension—the ultimate goal for students.
As students transition from personal narratives to personal and persuasive essays in writing, word study will continue to develop students’ skills in spelling, fluency, structure,
and meaning. In this unit, teachers should continue teaching all word study content areas daily. In word meaning, help students understand that word choice is important to
signal the reader to understand the structure of their writing.
Another key area to focus on in this unit is explicitly teaching students how to use the word wall to help with editing. Teach students to look up at the word wall, taking a
“photograph” of the whole word, then write the entire word as best they can without peeking, and check it one more time against the word wall after they’ve given it their best
try. Students should NOT look at the word one letter at a time, copying one letter at a time—words are learned by practicing the whole word—using skills learned from
letter/sound relationships, spelling patterns, and word structure skills learned throughout the year.
This time of year is also a good time to do a quick informal assessment by looking across students’ independent writing to see which high-frequency words students have
mastered and which they continue to misspell. Even if those words have already been introduced on your word wall, you may want to revisit them again now.
Goals for this Unit:
1. Students see the benefit of word study in aiding reading comprehension.
2. Students use word parts to decode words for spelling, fluency, and meaning.
3. Students use Tier II (academic) vocabulary in writing and speaking.
4. Students connect word study skills across the content areas, especially utilizing skills with Tier III (domain specific) vocabulary.
The following content areas should be focused on during daily word study instruction:
 Word Meaning
 Letter/Sound Relationships
 Spelling Patterns
 High-Frequency Words
 Word Structure
*Reference Unit 1 Word Study to select your next skills for each content area.*
Word Meaning:
 Tier II/Academic and tier III/domain-specific vocabulary
o CCSS states that by grade five, students should use precise language and domain-specific vocabulary to inform about or explain a topic. Students should be
studying and using domain-specific vocabulary in their writing and speaking. Students should also begin to understand strategies to determine the meaning of
domain-specific vocabulary as they read nonfiction.
- 50 Grade 5 Planner – 2013-2014
o

There are several different ways that information writers teach domain-specific vocabulary to their readers.
1. The most supportive way to teach a vocabulary word in an information text is to write the word in bold and state its definition outside the text, often
done in the margin of a text.
2. Another method is to include the vocabulary word and definition as part of the text.
 Ex. “The body of an octopus, called the mantle, helps it to breath and swim.”
3. A less supportive method is to include words in the text without definitions, leading readers to use context clues.
 Ex. “The mantle of the octopus is connected to all eight of its legs and helps it to breathe and swim.”
o Teachers should scaffold their domain-specific vocabulary study to reflect these three different forms of determining word meaning.
Transition Words
o CCSS Grade 5 Transition Words: however, although, nevertheless, similarly, moreover, in addition
o CCSS highlights the importance of using transitions in reading and writing to help the reader understand the structure of a text. Once students understand the
structure of a text, comprehension increases. For instance, if a student sees the transition words first, next, and then in a text, they should know that the text is
organized as a procedure or steps which help the student comprehend the text. Equally important is students using the appropriate transition words in their own
writing so that their audience knows the structure of the text they are writing, especially as students write nonfiction.
o In following with the speaking and listening CCSS, listen for students using transitions appropriately in speech and praise them—pointing out why the transition fit
the sentence they used it in. Model using correct transitions in your teaching/lecturing/minilessons, again highlighting why you chose the transition word you did.
o Many students struggle with which transitions are appropriate in different scenarios. Even in a sentence as simple as “I wanted to go outside today, _____ it was
raining.” (and, so, but), it is difficult for many students to know the correct transition word. As students write their informational pieces, be sure students
understand when to use transitions are which are appropriate for different situations. This could be a great word wall station.
Routines:
 Vocabulary notebooks or index cards can be utilized throughout the year to continue study of the words.
 Daily scheduled time for Word Study in classroom.
o Word Wall Activities
o Word Study Stations
- 51 Grade 5 Planner – 2013-2014
READING WORKSHOP
WRITING WORKSHOP
WORD STUDY
Common Core State Standards
RL.5.1
RI.5.1
RF.5.4 SL.5.1 L.5.6
RL.5.2
RI.5.2
SL.5.2
RL.5.3
RI.5.3*
RL.5.4*
Daily Routine: Vocabulary Journal
Daily Routine: Independent Reading
Daily Routine: Response Journals
Common Core State Standards
W.5.1
L.5.2
RF.5.3
SL.5.1
W.5.2* L.5.2
SL.5.2
W.5.3
L.5.6
SL.5.4*
W.5.5
SL.5.5*
SL.5.6*
Daily Routine: Journal (Independent) – Students write on selfselected topics.
Common Core State
Standards
RF.5.3
* = CCSS, not found in LbD
* = CCSS, not found in LbD
MODELED WRITING

Informational – Example: Writing to Inform Others

Response to Learning - Example: Journal*

iLEAP Writing Topic
Long Vowel Review
Nouns
Proper Nouns
Theme 3: How Does Cooking Work?
Read Aloud/Shared Reading: Chato’s Kitchen, Bake Your Own
Bread, Abuela’s Feast, The Heat Is On, Let’s Get Cooking
COMPREHENSION STRATEGY: Ask Questions
 Clarify meaning
 Author’s purpose
Literacy by Design TARGET SKILLS
 Procedural
 Photo Essay
Guided Reading: See 3 reading groups a day. Take a running record
or reading check on 1 or 2 students per day. Check comprehension
with retell and score fluency.
Theme 4 – What is Sound?
Read Aloud/Shared Reading: Duke Ellington, Riding the Sound
Waves, Sounds Good to Me!, I Love a Piano, The Smell of Soup
and the Sound of Money
COMPREHENSION STRATEGY: Determine Importance
 main idea and details
 categorize and classify
Literacy by Design TARGET SKILLS

Poem

Recognize Alliteration

Point of View
Guided Reading: See 3 reading groups a day. Take a running record
or reading check on 1 or 2 students per day. Check comprehension
with retell and score fluency.
Reference Materials
MINI-LESSONS/Grammar









Sequence
Ideas
Prewriting
Sentence Combining
Sentence Types
Common and Proper Nouns
Singular and Plural Nouns
Revising (Plan for daily revision of works in progress.)
Use of commas to set off definitions (Specific skill for this unit.)
GUIDED WRITING
Students write – teacher conferences with individuals or groups
POSSIBLE WRITING WORKSHOP TARGET SKILLS/DID IT! DOTS:






T – chooses topic
D – uses dialogue
S/V – uses proper subject/verb agreement
C – begins with capital letter
E – ends with punctuation
N – proper use of plural nouns
- 52 Grade 5 Planner – 2013-2014
READING WORKSHOP RESOURCES
Theme 3: How Does Cooking Work
Comprehension Bridge Cards: 2 & 3
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
radiation, transfer, connect, reassured, ingredients, scientific,
conduction, convection, chemical, molecules
Connect to Literature: Dish-Stirring it Up, Death by Eggplant,
Granny Torrelli Makes Soup
Theme 4: What is Sound?
Comprehension Bridge Cards: 3 & 4
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
melody, harmony, broadcast, improvise, experiment, length,
concentrate, instrument, vibration, pitch
Connect to Novels: Come Sing, Jimmy Jo, The Mystery of the
Stolen Music, The Last Holiday Concert
WRITING WORKSHOP RESOURCES
Prewriting
 LbD Writing Bridge Card 7 & Transparency 22
Common & Proper Nouns
 LbD Writing Resource Guide p. 7
 HME pp. 66-67
Singular & Plural Nouns
 LbD Writing Resource Guide p. 8
 HME pp. 70-73
Review Nouns
 LbD Writing Resource Guide p. 11
Sequence 18
 LbD Sequence Organizer – Transparency 17, 18
 LbD Writing Bridge Card 5
Ideas
 LbD Writing Bridge Card 4 & Transparency 16
Sentence Combining
 LbD Writing Resource Guide pp. 4-5
 HME pp. 69, 78-79, 111, 155, 186-187, 190-191,
249, 261
Sentence Types
 LbD Writing Resource Guide p. 6
 HME pp. 34-35
Revising
 LbD Writing Bridge Card 15 & Transparency 46
WORD STUDY RESOURCES
Houghton- Mifflin Spelling and
Vocabulary
Long Vowel Review
Unit 2 – pg. 24
Unit 3 – pg. 30
Proper Nouns
Writer’s Resources – pg. 255
Reference Materials
Unit 3 – pg. 32
Unit 5 – pg. 44
Writer’s Resources – pg. 258
Writer’s Resources – pg. 283
See Word Wall Games on
ELA K-5 Blackboard
www.primarilywriting.com
Additional Read Aloud titles can be found on the Resources
page. See the ELA Common Core State Standards Resource
book for Text Exemplars.
- 53 Grade 5 Planner – 2013-2014
Informational Writing Checklist
Grade 5
Overall
Lead
Transitions
Ending
Organization
NOT
YET
STARTING
TO Grade
YES!
Structure
I used different kinds of information to teach about the subject. Sometimes I
included little essays, stories, or “how-to” sections in my writing.
I wrote an introduction that helped readers get interested in and understand the
subject. I let readers know the subtopics I would be developing later as well as
the sequence.
When I wrote about results, I used words and phrases like consequently, as a
result, and because of this. When I compared information, I used words and
phrases such as in contrast, by comparison, and especially. In narrative parts, I
used phrases that go with stories such as a little later and three hours later. In the
sections that stated an opinion, I used words such as but the most important
reason, for example, and consequently.
I wrote a conclusion in which I restated the main points and may have offered a
final thought or question for readers to consider.
I organized my writing into a sequence of separate sections. I may have used
headings and subheadings to highlight the separate sections. I wrote each section
according to an organizational plan shaped partly by the genre of the section.
May be photocopied for classroom use. © 2013 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Opinion, Information, and Narrative Writing, Grade 4 (firsthand:
Portsmouth, NH).
- 54 Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Unit 3: Reading Workshop – Informational Research Projects
November-December
Background
In this unit, you’ll build on all the essential nonfiction comprehension reading skills that you taught in the prior unit, determining importance, inferring, asking questions, creating
images and synthesizing, and you’ll add new work that teaches students how to compare and contrast texts, to analyze their claims and arguments, to investigate and consider
authors’ points of view, to critique, and to analyze. The ability to think deeply across several texts on the same topic and to question claims and validity of information is called
for in the fifth grade CCSS.
CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in
two or more texts.
CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem
efficiently.
CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
In order to do this kind of high-level analytical work, students will need to read more than one text on a subject. They will need to do much more than just summarize – they will
have to do very grown-up work in pulling out facts and opinions of the author and comparing those to others on the same subject.
Choosing Text Sets
Demonstration lessons during whole group read aloud can serve as a scaffold for the work you will expect students to do when they begin to choose their own texts. You may
consider pulling together a text set based on your LbD materials. Theme 7, for example, includes a realistic fiction (with many facts about whales and a strong point of view)
selection called Big Blue, a newspaper article, and a biography. These selections revolve around ocean life and are in your Comprehensive Teacher’s Guide and Sourcebook.
Regardless of your text set, you will need to teach note-taking strategies and skills to help students hold on to facts and their thinking as you’re reading/sharing and gathering
information from these sources. These strategies will help students to make connections to compare/contrast information across texts, to draw conclusions and to make up
their own minds about the topic at hand.
- 55 Grade 5 Planner – 2013-2014
Increase Active Engagement!
Collaborative Groups
If you haven’t done so already, form groups that will work together for all or a portion of this unit. You may form these groups based on the strengths and interests of your
students. Establish routines for collaboration.
CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
As students work in groups, remind them to use the strategies you taught in the previous unit such as previewing text, looking at all titles and subtitles, pictures and charts.
Consider doing a “fish bowl” lesson using one of your groups. Have this group model not only how to attack texts, but how to use standards for comprehension and
collaboration. Set this group up to show others how to “teach” their topic to their partners.
Teaching
Language







In other words . . .
Stated differently . . .
This matters because . . .
This makes me realize . . .
This is interesting because . . .
This makes sense because . . .
This reminds me of . . .
Looking Critically At Text
During whole group read aloud/shared reading, devote teaching time exploring what the author is trying to make the reader and feel about the topic. Does the text evoke pity,
anger, admiration, a determination to change something, or some other emotion? Next, ask how the author got you to that point. Was it choice of words, illustrations, or
another text feature? Lastly, ask if the point of view of the author can stand up to other sources or if the point of view is strictly the opinion of that author. For example, one
text might present sharks as bloodthirsty killers, while another presents them as intelligent animals that don’t attack nearly as often as people think. You will spend time
teaching students learn how to think critically about what they read and either confirm or adjust their thinking as they read across the topic.
If your students have trouble critiquing texts, spend more time during read aloud modeling and supporting groups. By the end of the unit, you want to see improvement in your
students’ ability to analyze texts for meaning, craft and perspective. Consider using the same strategies as you teach social studies or science.
- 56 Grade 5 Planner – 2013-2014
Goals for this Unit
1. Working with colleagues, develop nonfiction text sets for read aloud/shared reading. LbD offers some. Consider your school or public library to build additional sets.
2. During read aloud/shared reading, demonstrate how to read across texts, comparing information on the same topic.
3. Build on the comprehension lessons you began in the last unit with an increased emphasis on synthesizing and comparing and contrasting texts to analyze claims and
arguments.
4. Use Webb’s DOK to guide your discussions.
5. Form partnerships or groups and establish routines and procedures necessary to discuss and teach a topic.
6. Have a group do a “fish bowl” lesson using the teaching language above. Require all students to use this or similar language when discussing during read aloud/shared
reading, in small literacy groups, and when working with independent research groups.
7. See the teaching charts above to show students how to take notes during read aloud to hold on to the information being presented. If students will be joining you on the
carpet, consider allowing them to use clipboards to take notes.
8. Establish groups based on strengths and interests to do independent research. Create text sets from LbD materials, school or public library. Don’t overlook the wealth of
materials in the literacy library at your school.
9. Allow time for group members to come together to plan a presentation. They may make a poster board including diagrams or charts. They may choose to read a part and act
it out or make a model or put together a PowerPoint presentation.
10. Working with colleagues, consider the following standards to construct a presentation rubric with which to score the presentations. Or, you may choose to use the rubric on
the next page.
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main
ideas or themes.
CCSS.ELA-Literacy.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3
here for specific expectations.)
11.For specific, detailed teaching points, see A Curricular Plan for the Reading Workshop, Grade 5 - 2012, Lucy Calkins.
- 57 Grade 5 Planner – 2013-2014
Presentation Rubric
Non-Verbal
Skills
Vocal Skills
1
Students reads with no eye
contact
2
Students occasionally use eye
contact, but still reads most of
presentation
Posture
Slumps or leans during
presentation
Sways or fidgets during much
of presentation
Enthusiasm
Shows no interest in the
topic
Shows some interest in the
topic
Elocution
Speaks too quietly for all
students to hear
Voice is low-medium audience has some difficulty
hearing presentation
Voice is clear and pronounces
most words correctly. Most
audience members can easily
hear the presentation
Organization
Audience cannot
comprehend presentation lacks sequence
Audience has some difficulty
following presentation – some
sequence
Students present information
in a logical sequence which
audience can follow
Subject
Knowledge
Students do not appear to
have a grasp of information;
cannot answer questions
about subject
Students are comfortable with
information, but are only able
to answer simple questions
Students are at ease with
information and answers
questions satisfactorily
Eye Contact
3
Students maintains eye
contact with the audience
during some of the
presentation
Occasionally sways or fidgets,
but stands up straight with
both feet on the ground most
of the time
Shows positive
feelings/opinions about the
topic presented
4
Students maintains eye
contact with the audience
during most of the
presentation
Stands up straight and still
with both feet on the ground
Demonstrates strong
feelings/opinions about the
topic during the entire
presentation
Uses a clear, strong voice and
correct, precise pronunciation
of terms so that all audience
members can hear
presentation
Content
Students use appropriate
hook and presents
information in logical,
interesting sequence which
audience can easily follow
Students demonstrate full
knowledge of subject and can
answer and elaborate on
most/all questions asked
- 58 Grade 5 Planner – 2013-2014
Webb’s
DOK
- 59 Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Writing Workshop Unit 3: Research-Based Argument Essays
November-December
We tweet opinions as we have them, update Facebook statuses, and respond to our “friends.” We “share” news articles with countless, often
faceless, others. And we do all this not at a solitary desk but in line at the checkout counter, during lunch in a crowded deli, or while getting a haircut.
Never before has literacy become so intertwined with daily life; never has publishing been so frightfully simple and far-reaching. It is clear that our
children will forge radically different literate communities than the ones we, their teachers, grew up into . The Common Core State Standards require
fifth graders to “conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. It
also allows children to “recall relevant information . . . from print; summarize or paraphrase information in notes and finished work, and provide a list
of sources.” Finally, if you celebrate the unit by making children upload essays on a blog or website, you will meet yet another Common Core
standard, one that requires that children “with some guidance and support from adults, use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two
pages in a single sitting.” Calkins, 2012
Background
This unit will kick off by teaching children how to take notes on whatever they’ve been reading during reading workshop. Your students will have the opportunity to narrow
down and choose a subtopic. They will also have opportunities to form opinions. Teach children to take notes like a researcher would. Researchers don’t just scribble random
facts; they make sure their notes are carefully written because these notes will be used as a tool for writing at some point in the future. Stress this from the beginning. Expect
students to generate a large volume of notes and to use a variety of note-taking strategies to remember facts and to record thought and opinions about the topic.
Note-Taking Strategies
- 60 Grade 5 Planner – 2013-2014
If you have not already taught these note-taking strategies during Reading Workshop, you may choose to model them during Writing Workshop.
Boxes and Bullets
Ancient
Greeks
worked
very
hard
to to
win
at at
Olympic
games.
Ancient
Greeks
worked
very
hard
win
Olympic
games.


They trained and ate special diets.
They endured pain and exhaustion.
Did You Know?
1. You can use the boxes and bullets format in your notebook or a piece of paper.
2. You can use boxes and bullets on a copy of a page from a text. It is a way to
code what you are reading. Find the main idea. Put a box around it. Locate
supporting details. Put a bullet next to them.
Timelines
1.
Timelines are particularly helpful when taking notes on narrative
nonfiction.
2.
They’re helpful when we need to read and take notes on lots of
information.
T-Chart
Ask yourself this question: Am I going to compare or
contrast this information with other texts on the same
topic? If so, use a T-chart.
For more ideas on graphic organizers for note-taking, go to enchantedlearning.com
Analyzing Information
- 61 Grade 5 Planner – 2013-2014
The most challenging aspect of this unit, analyzing information, will require students to compare and contrast a variety of information on the same subject and to sort out the
different perspectives of different authors. Very often, the topic students will be reading about is associated with an argument or social issue. An example of this would be the
controversial policy that the mayor of New York recently signed regarding the purchase of soft drinks. Calkins advises saying, “When we know a topic well enough (when we’ve
read enough about it), we can see all its sides. We can then ask, ‘Are there two ways to look at this topic?’” For example, one way to look at snails is as pests that destroy crops;
another way to look at snails is as valuable food, rich in protein.”
Calkins encourages us to constantly ask, “What is this author trying to make me feel about the topic? Why is the author trying to make me feel this?” When students attempt to
answer this very critical question, they should not only pay attention to the message conveyed by the words, they should give an adequate amount of attention to illustrations.
Very often, illustrations convey subtle messages. An illustration of a chest-banging gorilla with bared teeth will evoke different feelings than a photo of a gorilla strung pitifully
on a stalk of bamboo or a photo of a severed gorilla hand next to bottles of beer in the bush meat market.
You might show children how to construct a simple graphic organizer to create notes that record comparative angles presented in different texts:
Building the Argument
You will now teach children how to set up the foundation of an argument essay—drafting a thesis statement. By now, students will have many notes and personal reflections
and responses. They will have notes with critical comments and simple analysis. The next step is to ask, “What are some of the big issues and ideas that are starting to seem
important here?” Students may need guidance isolating a thesis statement. A fact is that King Tut was an Egyptian boy king. A thesis statement may be King Tut may have
been a king, but his life couldn’t have been happy. Think of it as an opinion that can be supported by facts but one that has two sides.
Thesis Prompts





Although some people believe ______, it may actually be argued that ______.
Some people feel that ______. In reality, however, ______.
Despite ______, I want to argue that ______.
While it may be true that ______, the real point to consider is that ______.
Even though most people don’t see ______, I want to suggest ______.
- 62 -
Grade 5 Planner – 2013-2014
Drafting
Once your young writers have a claim all developed, you’ll want to teach them that we sift through our notes for facts that best support this claim, and then we jot a boxes-andbullets structure, where the claim serves as the box while the facts to support this claim serve as the bullets. Demonstrate how this is done, using a claim from a nonfiction topic
familiar to students. This same method may be very useful in the spring when students are constructing responses to the writing topic presented on iLEAP.
Some people feel that sharks are bloodthirsty predators. In reality, however, sharks are not that dangerous to humans.





They rarely attack humans (fewer than one hundred attacks worldwide per year).
Even if they do attack, after a bite or two they swim away.
Many shark attacks are not fatal (only about six per year).
Most sharks cannot hurt humans, only three species are really dangerous.
Sharks are “fascinating creatures.”
Teach children that each bullet point is an example, a reason, or a proof that the claim is true and valid. Then give your students time to look over their notes to come up with
bulleted evidence for their claim.
Ways to Disprove a Counterclaim
Say … the evidence for the counterclaim is random or only represents few
cases therefore cannot be considered.
Say … the counterclaim is misleading in light of other evidence.
Say … further study shows a truer picture.
Use examples from the text!
Revision & Craft
Paragraph 1 = Thesis Statement or Claim
Paragraph 2 = Evidence for Statement or Claim
Paragraph 3 = Evidence for Statement or Claim
(Add additional paragraph if needed.)
Paragraph 4 = Shoot Down Counterclaim
Last Paragraph = Conclusion
1. Adjust evidence if needed. Most
compelling goes first.
2. “Unpack” more evidence if needed.
3. Include technical vocabulary.
4. Intro – “draw the reader in”
5. Conclusion – restate thesis
- 63 Grade 5 Planner – 2013-2014
Goals for this Unit
1. Demonstrate each step of the essay process during modeled writing. Show students how this skill will help then to be better prepared for spring testing.
2.
If you haven’t already, teach students to take notes on what they’ve been reading during reading workshop. Students should learn that the notes are not an end
themselves, but critical tools for future use.
3.
Model how to narrow down and choose a subtopic to angle independent opinions on.
4.
Teach one or two different types of note-taking strategies, and appropriate strategies for their particular text and kind of information. (Some strategies include the “box and
bullets” format, timelines, and graphic organizers such as “t-charts” to compare/contrast information.) Summarizing and synthesizing are very important.
5.
Discuss how in addition to capturing facts about a subject, their notes should generate thoughts and reactions about the chosen topic.
6.
Teach critical analysis. Students should learn to analyze notes to look for perspectives of various authors about this topic, and they will come to a better understanding of
various possible stances or arguments associated with the topic, and various authors can have different positions while writing about one topic.
7.
Demonstrate how to draft a thesis statement to support the claim and will learn various strategies to shoot down a counterclaim. During Guided Writing, assist students as
they do the same.
8.
Show students how to distinguish between undisputed facts and arguable claims, both of which will be found in their research. (An undisputed fact about a topic doesn’t
have two sides to it, no one can deny it, it is commonly accepted and generally well-known information. On the other hand, an arguable claim has two sides.)
9.
Once students have created a thesis statement, they will learn to sift through notes for facts that best support this claim. Similarly, students will find information that
supports any possible counterclaim. Students will learn that some specific transitions are particularly helpful to use in refuting a counterclaim.
10. After you have modeled an essay, students will create a multi-paragraph essay, using the first paragraph to assert their topic and paragraphs two, three, and/or four to
present elaborated evidence for their claim. In the following two or three paragraphs, they will introduce and shoot down the counterclaim. In writing an effective
introduction, students will learn to draw readers in, to help them to understand why the topic is so important, and should entice them to read on.
11. While revising, demonstrate how students will learn to consider more deeply the order of information. For example, sometimes we go for the most provocative evidence
first, to lure our reader in; while other times it may be more compelling to begin with the most commonly quoted, least disputed evidence last, to leave the reader with a
compelling sense of being convinced.
12. Model incorporating technical vocabulary in writing. Show how writers often explain new terms with the use of a second sentence or with parentheses.
13. In small literacy groups, ask students to take positions or make claims about material that is read and then to defend that claim using evidence from the text.
14. Take one or two reading checks a day to document instructional level for small group. Move students who are ready to go up a level.
15. For specific, detailed teaching points, see A CURRICULAR PLAN FOR THE WRITING WORKSHOP, GRADE 5, 2012.
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English Language Arts: Grade 5
Word Study- Unit 3
November - December
Word study is essential as a part of balanced literacy because when readers can employ a flexible range of strategies for solving words rapidly and efficiently, attention is freed
for comprehension—the ultimate goal for students.
As students dive deeper into nonfiction in reading and writing workshop, word study will continue to develop students’ skills in spelling, fluency, structure, and meaning. In this
unit, teachers should continue teaching all word study content areas daily, especially focusing on domain specific vocabulary and using transition words appropriately.
Goals for this Unit:
1. Students see the benefit of word study in aiding reading comprehension.
2. Students use word parts to decode words for spelling, fluency, and meaning.
3. Students use Tier II (academic) vocabulary in writing and speaking.
4. Students connect word study skills across the content areas, especially utilizing skills with Tier III (domain specific) vocabulary.
The following content areas should be focused on during daily word study instruction:
 Word Meaning
 Letter/Sound Relationships
 Spelling Patterns
 High-Frequency Words
 Word Structure
*Reference Unit 1 Word Study to select your next skills for each content area.*
Word Meaning:
o Persuasive Vocabulary Words
 Vocabulary signaling connections: and, thus, furthermore, rather
 Vocabulary signaling comparison/contrast: but, however, on the other hand
 Interjections: yet, but, or
- 65 Grade 5 Planner – 2013-2014
READING WORKSHOP
Common Core State Standards
RL.5.1
RI.5.1
RI.5.5 RI.5.9 RF.5.4
RL.5.2
RI.5.2
RI.5.6
RL.5.3
RI.5.3
RI.5.7
RL 5.6* RI.5.4* RI.5.8
Daily Routine: Vocabulary Journal
Daily Routine: Independent Reading
Daily Routine: Response Journals
* = CCSS, not found in LbD
SL.5.1 SL.5.6* L.5.6
SL.5.2
SL.5.4*
SL.5.5*
Theme 5 – Let Freedom Ring
Read Aloud/Shared Reading: Papa’s Mark, James Madison: Father of the
Constitution, A Not Very Well-Kept Secret, The Bill of Rights, Harriet
Tubman Leads the Way
COMPREHENSION STRATEGY: Monitor Understanding
Literacy by Design TARGET SKILLS
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Biography
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Nonfiction Text Feature: Time Line
Theme 6 – Balancing Act
Read Aloud/Shared Reading: How the U.S. Government Works, An
Important Debate, Being a Judge, A Three-Piece Masterpiece, Guess
Who’s Home
COMPREHENSION STRATEGY: Synthesize
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Sequence/summarize
Classify/categorize
Retell
Literacy by Design TARGET SKILLS
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Story Structure
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Setting
Theme 7 – Ocean Life
Read Aloud/Shared Reading: Big Blue, Ocean Census Half Completed,
Squid Attack!, Into the Deep, Dr. Sylvia Earle
COMPREHENSION STRATEGY: Create Images
Literacy by Design TARGET SKILLS
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Newspaper Article
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Identify Tone/Mood
Theme 8 – Bottom of the Deep Blue Sea
Read Aloud/Shared Reading: Down, Down, Down Into the Ocean, Why
the Lanternfish Gives off Light – A Cajun Folktale, The Mariana Trench,
Going, Going, Gone, The Adventures of Hercules
COMPREHENSION STRATEGY: Fix-Up Strategies
Literacy by Design TARGET SKILLS
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Pourquoi Tale
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Simile
Guided Reading: See 3 reading groups a day. Take a running record or
reading check on 1 or 2 students per day. Check comprehension with retell and
score fluency.
WRITING WORKSHOP
Common Core State Standards
W.5.1
W.5.5
RF.5.3 SL.5.1 L.5.6
W.5.3
W.5.7*
SL.5.2 L.5.2
W.5.5
W.5.9*
L.5.1
Daily Routine: Journal (Independent) – Students write on self-selected
topics.
* = CCSS, not found in LbD
WORD STUDY
Common Core State Standards
RF.5.3
Synonyms & Antonyms
Multiple Meaning Words
Homonyms
MODELED WRITING
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Research-based argument essay
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Note-taking
 Informational
Example: Article or Report*
*Refer to P. 13 – “Writing in the Common Core”
MINI-LESSONS/Grammar
 Problem/Solution
 Drafting
 Organization
 Possessive Nouns
 Subject and Object Nouns
 Action & Linking Verbs
 Adjectives
 Voice
 Cause & Effect
 Revising
 Review Verbs
 Main & Helping Verbs
 Linking Verbs
 Past, Present & Future Verb Tenses
 Regular and Irregular Verbs
Inflectional Endings
GUIDED WRITING Consider using iLEAP rubric indicators for Did-It! Dots
Students write – teacher conferences with individuals or groups
POSSIBLE WRITING WORKSHOP TARGET SKILLS/DID IT! DOTS:
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T – chooses topic
V – Voice
S/V – uses proper subject/verb agreement
R – Revises
O – Well Organized
- 66 Grade 5 Planner – 2013-2014
READING WORKSHOP RESOURCES
Theme 5: Let Freedom
Comprehension Bridge Cards: 4 & 5
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
battle, constitution, amendment, huddled, tracing, inform, articles,
draft, bill, preamble
Connect to Novels: Nothing But the Truth, Second Daughter,
The Landry News
Theme 6: Balancing Act
Comprehension Bridge Cards: 5 & 6
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
appoint, legislature, Congress, democracy, enforce, elect, nominate,
conclude, executive, judicial
Connect to Novels: The Kid Who Ran for President, I, Dred Scott, The
President’s Daughter
Theme 7: Ocean Life
Comprehension Bridge Cards: 6 & 7
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
inhabit, dolphin, plankton, marine, unique, attach, section, cartilage,
chlorophyll, competition
Connect to Novels: Lost at Sea, Avi, Water Sky
Theme 8: Bottom of the Deep Blue Sea
Comprehension Bridge Cards: 7 & 8
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
environment, niche, camouflage, transparent, conserve, depth,
beneath, dependent, scavenge, endangered
Connect to Novels: The Music Dolphins, Leaving Protection,
Peter and the Starcatchers
Additional Read Aloud titles can be found on the Resources
page. See the ELA Common Core State Standards Resource
book for Text Exemplars.
WRITING WORKSHOP RESOURCES
Problem/Solution
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LbD Problem/Solution Organizer – Transparency 35, 36
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LbD Writing Bridge Card 12
Introductory/Conclusions
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HME pp.419
Drafting
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LbD Writing Bridge Card 9 & Transparency 28
Outline
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HME pp. 417
Organization
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LbD Writing Bridge Card 11 & Transparency 34
Common & Proper Nouns
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LbD Writing Resource Guide p. 7
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HME pp. 66-67
Singular & Plural Nouns
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LbD Writing Resource Guide p. 8
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HME pp. 70-73
Possessive Nouns
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LbD Writing Resource Guide p. 9
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HME pp. 74-77
Review Nouns
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LbD Writing Resource Guide p. 11
Action & Linking Verbs
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LbD Writing Resource Guide p. 12
Voice
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LbD Writing Bridge Card 13 & Transparency 40
Cause & Effect
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LbD Cause & Effect Organizer – Transparency 47, 48
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LbD Writing Bridge Card 16
Revising
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LbD Writing Bridge Card 15 & Transparency 46
Build Strong Paragraphs

LbD Writing Resource Guide pp. 57-58
Main & Helping Verbs
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LbD Writing Resource Guide p. 13
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HME pp. 100-101
Past, Present & Future Verb Tenses

LbD Writing Resource Guide p. 14
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HME pp. 104-109
Regular and Irregular Verbs

LbD Writing Resource Guide p. 15, 16

HME pp. 118-121
WORD STUDY RESOURCES
Synonyms & Antonyms
Unit 2 – pg. 26
Unit 13 – pg. 92
Unit 26 – pg. 170
Unit 32 – pg. 206
Multiple Meaning Words
Unit 25 – pg. 164
Unit 27 – pg. 176
Unit 34 – pg. 218
Homonyms
HME Unit 6 - p. 232
Helping Verbs
HMS Unit 3 – p. 100
Linking Verbs
HMS Unit 3 – p. 102
Inflected Endings –ed, -ing, -s
HMS Unit 19 – pg. 126
HMS Unit 20 – pg. 132
www.primarilywriting.com
- 67 Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Unit 4: Reading Workshop – Extending Comprehension Through Historical Fiction
January
Background
Because the structure of historical fiction can be far more complicated than the other types of fiction students have encountered, January is a good time of year to begin this
unit. With testing fast approaching, the work you do in this unit will extend the comprehension skills necessary for students to “hold on” to the reading. Keep in mind that
stamina will play a huge role in how well your students test. The amount of reading students will be required to do is challenging. Protect independent reading time. Notice
which students are able to read for extended periods of time and which students need to be nudged. Encourage students to set personal goals using the reading logs that were
established in August, and to increase these goals as they are met. AR fits well into this unit. You have taught your students how to be great shoppers when choosing books.
For this time period, encourage them to select titles that will help them notice the basic structure of historical fiction.
Priority Standards
You will have the opportunity to work on all of the Reading Literature standards during this unit. If time allows, you will also want to bring short informational pieces related to
the time period of the historical fiction selection/s you are using during read aloud/shared reading. Take a close look at the following standards and makes plans for this direct
explicit teaching.
RL.5.1 - quote accurately from a text when explaining and drawing inferences
RL.5.2 - determine the theme of a story including how characters respond to challenges
RL.5.3 - compare and contrast two or more characters, settings or events drawing on
specific details (like how characters interact).
RL.5.4 - determine meaning of words as well as meaning of metaphors, similes and other
figurative language
RL.5.5 - explain how chapters go together to provide the overall structure
RL.5.6 - describe how a narrator's or speaker's point of view influences how the story is
told
RL.5.9 - compare and contrast stories in the same genre
Preparing Book Sets
Preparation for this unit may be challenging depending on the resources you have on your campus. Do not overlook the resources you may depend on from Literacy by Design
for modeled reading. For example, in the first unit, you may have done a modeled reading called Dangerous Crossing. It is an example of a short, historical fictional piece. You
may use it to teach the structure of historical fiction thereby sharpening comprehension skills used when reading this genre. Do not be concerned that you have read this
selection previously. Being familiar with the selection will make it easier for you to teach text structure. Some schools ordered the novels under CONNECT TO NOVELS in the
Literacy by Design Comprehensive Teacher’s Guide. Several are excellent examples of historical fiction.
The challenge will be finding sets of appropriately leveled historical fiction for students to read independently and within groups. The list that follows is a sample of selections
that may be found on an elementary or middle school campus library and the Lexile levels. Some of these titles were used in Success For All schools and are in the literacy
libraries in either 6 pks or in class sets.
Grade 5 Planner – 2013-2014
The Wall - 300
Sarah, Plain and Tall - 560
Pink & Say - 590
American Girl Books - variety of Lexiles starting at about 590
The Blue & the Gray - 620
Number the Stars - 670
The Story of Ruby Bridges - 730
Little House in the Big Woods - 760
Caddie Woodlawn - 890
Roll of Thunder, Hear My Cry - 920
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What is the Text Structure of Historical Fiction?
Books or stories in the historical fiction genre blend actual historical facts with fiction. Use the following to help students gain a solid understanding of the characteristics of
historical fiction.
Characters: May be fictional, or some may be real and some fictional, but all characters behave in realistic ways.
Problem: The main characters are involved in conflict or a problem that is real for that time period.
Descriptions: Descriptions of the characters, events and places are very vivid. Any historical information that
may be unfamiliar to the reader is usually explained by the writer.
Dialogue: Words spoken by the characters show their personalities, help the plot move on, and reflect the
knowledge and thoughts of the people in those times.
Plot: The plot makes sense and has a solution and may be a mix of real and fictional events.
Setting: Takes place in a definite period of time in history and takes place in a real place in history.
When To Use A Post-It Note:
Text Coding
Historical
Fiction
Anchor
Chart
FP – Favorite Part
P – Prediction
C – Character(s)
SET – Setting
PR – Problem
Coding Text
S – Solution
MI – Main Idea
I – Infer (clues for inference)
? – Lingering Questions
TT – Connection to other text
!! – Surprise/Exciting Part
- 69 Grade 5 Planner – 2013-2014
Goals For This Unit:
1. The DIBELS winter benchmark happens this month. Check your class report to see where your students are in terms of oral reading fluency and comprehension.
2. The priority standards are a nice fit with historical fiction. If you haven't already started using language found within the standards such as theme and point of view,
now is the time to start. Students are likely to encounter these terms on state tests in the spring.
3. Continue to encourage students to build fluency and stamina.
4. Theme is really just the big topic or big idea of a story. There are often multiple themes present in a work. Some classic themes in historical fiction are: courage, duty,
fear, freedom, compassion, betrayal, American dream, heroism, anger, truth, prejudice, loyalty, catastrophe, need to fight racial discrimination, fairness, survival,
abandonment, forgiveness, rivalry, and the power of love. These are just a few. During read aloud/shared reading, think aloud about how you know what the theme of a
selection is. A very powerful technique is to make a copy of just one or two pages of the text you are reading aloud.
5. Teach your students to leave “thinking tracks” or to code text. Coding text makes comprehension concrete. Students will be allowed to write on test booklets so you
are teaching a technique they can use on state tests in the spring. See the list of codes that you may teach students to use when coding text using post-its. If you are
unfamiliar with symbols used when coding text, see page 69 for a bookmark with common codes.
6. After reviewing the priority standards for this unit, choose a historical fiction text to read aloud/share with your students. Plan on doing the powerful teaching of this
unit during that time. Share some shorter texts as well as very short informational texts pertaining to the same historical period so that you can compare and contrast both
texts in the same genre as well as a variety of genre.
7. Have rich discussions about the narrator or speaker's point of view and how this influences how the story is told. If you are struggling with point of view, you may want
to take a look at the book Voices in the Park by Anthony Brown. It very clearly shows how point of view influences story. It's worth the time as it encourages deeper levels
of comprehension.
8. Continue to encourage rich partner and group discussions. Reinforce the use of accountable talk.
9. Gather as many historical fiction text sets as you can. Taking into consideration the reading level of the students in your room, form clubs or independent lit groups.
Groups will choose books within their independent reading range to read during "read to self" or "read to someone" time. Encourage students within these groups to
notice and discuss characteristics of historical fiction. (make bookmark of accountable talk) You may choose to distribute the Accountable Talk bookmarks found on the
next page to guide discussions.
10. Distribute characteristics of historical fiction bookmarks to encourage groups to think deeply about selections.
11. A quick share - maybe from only one group a day at the end of reading workshop - will help you make sure groups stay on track.
12. Calkins says "reading is about drafting and revising ideas." Teach students that it's ok to reject an idea as you're reading. Monitoring means that as we reject one idea,
we formulate another based on new evidence. This is active reading.
In addition…
This makes me realize…
This is important because…
This is giving me the idea that…
Accountable
Talk
Bookmark
The reason for this is…
Another reason is…
This connects with…
On the other hand…
I partly disagree because…
This is similar to…
This is different from…
This might not be true, but could it be that…
I used to think…but now I realize…
Grade 5 Planner – 2013-2014
What I think this says about the topic is…
Many people think…but I think…
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English Language Arts: Grade 5
Unit 4: Writing Workshop – Historical Fiction
January
Background
The last unit on opinion/essay writing was a challenging one. Some students may still be working on those pieces so will transition to historical fiction writing as they finish up.
Once again, the reading workshop unit sets students up for the writing that they will be expected to produce. When reading workshop and writing workshop are set up in this
way, students will be able to notice and use some of the craft moves they find in books in their own writing. In turn, if students are writing historical fiction, they will read with
increased attention to detail which is always a good for comprehension.
You may support writing workshop by choosing a time and place in history for your choice of mentor text or read aloud that is of particular interest to your students. You will
find some examples of “fact pages” on the next few pages for students to use as they begin to construct their own stories. If students choose a different time and place,
consider having them create their own “fact pages” during read to self or read to someone time.
Priority Standards
As you begin planning for this unit, consider the following standards. There is a natural match between narrative standards and composing historical fiction.
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and
clear event sequences.
 CCSS.ELA-Literacy.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
 CCSS.ELA-Literacy.W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or
show the responses of characters to situations.
 CCSS.ELA-Literacy.W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
 CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
 CCSS.ELA-Literacy.W.5.3e Provide a conclusion that follows from the narrated experiences or events.
Part I – Rehearsal
Allow students an opportunity to meet in groups to discuss ideas for stories. Most students will choose the same time period as that in your read aloud or their own
independent reading. Set them up for discussion by posing the following questions: What situation or problem would make a good story? AND What might have occurred
within that time and place that might make a good story? What was it like for people to live through this era? Students will list several ideas in their writer’s notebooks.
Part II – Developing Story
Teach students how important it is, when writing historical fiction, to include as many details of daily life as possible. Creating a timeline, much like the one described in unit 3,
will help students think about events that may be worthy of a story. Encourage students to test out ideas. For instance, does it work to say that my story will take place during
the Revolutionary War and also to say it is a story about a boy who gets in an argument with his brother? In fact, it does. Young boys were not allowed into the army but some
lied about their age. Maybe his older brother finds out about this lie and they engage in a huge argument. Dialogue will be extremely important as this unit unfolds.
- 71 Grade 5 Planner – 2013-2014
Part III – Drafting and Revision
Historical fiction writers set the scene in powerful ways. They let readers know from the very beginning what it feels like to be a part of that particular time and place. Stress
the importance of storytelling, using vivid descriptions, rather than summarizing. During modeled writing, be careful to teach students how to use techniques such as flashback
to create depth and interest. Finally, teach students that historical fiction stories may end without having to resolve the historical struggle. The boy who argued with his brother
before joining the army would not have to defeat the British Army for the story to have a satisfactory ending. Instead, try an ending that shows the character discovering
something about himself that was hiding there all along.
Part IV – Editing and Publishing
There are particular characteristics of historical fiction that you’ll want your students to make sure they’ve included in their pieces. You may choose to use the editing checklist
that follows, which is both for editing and revising. Other excellent idea is to use the state Writer’s Checklist. It is excellent preparation for state tests in the spring. Think of
interesting ways for your students to publish their work. Some ideas include having students dress up like a character from their story or to have groups work together to act
out moments from a few stories.
- 72 Grade 5 Planner – 2013-2014
Fast Facts about the Civil War
Fast Facts about the Revolutionary War
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The American Revolution, also known as the Revolutionary
War, began in 1775.
British soldiers and American patriots started the war with
battles at Lexington and Concord, Massachusetts.
Colonists in America wanted independence from England.
The British government attempted to pass some laws, enforce
several taxes, and increase more control over the colonies. The
colonies strongly objected to these laws and taxes. They
wanted England to have no control over them.
For ten years before the war actually started, there was a lot of
tension between England and the colonies.
George Washington, a former military officer and wealthy
Virginian, was appointed Commander in Chief of the
Continental Army.
On July 4, 1776, the Continental Congress adopted the
Declaration of Independence, in which the colonies declared
their independence from England.
The war ended in 1783, and the United States of America was
born.
Boys could join the army at age 16 as soldiers and even
younger as fife, drum, or bugle players. Boys as young as 7
years old joined the army as drummers or message carriers.
A lot of kids learned to read from the New England Primer
which had a rhyme for each letter of the alphabet.
Most people only had two or three sets of clothing and they
only bathed a few times a year.
Medicine was very primitive during these times. Doctors still
believed that cutting people to let their bad blood out would
help them to get better!
People were always working, even the kids. It was considered
a sin to be lazy.
Some common jobs or trades during the American Revolution
included blacksmith, farmer, shoemaker, tailor, cooper (barrel
maker), wheelwright, milliner (fabric maker), and printer.
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Grade 5 Planner – 2013-2014
The Union Army of 2,100,000 soldiers was nearly twice the size
of the Confederate Army of 1,064,000.
It was the deadliest war in American history. There were
around 210,000 soldiers killed in action and 625,000 total dead.
Thirty percent of all Southern white males between the ages of
18 and 40 died in the war.
Around 9 million people lived in the Southern states at the time
of the Civil War. Around 3.4m were slaves.
Sixty six percent of the deaths in the war were due to disease.
John and George Crittenden were brothers who were both
generals during the war. John for the North and George for the
South!
Lincoln's famous Gettysburg address was only 269 words long.
Stonewall Jackson, one of the South's greatest generals, was
killed by friendly fire.
In the first few battles each side did not have regular uniforms.
This made it tough to figure out who was who. Later the Union
would wear dark blue uniforms and the Confederates gray
coats and pants.
Many of the Southern men already knew how to shoot a gun
from hunting. The Northern men tended to work in factories and
many didn't know how to fire a gun.
President Lincoln asked Robert E. Lee to command the Union
forces, but Lee was loyal to Virginia and fought for the South.
After the war, General Lee was so appreciative of General
Grant's terms and behavior when he surrendered that he would
not allow a bad word said about Grant in his presence.
Clara Barton was a famous nurse to the Union Troops. She
was called the "Angel of the Battlefields" and founded the
American Red Cross.
Kids still went to school during the Civil War. A lot of what they
learned was propaganda aimed at instilling patriotism towards
either the Union or the Confederacy.
Many groups worked to raise money for the armies and
hospitals. Women and children held fairs and fundraising
events and prepared care packages for soldiers they knew.
Newspapers were popular on the home front during the war as
people hoped to find out news of loved ones who were in the
army.
People in the South became so hungry there was a Bread Riot
in Richmond, Virginia where people protested the lack of food.
There were around 30 million people living in the United States
during the Civil War, 21 million in the North and 9 million in the
South. Of these, over 3 million fought as soldiers in the war, 2.1
million for the North and 1 million for the South
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Fast Facts about The Great Depression
Fast Facts about World War II
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Even though the fighting in World War II was all the way
across the Atlantic and Pacific Oceans, the war changed
the lives of everyone in America. The war effort in the
United State was often called the home front.
By the end of the war, many products were rationed.
Each family would get ration stamps allowing them to
buy a certain amount of a type of product. Products
rationed included tires, automobiles, sugar, gasoline,
meat, butter, and coal.
To fill the gap and help build supplies for the war, many
women went to work. They took on tough physical labor
jobs that previously had been done mostly by men.
Women who went to work in factories were nicknamed
Rosie the Riveter. They played a major role in keeping
the factories running smoothly and producing much
needed planes, tanks, and other arms for the war.
Anne Frank was a Jewish girl who became famous for
her diaries written while hiding from the Nazis for two
years in a secret room. She eventually was caught and
died in a concentration camp.
The need for female workers during World War II
created a chance for women to change their status in
America while before the war women mostly stayed at
home. Although many people felt that after the war
women should return to their homes, many refused to
do so.
President Roosevelt and his wife, Eleanor, led the
country during the difficult times of World War II.
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Herbert Hoover was president when the Great Depression began. He
declared in March 1930, that the U.S. had “passed the worst” and
argued that the economy would sort itself out. The worst, however,
had just begun and would last until the outbreak of World War II in
1939.
The causes of the Great Depression are widely debated. There was
no single cause, but several things when working together made it
happen. A weak banking system, over-production of goods, over
spending, and bursting credit bubble were just some of the reasons.
The Wall Street Crash of 1929 was one of the main causes of the
Great Depression. This stock market crash was the most devastating
crash in the history of the United States. On “Black Tuesday,”
October 29, 1929, the stock market lost $14 billion, making the loss
for that week an astounding $30 billion. It took 23 years for the stock
market to hit the high it was at before the crash.
As news of the stock market crash spread, customers rushed to their
banks to withdraw their money, causing disastrous “bank runs.”
People who had been very wealthy lost everything they had and
some committed suicide. Many companies went out of business and
huge numbers of people lost their jobs. At the peak of the
depression, 1 out of every 4 people were without a job. Between
1930 and 1935, nearly 750,000 farms were lost through bankruptcy
or sheriff sales.
Some people who became homeless would ride on railroad cars,
because they didn’t have money to travel. Some believe that more
than 50,000 people were injured or killed while jumping trains. Many
of these people traveled together and were called hobos.
Almost half of the children who were living in the United States at that
time did not have enough food, shelter, or medical care. Many
suffered diseases. By the 1930s, thousands of schools were
operating on reduced hours or were closed down entirely. Some
three million children had left school, and at least 200,000 took to
riding the rails either with their parents or as orphans.
Severe drought and dust storms made the Great Depression even
worse, because it dried out farmlands and forced families to leave
their farms. On May 9, 1934, a dust storm carried about 350 million
tons of dirt 2,000 miles eastward and dumped four million tons of
prairie dirt in Chicago. The drought and dust killed tens of thousands
of animals and some people.
The board game Monopoly, which first became available in 1935,
became popular because players could become rich during the
playing of the game.
- 74 Grade 5 Planner – 2013-2014
Goals for this Unit:
1. There will be a test prep unit coming up, but it is worth noting what spring testing may look like. Writing prompts added in 2012-13 will continue to be used on the 2013-14
assessment. The writing section of the assessment will ask students to read one or two passages and then write a composition that includes evidence from the text(s) to support
the writer’s ideas. At grade 5, the writing prompt may direct students to write a story, develop an explanation or description, or convince someone of their position. You will
have had numerous opportunities to model each of these types of writing up to this point. Make the best of modeling historical fiction and teach powerful techniques such as:
voice, dialogue, central idea, organization, and sentence fluency. See tools to teach writing on lpss google – k5ela.
2. Look for students who are incorporating your lessons into their writing and award DID---IT! DOTS. If you haven’t used them yet, you will amazed at how the use of DID-IT
DOTS! can improve student writing.
3. Select rich mentor texts or read alouds during reading workshop to give students excellent examples of the characteristics of historical fiction. Make a class chart of
characteristics and challenge students to help you discover each as you read and discuss.
4. Encourage development of speaking and listening standards (as well as COMPASS) by forming groups and helping students to explore the many ideas they’ve gathered or will
gather for drafting historical fiction. The Writer’s Notebook has been and will continue to be a key component of Writing Workshop. It is the tool most useful as you continue to
push for writing stamina. When necessary, pause to do a mini-lesson on maintaining the Writer’s Notebook.
5. Depending on the needs of your class, you may choose to do mini-lessons on characters, problems, description, dialogue, and plot and setting. Use the chart of page 69 to
guide your teaching and modeling.
6. We want to share excellent examples of student writing with others in our district. Please send electronic copies to [email protected]. We will post them on google.
7. For specific, detailed teaching points, see A CURRICULAR PLAN FOR THE WRITING WORKSHOP, GRADE 5 – 2012.
Characters: May be fictional, or some may be real and some fictional, but all characters behave in realistic ways.
Problem: The main characters are involved in conflict or a problem that is real for that time period.
Descriptions: Descriptions of the characters, events and places are very vivid. Any historical information that may be unfamiliar to
the reader is usually explained by the writer.
Dialogue: Words spoken by the characters show their personalities, help the plot move on, and reflect the knowledge and thoughts
of the people in those times.
Plot: The plot makes sense and has a solution and may be a mix of real and fictional events.
Setting: Takes place in a definite period of time in history and takes place in a real place in history.
- 75 Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Word Study- Unit 4
January
Word study is essential as a part of balanced literacy because when readers can employ a flexible range of strategies for solving words rapidly and efficiently, attention is freed
for comprehension—the ultimate goal for students.
As students dive deeper into nonfiction in reading and writing workshop, word study will continue to develop students’ skills in spelling, fluency, structure, and meaning. In this
unit, teachers should continue teaching all word study content areas daily, especially focusing on domain specific vocabulary and using transition words appropriately.
Goals for this Unit:
1. Students see the benefit of word study in aiding reading comprehension.
2. Students use word parts to decode words for spelling, fluency, and meaning.
3. Students use Tier II (academic) vocabulary in writing and speaking.
4. Students connect word study skills across the content areas, especially utilizing skills with Tier III (domain specific) vocabulary.
The following content areas should be focused on during daily word study instruction:
 Word Meaning
 Letter/Sound Relationships
 Spelling Patterns
 High-Frequency Words
 Word Structure
*Reference Unit 1 Word Study to select your next skills for each content area.*
Word Meaning

1.
2.
3.
Tier II/Academic and tier III/domain-specific vocabulary
o CCSS states that by grade four, students should use precise language and domain-specific vocabulary to inform about or explain a topic. Students should be
studying and using domain-specific vocabulary in their writing and speaking. Students should also begin to understand strategies to determine the meaning of
domain-specific vocabulary as they read nonfiction.
o There are several different ways that information writers teach domain-specific vocabulary to their readers.
The most supportive way to teach a vocabulary word in an information text is to write the word in bold and state its definition outside the text, often done in the margin
of a text.
Another method is to include the vocabulary word and definition as part of the text.
 Ex. “The body of an octopus, called the mantle, helps it to breath and swim.”
A less supportive method is to include words in the text without definitions, leading readers to use context clues.
 Ex. “The mantle of the octopus is connected to all eight of its legs and helps it to breathe and swim.”
- 76 -
Grade 5 Planner – 2013-2014
o

Teachers should scaffold their domain-specific vocabulary study to reflect these three different forms of determining word meaning.
Transition Words/Phrases – Include in modeled writing
o in contrast, especially, furthermore, moreover, another, for example, also, because, for instance, in order to, consequently, specifically
o CCSS highlights the importance of using transitions in reading and writing to help the reader understand the structure of a text. Once students understand the
structure of a text, comprehension increases. For instance, if a student sees the transition words first, next, and then in a text, they should know that the text is
organized as a procedure or steps which help the student comprehend the text. Equally important is students using the appropriate transition words in their own
writing so that their audience knows the structure of the text they are writing, especially as students write nonfiction.
o Listen for students using transitions appropriately in speech and praise them. Model using correct transitions in your teaching/lecturing/minilessons, highlighting
why you chose the transition word you did.
o Many students struggle with appropriate transitions. Even in a sentence as simple as “I wanted to go outside today, _____ it was raining.” (and, so, but), it is
difficult for many students to know the correct transition word. As students write, be sure they understand when to use transitions. This could be a great Word
Wall work station or Work With Words activity.
Ex.
Owls don’t build their own nests.



They move into abandoned nests.
They live in holes in the ground.
They live in holes in trees.
We know owls don’t build their own nests _______ they live
in other places. ________ owls move into abandoned nests.
_______ they live in holes in the ground. _______ is that
they live in holes in trees.
(furthermore, because, another example, for example)
Routines:
 Vocabulary notebooks or index cards can be utilized throughout the year to continue study of the words.
 Word Study Homework Menu can be used to continue word study at home.
 Daily scheduled time for Word Study in classroom.
o Word Wall Activities
o Word Study Stations
- 77 Grade 5 Planner – 2013-2014
READING WORKSHOP
WRITING WORKSHOP
Common Core State Standards
RL.5.1
RL.5.5
RI.5.1 RI.5.5 RF.5.4 SL.5.1 SL.5.6 L.5.6
RL.5.2
RL.5.6
RI.5.2 RI.5.6
SL.5.2
RL.5.3
RI.5.3
SL.5.4
RL 5.4
RI.5.4
SL.5.5
Daily Routine: Vocabulary Journal
Daily Routine: Independent Reading
Daily Routine: Response Journals
Common Core State Standards
W.5.1
W.5.5
RF.5.3 SL.5.1 L.5.6
W.5.3
W.5.7
SL.5.2 L.5.2
W.5.5
W.5.9
L.5.1
Daily Routine: Journal (Independent) – Students write on selfselected topics.
Theme 9 – Exploring the West
MODELED WRITING
 Historical Fiction
 Notetaking
 Response to Learning - Example: Journal*
 iLEAP Writing Topic
Read Aloud/Shared Reading: Bewildered for Three Days: As to
Why Daniel Boone Never Wore His Coonskin Cap, From Sea to
Shining Sea, Thank You, Lewis and Clark, Cumberland Gap, The Life
and Travels of Jedediah Smith
COMPREHENSION STRATEGY: Make ConnectionsCompare/Contrast Information
Literacy by Design TARGET SKILLS
 Expository

Nonfiction Text Feature: Map
Theme 10 – Settling the West
Read Aloud/Shared Reading: The Way West: Journal of
aotPioneer Woman, Land Rush!, Catherine Haun’s Journey Across
the Plains, 1849, King of the West, One Hundred Sixty Miles of Bad
Weather!
COMPREHENSION STRATEGY: Infer
Literacy by Design TARGET SKILLS
 Historical Fiction
 Understand Dialogue

Exaggeration & Hyperbole
Guided Reading: Continue to see 2 reading groups a day. Take a
running record or reading check on 1 or 2 students per day. Check
comprehension with retell and score fluency.
WORD STUDY
Continue Word Wall
Activities
Prefixes
un non in dis re –
pre –
contractions
MINI-LESSONS/Grammar
 Voice
 Strong Start
 Cause & Effect
 Revising
 Editing
 Word Choice
 Sequence
 Subject & Object Pronouns
 Possessive Pronouns
 Singular and Plural Pronouns
 Review Pronouns
GUIDED WRITING Consider using iLEAP rubric indicators for
Did-It! Dots
Students write – teacher conferences with individuals or groups
POSSIBLE WRITING WORKSHOP TARGET SKILLS/DID IT! DOTS:
 T – chooses topic
 V – Voice
 S/V – uses proper subject/verb agreement
 R – Revises
 O – Well Organized
- 78 Grade 5 Planner – 2013-2014
READING WORKSHOP RESOURCES
WRITING WORKSHOP RESOURCES
Theme 9: Exploring the West
Comprehension Bridge Cards: 8 & 9
Voice
 LbD Writing Bridge Card 13 & Transparency 40
Cause & Effect
 LbD Cause & Effect Organizer – Transparency 47, 48
 LbD Writing Bridge Card 16
Start Strong
 LbD Writing Resource Guide pp. 55-56
Revising
 LbD Writing Bridge Card 15 & Transparency 46
Editing
 LbD Writing Bridge Card 17 & Transparency 52
Subject & Object Pronouns
 LbD Writing Resource Guide p. 17
 HME pp. 216-219
Possessive Pronouns
 LbD Writing Resource Guide p. 18
 HME pp. 222-223
Singular & Plural Pronouns
 LbD Writing Resource Guide p. 19, 20
Pronouns
 HME p. 216 Unit 6
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
escape, colonization, compass, commence, commotion,
contributions, companion, flee, atlas, caravan
Connect to Novels: Lewis and Clark and Me, The Captain’s Dog,
Girl of the Shining Mountains
Theme 10: Settling the West
Comprehension Bridge Cards: 9 & 10
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
expansion, pioneer, migration, ascend, desolate, barter, existence,
inspect, locomotive, homestead
Connect to Novels: Rachel’s Journal, Mountain Solo, Winter
Danger
Leveled Readers End of 2nd Quarter
ON: S, T, U
ABOVE: V, W
BELOW: R and below
WORD STUDY RESOURCES
Houghton-Mifflin Spelling &
Vocabulary
Prefix unUnit 28 – pg. 180
Prefixes non-, in-, disUnit 28 – pg. 180
Prefixes re- and preUnit 31 – pg. 198
Houghton -Mifflin English
Contractions
Unit 3 – p. 116
See Word Wall Games on
Google
www.primarilywriting.com
Additional Read Aloud titles can be found on the Resources
page. See the ELA Common Core State Standards Resource
book for Text Exemplars.
- 79 Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Reading Workshop Unit 4: Test Preparation and Interpretation Text Sets
February-March
Background TEST PREPARATION: Reading (32 points/75 minutes)
This section will focus on measuring reading comprehension. The grade 5 CCSS ask students to draw inferences, determine two or more main ideas of a text and identify key
details, compare and contrast characters, and explain or describe other aspects of a text (the structure, point of view, reasoning, etc.).
The Reading section will include the following:
 Several reading passages, both literary including poetry and informational texts
 Multiple-choice items that measure reading comprehension
 Multiple-choice items that measure important vocabulary in the passages
 An extended-constructed response item that asks students to analyze a text and use evidence from the text to create a written response that addresses all parts of a
complex task
The Reading section addresses the following Common Core ELA standards:
 All of the Reading Standards for Literature
 Reading Standards for Informational Text, except RI.5.7 and RI.5.9
 Language Standards: L.5.4 and L.5.5 (Vocabulary Acquisition and Use)
 Writing Standard: W.5.9 (drawing evidence)
Those students who read with stamina and fluency tend to do well on such tests. The big work of this Test Preparation Unit is not to teach new reading skills, but to remind
students of the all the things they already know. Consider the test design found above and check Google regularly for updates and examples of test items. Those items
previously used in past years may not meet the rigor and standards of new curriculum and assessments. Choose carefully!
We cannot expect students to do well on a 75-minute reading assessment across a variety of texts if we have only expected them to read for twenty minute blocks on one
reading in a class period. Early on, set up “Reading Marathon Time” where once a week students are given substantial time to read with relatively limited interruptions. You
may allow some time to stop and jot between readings, but keep this break to a minimum. Monitor each students pacing and progress. In a one hour time frame with four
passages to read and respond to, students should spend about fifteen minutes per passage, but keep in mind, the test is untimed. Typically the readers who struggle the most,
finish the fastest because of their lack of confidence and skill set. Your goal is to build reading stamina and fluency.
Although you will be preparing for the test all year long, consider scheduling test preparation time as the spring test nears. Depending on the advice of your school
administrator and instructional strategist, this may be during remediation block, bell ringer time, or part of your ELA reading/writing workshop. This time should be spent on
test prep, independent reading, and writing about reading. Certainly, some of this can be done while you continue your unit study in both reading and writing.
Gather texts that resemble those commonly used on state assessment. It is perfectly fine to reuse texts that you have previously read in class and repurpose them to model and
answer test-like questions. Passages should be both long and short in length and include both literal and informational texts. You will use these texts to reinforce reading
strategies. Teach students to first preview the passage to determine its subject and structure; make a reading plan; and break the text into manageable chunks of reading.
Students should be active readers. Depending on the genre, they should ask themselves questions while reading. If the text is narrative, ask, “Who are the characters? What
challenges do they face? What lesson do they learn?” In expository text, ask, “What is the main idea? What is the author’s purpose in this passage?” Poetry will expect
students to draw upon symbolism or meaning, imagery, and figurative language. Your goal is to create flexible and resilient readers.
- 80 Grade 5 Planner – 2013-2014
Being an active reader also requires readers to be interactive with the text. Teach students to underline important ideas while reading. Warn them not to be overzealous with
underlining, hence underlining too much and losing the impact of this strategy. A more advanced technique is to annotate or make notes in the margins of the passages.
Encourage students to summarize the “gist” of what they have read at the end of each paragraph or two. This can boost their understanding and provide a clearer reference to
locate answers.
Selecting an answer on tests aligned to CCSS has proven to give even the best readers a difficult time. The complex task is to select the BEST answer. Questions about details
generally require the student to go back and scan the text. Questions about main idea will call for students to predict the answer based on their overall impression of the
passage. To prepare for multiple choice items, teach students to read the question stem and predict an answer. They may go back in the passage and reread that part to self
check. This prevents some students from selecting distractors. Another idea could be to remove the choices and have students first write an answer. If I can successfully write
an answer, I can successfully choose an answer.
There will be questions assessing vocabulary. A common question stem for vocabulary is, “What is the meaning of the word ___________ as it is used in (paragraph/line/
passage)?” It is fairly easy to include questions like this in teacher-made tests. If you haven’t yet, include several in upcoming assessments. Locate similar items in Bell Ringers
and clear up any confusion your students may have when choosing the best answer.
If you were to ask a question such as, How is the character feeling in this part?, students may correctly predict an answer like, nervous, but may not recognize the correct answer
on CCSS aligned assessments, which may be apprehensive or anxious. You cannot possibly teach all the words students will encounter, but you can broaden their vocabulary
through writing and conversations. Word Wall activities and word study lessons will foster a wider vocabulary development for students.
Research to Build Knowledge – (8 Points/40 Minutes)
At grade 5, this section of the assessment allows students to demonstrate knowledge in accessing and interpreting information from a variety of sources. On past assessments,
this section (previously Using Information Resources) focused on skills such as skimming and scanning to locate selected information from texts, using text features to locate
information, and determining correct bibliographical formatting. However, the Research to Build Knowledge section of the new assessment will require students to demonstrate
a thorough understanding of the sources provided. This means a focus on text-rich resources (articles from multiple print and digital sources) that fit the grade 5 standards, test
items that measure reading comprehension, including defining important vocabulary, as well as explaining relationships between the sources , and test items that measure
research skills that include determining relevant information, summarizing or paraphrasing information, and providing a list of sources.
The Research section addresses the following Common Core ELA standards:
 Writing Standards: W.5.7 and W.5.8 (Research)
 All of the Reading Standards for Informational Text, except RI.5.9
 Language Standards: L.5.4 and L.5.5 (Vocabulary Acquisition and Use)
Language – (13 Points/20 Minutes)
The two parts of the Language Section will reflect the CCSS integrated approach to writing and language that focuses on more authentic measurement of proofreading and
editing skills. The first part will measure students’ proofreading skills by asking students to read short writing samples to identify mistakes (punctuation, spelling, and usage and
expression). Different from previous assessments, there will be only one set of directions, which mentions all of the possible mistakes that may appear throughout the items.
The second part of the Language section will measure editing and revising skills. Students will read short passages and respond to multiple-choice questions that ask students to
improve the writing in the passages, by revising errors and adding to, deleting, and/or rearranging sentences within the passages.
The Language section addresses the following Common Core State Standards for ELA/Literacy:
 Writing Standard: W.5.5, the portion that mentions editing and revising
 Language Standards: L.5.1 and L.5.2, which list the grade-level skills, and L.5.3
 Skills that apply to grade 5 on the CCSS Language Progressive Skills chart
- 81 Grade 5 Planner – 2013-2014
Text Interpretation in Preparation for CCSS Aligned Assessment
Success in this unit means that students think deeply about the reading material they encounter on a daily basis. CCSS recommends that we teach readers at this level to
determine central ideas or themes of a text, as well as analyze development of these themes. In this unit, you will sharpen analytical skills even further as you teach students
that the stories they are reading are not just about characters, a setting, and a plot—that they are also about big ideas. You will teach them that good books are about more
than one idea; ideas live in more than one book. We call those ideas themes. It’s relatively easy to identify the theme for your students and then have them find evidence of the
theme in a text. It is much more challenging to teach readers to think for themselves but that is the goal. The goal in this unit is to move students away from being dependent on
collaborative, teacher-led understandings of themes, to a place of deep comprehension where they identify and debate themes themselves in both prose and poetry.
Text Interpretation is divided into three main parts. In part one, students will revisit familiar texts, thinking about ideas presented in one text, and then pretty quickly, across
multiple texts. In part two, you’ll move students to more nuanced reading and thinking by teaching them to lay out texts united thematically alongside each other and really
investigate how an author develops a theme. You will also encourage students to look at complex themes that at first appear the same, but may be different in their
development. In part three, you will teach students to interpret symbolism and literary craft so that they can understand metaphors the text offers.
You do not have to gather any special texts to prepare for the unit; universal ideas (themes) are universal because they are important in a great many stories. Many students will
reread and use books from the beginning of the year, or your class read alouds, during this unit, diving even deeper into the text this time through.
Part 1: CONSIDERING IMPLICATIONS OF STORIES
To begin this study, invite students to revisit favorite texts. The goal is to give students (and ourselves) lots of repeated practice interpreting. We also want students to realize
that one event or story can have lots of interpretations. In the past, we have taught interpretations as only One Big Idea that a text teaches. This part of the unit aims to reverse
or avoid this notion by helping students to know that there is no one right interpretation as long as it can be backed with textual evidence and that our interpretations can
change as the story progresses. We don’t have to wait until the end of the story. This interpretation encourages active engagement with the text thereby increases
comprehension. If students are slow to catch on to your teaching, you might invite them to watch TV for homework, interpreting what the character learned or what the
character taught them. Apply the strategies used when viewing the TV program to interpreting familiar texts.
Model interpreting for students using a picture book such as The Giving Tree or other symbolic book. “Hmmm… I’m just wondering… Could it be that… What could this be
teaching me?... hmmm… I’m thinking about… (reread) Could it also mean that?.... Or could it mean…” Turn your readers to pivotal moments in the stories showing them how to
pay attention to moments when character experience strong emotions and/or make critical choices. Encourage students to remain open as they keep moving through the book,
seeing how their ideas play out. As readers talk to each other, train them to not only listen for the idea, but whether or not the other student justifies the idea with textual
evidence (See anchor chart page). At this point in the unit, make a chart with your students of ideas they have been gathering from stories. The students should begin to see that
many ideas appear in more than one story. These ideas are universal and called “themes.” Teach students that books may have more than one theme, and the theme of a book
may change as you read; powerful readers revise ideas as they read. Readers can learn to talk about how the book’s message unfolds over time by saying, “First when I started
to read this, I thought that deep down, it was maybe about… but now as I read on, I’m finding that it is also about…”
Part 2: THEMES MAY BE THE SAME ACROSS BOOKS, BUT THEY’RE USUALLY DEVELOPED DIFFERENTLY
Your next job will be to teach students the CCSS work of analyzing how a text makes a theme visible—how that development is undoubtedly different in different texts. Begin by
praising your readers for noticing how themes live in more than one text. Tell students that it is worth studying what’s different in stories that are linked thematically. Readers
will continue analyzing and talking about books, putting them alongside others that they think are related and now analyzing the nuances in how these stories are different as
well as similar. It may help to make a chart with titles, characters, places, and themes or issues from your read aloud texts from the year or to photocopy the covers of books to
hang as reminders of earlier texts.
- 82 Grade 5 Planner – 2013-2014
Teach students differences to look for when studying similar themes. We can study how the setting of stories that share similar themes are usually different and that difference
has implications for how the theme develops in a story. There are also usually differences in the characters—in their backgrounds, their perspectives and points of view, and
traits. For example, in Those Shoes and Fly Away Home both boys desperately want something, both come from financially struggling families, and both learn the lesson that
working towards a dream is sometimes enough to keep you going, but they learn the lesson in very different ways. Point students to the moments when characters face trouble,
and coach them to analyze how characters respond. These moments help us to determine character traits.
It is important at this stage in the unit to teach a repertoire lesson. Rather than teaching a new strategy, lay out all that students have learned thus far. Explain to students that
readers are like athletes. A basketball player doesn’t think about all of the little skills it takes to dribble, he just does the work automatically and simultaneously. Readers can
interpret automatically and simultaneously as well. As we read, we ask ourselves early on, “What’s this story beginning to be about?” We track our ideas, collecting moments
along the way that support those ideas. We recall other stories we’ve read and compare and contrast those to what we are reading now. We think about our own life and decide
possible life-lessons our stories leave with us.
Part 3: SYMBOLISM AND LITERARY DEVICES AND THEIR RELATIONSHIP TO THE MEANINGS ANS THEMES OF STORIES
As students develop more complex ideas about themes, teach them to consider literary devices that convey meaning: symbols, titles, foreshadowing, repetition, and
perspective.
One way readers interpret literature is that we are moved by symbols that seem significant. We begin to see that objects have symbolic importance. Investigating and
articulating symbolism has tremendous intellectual potential for young readers. Students are surprised to find that the fence in The Other Side is more than a wooden fence,
that it is a metaphorical fence alluding to the history of the color line in our country. Give students a stream of examples, the dragons in The Paper Bag Princess are dragons any
of us face, the fence in The Other Side can be fences in anyone’s lives, etc. Move from these obvious, explicit symbols to ones that may be less obvious and more metaphoric—
the hat that symbolizes gang acceptance in Your Move, the dog in Because of Winn-Dixie—each of these objects is laden with potential meaning. Allow students explore
symbolism in familiar literature.
Then turn to another symbolic item—titles. Teach your readers that sometimes we come upon a line or a scene in a story that directly relates to the title. Encourage them to
explore what that may mean in the context of the story. Why is the title Because of Winn-Dixie not just Winn-Dixie? Usually titles have metaphorical significance, often deeply
related to what the story may really be about.
When interpreting texts, details matter. Teach students to look for foreshadowing as they read. Often we understand how events have been foreshadowed once we finish
reading a text; demonstrate how we return to the beginning of the story sometimes, seeing how the author laid down a trail of breadcrumb clues for the reader. This teaches
students a discipline of rapid, on-the-run reading as students flip back to check and connect ideas. Foreshadowing also teaches students to be alert to details that might
otherwise seem random. Harry Potter readers are experts at this kind of synthesis, connecting clues and events across literally thousands of pages. Small scenes along the way
alert readers to the theme that characters are not always what they seem, that small character flaws may not mean the impossibility of greatness.
You may also wish to call your students attention to the literary device of repetition. Objects, lines, or parallel scenes may be repeated in texts. In Fly Away Home for instance,
the narrator speaks repeatedly about the blue clothes they wear—blue shirts, blue jeans, and the blue bags. The character is not just wearing blue; the character is blue. The
repetition alerts us to the character’s mood. Ultimately the boy shows us that we may feel blue, but we can still hold on to hope. You’ll want to teach students how to really
articulate a characters’ perspective by considering what it must be like for the character in the story, even trying to speak in the character’s voice about their emotions and point
of view.
- 83 Grade 5 Planner – 2013-2014
Goals For This Unit
1. Review the practice test found on lpss Google or the state department web site. Help students become comfortable with testing vocabulary. Flag potential problem question
stems or phrases and isolate them on the Word Wall. Use as often as possible to increase familiarity. Include as many as possible in your teacher-made tests.
2. Consider class scores on Data Director assessments. Which areas need more support? Compile a list of most often missed standards and make sure to include them in this
unit. Use scores from Data Director assessments for test talks.
3. Gather your read aloud books from the year for students to use to interpret.
4. Allow students to build stamina by setting aside a substantial amount of time for “power reading” in preparation for what they will be required to do on iLEAP.
4. Teach students that the stories are reading are not just about characters, a setting, and a plot—that they are also about big ideas.
5. Model how to use textual evidence to justify the ideas we have about a text.
6. Model how to find big ideas in stories by looking at moments when characters experience strong emotions or make tough choices.
7. Teach students that good readers look for themes throughout reading; we don’t wait to the end of the story.
8. Model revising your interpretations as you continue reading; it’s ok if our ideas about a story change.
9. Explain to students that many books share the same, universal “big idea.” We call those ideas themes.
10. Teach students to look for differences in how an author develops a theme across a text, especially in the setting and the character.
11.Model how to interpret symbols in text.
12. Encourage students to go back into their texts after they finish looking for foreshadowing.
13. Help students to interpret the symbolism in the titles of their books.
14. Encourage students to look for repetition of objects, lines, or scenes in a text.
15.Model thinking about a character’s point of view/perspective.
SUGGESTED OUTCOMES:
 Determine a theme of a text
 Support a theme with textual evidence
 Compare and contrast themes across multiple texts
 Identify and interpret symbolism
 Identify and interpret foreshadowing
 Identify and interpret repetition
 Identify and interpret point of view/perspective
SUGGESTED READ ALOUDS:

Any text that students know well

The Giving Tree by Shel Silverstein
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Dragon Slayer Academy Series by Kate McMullan

Harry Potter Series by J.K. Rowling

Because of Winn Dixie by Kate DiCamillo (title)

The Tiger Rising by Kate DiCamillo (title)

The Paper Bag Princess by Robert Munsch (symbolism)

Other Side by Jacqueline Woodson (symbolism)

Peter’s Chair by Ezra Jack Keats (symbolism)

Those Shoes by Maribeth Boelts (symbolism)

Your Move by Eve Bunting (symbolism)

Edward’s Eyes by Patricia MacLachlan (foreshadowing)

Number the Stars by Lois Lowry (repetition)

Fly Away Home by Eve Bunting (repetition)
- 84 Grade 5 Planner – 2013-2014
Interpretation Text Sets Anchor Charts Ideas
Phrases Readers Use When Interpreting
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One idea this book suggests is…

One example that shows (this idea) is because…
“Often people… but this story shows that it’s
possible people should…”

This makes me realize or think that…
OR

“I used to think… but now after reading this I
think… because…”

“I learned from (the character, the event) that in
life, it can be important to…”

Prompts for Talking like Essayists
“When I first read this story, I thought it was just
about… but now that I think deeper about it, I
realize that really it is also about…”
“This story teaches us not only about… but also
about…”

I used to think this book was about… because…

Now I think this book is about… because…

This makes me realizes/think that…
OR

These two books are similar because they both
teach that…

On the one hand, though, in the first book…

On the other hand, the second book…

This makes me realize/think that…
- 85 Grade 5 Planner – 2013-2014
Reading Test Prep
Predictable Questions on Narrative Passages
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What is the main problem or struggle in the story?
Which character trait would you use to describe the character? Why?
What was the cause of this event?
What is the same about these two characters? What is different?
Why do you think the character took the action that she did?
Why do you think the author put this minor character in the story?
Which of the following is a detail from the story that explains how a
character solves a problem?
Which of the following details is not important to the plot?
What can you conclude about the character from the story?
From whose point of view is the story told?
(Historical Fiction/Science Fiction) How does the setting fit with the story?
Why did the author us this particular setting? What can we learn about the
time period through the setting?
(Folktales) What moral or lesson does the passage teach?
(Biography) What were the character’s achievements? What motivated the
character to do what he or she did? Which of the follow is a fact about the
character’s life?
Predictable Questions on Non-Narrative Passages

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What is the main idea of the passage?
What is the article mostly about? What is the purpose of the article?
Why is the author giving this information?
Which detail supports the main idea that _____?
What is the purpose of the illustration/diagram?
What is the structure of the passage?
Which of the following is a fact from the passage? Which of the following is
an opinion from the passage?
(Interview) What do the questions that are being asked tell us about the
main purpose of the interview?
Predictable Questions on Poetry
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Read these lines from the poem ____. What do these lines most likely
mean?
Which line best describes how _____ expresses _____?
What point of view do ____ and ____ share?
There is alliteration in which lines?
Which of the words from the poem imitate a _____?
The author is telling you _____ about the characters.
The character in the middle decided to ____. Which element of poetry is
not found in these stanzas?
What feeling is the speaker of the poem expressing?
The statement ____ (figurative language) means _____.
What is the rhyme scheme of the first stanza of this poem?
The tone of the poem is _____?
According to the ____ the ____ symbolizes ____?
The narrator sees the main character in the poem as ____.
How does the poet feel about _____?
Who is talking in the poem?
Possible Main Idea Questions
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What is the main idea of the passage?
Which is the best title for the passage?
What is the passage mostly about?
What is the story mostly about?
Which choice best tells what the passage is about?
The story is mainly about….
What is the main problem in the first paragraph?
In the story, what is the character’s main problem?
Where does most of the story take place?
- 86 Grade 5 Planner – 2013-2014
Possible Detail Questions
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What does the character do after he…?
Which detail best supports the idea that….?
Which fact from the article best describes….?
Which event in the story happens first?
In which section of the article can you find the answer to the following?
What does line 4 mean when it says….?
What happens right before….?
Which phrase best explains how the character felt?
According to the passage, what happened right before….?
What does this line mean?
Which event happens first in the story?
Questions to ask Students while Answering Questions
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What does that question mean?
What is the question asking you to do?
What do you think the answer is?
Can you think back and recall the information that answers that question?
If you can’t recall the information, where will you go to find it? Will you
look at the beginning, middle, or end of the text? How do you know?
How does what you are saying answer the question?
Could there be any other possible answers?
Is there a better answer?
Tell me how you decided that was the answer.
Possible Inference Questions
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After reading the article, what could the reader conclude?
Why did the author most likely include this character in the story?
What will the characters most likely do next?
Which event from the story could not really happen?
The word “degree” in sentence two most likely means….
Why did the author most likely write this article?
What is the main lesson that the story teaches us?
After reading the passage, what could the reader conclude?
This passage is most like a ….
Why did the author most likely write this passage?
Classic Wrong Answers
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Choices that say the opposite of the main idea or fact
Choices that twist the facts or the main idea; an example could be naming
only one part of the main idea
Choices that mention true points from the passage but that don’t answer
the question being asked
Questions to ask Students while Reading a Passage

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Tell me how you’re making sure you understand what you’re reading.
Can you show me how you figured out what that part was about?
Explain to me what you’re doing to hold on to what you’re reading.
Do you agree with your partner when he/she said what that part is about?
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Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Writing Workshop Unit 4: Test Preparation in Writing & Literary Essay
February-March
Background
A literary essay tells about a theme, or big idea, in a book read. It offers a bridge between reading and writing. It helps students learn that writing can be a way to not only hold on to
one’s thinking about a particular text but also to clarify and elaborate on that thinking. Writing about reading could be considered a “gold standard” for CCSS. It is touched on not only in
the standards for opinion writing, but also speaking and listening, research, and informational writing. This unit will help students write structured essays about texts. This will require
them to use close readings to generate ideas and develop accountable theories about the text.
Test preparation writing now includes (just as last year) responding in writing to a passage or passages read. Students must be able to write an entire essay in one sitting without support.
This can be achieved through repeated practice with scaffolding and gradual release of responsibility. The work of writing literary essays fully supports the writing expected of students
on new standardized assessments. It is important for you to review third grade writing scores and determine students who need the most support with writing to a testing prompt.
TEST PREPARATION
Writing prompts added in 2012-13 will continue to be used on the 2013-14 assessment. The writing section of the assessment will ask students to read one or two passages and
then write a composition that includes evidence from the text(s) to support the writer’s ideas. At grade 5, the writing prompt may direct students to write a story, develop an
explanation or description, or convince someone of their position. The response to the prompt will be scored on three dimensions: Content, Style, and Conventions (i.e.,
sentence formation, usage, mechanics, and spelling). Scoring of conventions has been added to promote students’ application of language skills. There are four rubrics at grade
5: two Content rubrics (one for prompts with one passage and another for prompts with two passages), one Style rubric, and the Conventions rubric. Students must understand
the rubric for writing and how to achieve the outlined goals. Not only should you model these expectations, but explicitly show students what each component looks like in
exemplary writing. The Writing section addresses the following Common Core ELA standards: W.5.1, W.5.2, W.5.3, and W.5.4 as well as L.5.1, L.5.2, and L.5.3
Until now, students may have been writing from ideas using whole books; however, the texts used on the state assessment will be one or two short passages, perhaps literary
and/or informational. These passages are meant to be quick, literal, and extractive, but remember, students will need to rely completely on their own knowledge and skill to
complete the task. There are many released samples available on Google and online that can offer practice. You may choose to use a set of passages to practice different cycles
of prompts. For example, you may use the set of passages to write a literary essay (a story), persuasive/opinion essay (to convince), or informational essay (to explain). Hence,
the texts used do not matter as much as the assigned task/prompt. If two passages were about a guide dog and a guide pony, these are some possible prompts: (thesis essay)
Write about the ways that animals can support people with disabilities; (persuasive) If you were blind and had to choose between a guide dog and a guide pony, which would
you choose? Draw on details from the two texts to support your answer; (compare/contrast): What are the merits of having either a guide dog or a pony dog? Calkins’ A
Curricular Plan for Writing Workshop has more ideas on preparing students for different types of essays.
Pacing is something your writers may struggle with, especially in an independent setting. Say to them, “Real writers often need to train themselves to work to deadlines.”
Explain that with two passages, students should spend about seven to ten minutes reading both texts. During this time students can underline evidence as they read, balancing
their references to both passages, and developing a mental outline of what to write. The next ten minutes can be used to brainstorm or plan the essay from the ideas captured
during the reading. Once students are writing drafts, the bulk of time should be spent here carefully crafting a response and paying attention to the conventions and
expectations set forth by the rubric or writer’s checklist.
How can we best support the weak writer? Itemize the writing prompt and ask the writer to answer each part, in the order which they are presented, developing a paragraph
from each answer. This is a quite literal approach, but may be the best chance of success. It is critical that this writer be attentive to what is being asked and leave nothing out.
This type of response still needs to use evidence from the text. Going back to the text (one or two passages) and starring, underlining, or circling evidence they want to use will
help.
- 88 Grade 5 Planner – 2013-2014
Literary Essays
Having students write about the books they are reading will foster the integration of reading and writing workshop, giving both extra power, depth, and authenticity. Because
guided reading groups are already established and reading the same text, this may be where you find one set of grouped writers to analyze the text they are reading and
respond to one another. Students should also have access to rich, provocative short texts. Working in short text makes finding evidence must easier and allows students to
know the text really well. Keep in mind, shorter text sometimes have less substantial evidence to support a claim.
To begin the unit, tell students that any kind of writing can be said as well as written. Ask them to listen as you say an essay. Of course, you will want to use an example that
you can effectively model without reading from a document. This could be a simple small moment from your life as a teacher, mother, friend or other special event from your
life.
From here, pick up a text read by all students (either in small groups or whole class if a text is available) and announce that you will do a shared writing to write an essay about it.
Have students review the text and jot down ideas that could be used in an essay. Do not help students; scan their work and look for later teaching points. Are they growing
ideas about characters? About the book’s theme? Are they just stating facts or questions, not ideas? If most of the responses are character-based, you will want to eventually
work on supporting their interpretations, but for now, it’s okay to show readers how to write a literary essay about the protagonist (“So and so is a good friend;” “So and so is
determined…”). If students are giving recounts of the story, verbalize to the class some of the sources of ideas-what kind of person the main character is, the way the character
changes, what the character learns.
After stating a thesis, students will need examples to support their idea. Teach students to cite evidence from the text. There is a difference between retelling general events
from the story and citing specific examples to support a claim. This may mean they have to go back and revise their writing to include citations. Sorting the evidence to select
what is important to include is complex work. If students struggle, encourage them to break the text into chunks—finding evidence from each part. Students can then use the
starters “Early in the story…”, “Later on…”, etc. As mentioned in previous units, elaboration is expected from fifth graders. After citing an example, have students elaborate on,
or “unpack,” this idea. A good starter for this elaboration could be “This shows that…” Elaboration on evidence should stay focused on the part of the story that best supports
an idea. (See Examples of Increasingly Advanced Evidence on Anchor Chart Idea Insert) For the next paragraph, have students begin with a transitional phrase and cite a second
example. The goal of this shared writing is to make sure students grasp the essential components of an essay: introduction, thesis, the evidence + elaboration, closing.
Have students reread the essay with a partner looking for gaps and places to revise. If students are struggling with separating ideas into multiple paragraphs, take the time to
get out the scissors and tape. You want to model how to read through an essay and literally cut it apart as paragraphs. Another option could be to have students draw boxes
around proposed paragraphs. Remind students that after writing an essay, we shift from being writers to readers, and reread the draft essay checking for structure. Encourage
students to check for transition words between evidence and paragraphs. Having a synonym list available can help students paraphrase instead of repeat the text.
Crafting an introduction and a closing require special work. There are various ways to write an introduction, depending on the level of the writer. Teach students to include the
title of any texts and name(s) of the author(s) in the introduction. A template you may want to share with your fourth grade writers is “(Somebody) wanted…and so…but…in the
end…” This allows for a short summary that doesn’t take away from the elements of the literary essay. Closing paragraphs are a place to link the story’s message to the overall
goal of the essay. Students might include a statement linking the essay to their own life. Many students are successful in using TILL statements: “This is like life because…”
- 89 Grade 5 Planner – 2013-2014
Goals For This Unit:
1. Pull Stephanie Harvey’s Comprehension Toolkit for short texts if you wish to create additional writing topics for practice.
2. See lpss Google for exemplary student responses to a writing practice test prompt. Show these responses to your students and identify how they can use the same
strategies when they respond to the test prompt.
3. Use writing topics/prompts found on lpss Google to prepare students for iLEAP.
4. District data from last spring indicate that using evidence from either one or two passages was a problem for our students. Use the Say It In Your Own Words! graphic
organizer found on lpss Google to help your students remember that they not only have to present textual evidence to support their responses, they have to synthesize and
include this evidence in response to the writing topic and for constructed responses.
5. Review keywords in prompts that signal the type of essay expected. Argument: which…, pick…; Compare/Contrast: similar…different… Use the Did You Know? Information
sheet to remind students of the three types of writing they may be asked to do: 1) a story, 2) to explain, or 3) to convince. Make sure you’ve used each type of writing
topic/prompt provided on lpss Google to prepare students for iLEAP.
6. Explicitly teach the components on the iLEAP Writing Rubric.
7. Allow students to practice pacing themselves during a practice iLEAP writing.
8. Model how much easier it is to stay on topic if a writer utilizes the Brainstorming or Planning page.
9. Expect the bulk of writing to happen on the Rough Draft pages. The only pages that will be scored are the Final Draft pages.
10. Conference with weak writers and first assure that they are answering every part of the prompt. Help students decide when to paraphrase and when to cite directly.
11. Model elaborating, or “unpacking” evidence.
12. Model more sophisticated transitions.
13. iLEAP will require students to respond to extended constructed response test items. Use the general constructed response rubric below to help students know how to
appropriately respond. Hopefully, you’ve been including extended constructed response tests items on teacher-made tests all year. Take a look at how students responded
on both teacher-made and Data Director assessments and look for those who need additional assistance.
SUGGESTED OUTCOMES:
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Use clear paragraphs and link ideas
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Include specific references to the text
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Elaborate on textual evidence
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Use sophisticated transitions

Revise for content, structure, and style

Edit for conventions
MENTOR TEXTS:
Any text that students know well
Every Living Thing, Cynthia Rylant
Eve Bunting books
Comprehension Toolkit: Short Texts by Harvey & Goudvis
The Other Side by Jacqueline Woodson
Those Shoes by Maribeth Boelts
- 90 Grade 5 Planner – 2013-2014
Literary Essays—Writing about Reading: Anchor Chart Ideas
Write Inside the Story to Help You Read Well
Strategies for Writing in Response to Reading
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Read trying to experience the story.
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Choose a part that matters.

Step into that story. As you envision, fill in the details.

Write a bit to help you go into the story. Write a few lines
that could belong in it. Resume reading.

Pause to write again when it feels right.
Thinking About Characters

Find a significant moment from the story. Copy the start of it into
your notebook; envision it; fill in details, sounds, actions thoughts,
feelings.

Be a wide-awake reader. Notice and underline details others might
pass by. Then write a thought about what you notice.

Think about an author’s language choices, even in small words like
‘so.’

Pay special attention to aspects of texts that are noteworthy,
including a character’s actions, motivations, struggles, and changes.

We ask, “What is this story really about?” More specifically, we
look at:

What kind of person is this
character?
 The section(s) that best capture the whole story’s meaning

What does this character long for?
Fear?
 How all elements of the story contribute to the story’s

What is the character struggling
against? What gets in the
character’s way?
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What relationships does the
character have and how do these
relationships play a significant role
in the story?
How does the character change over
the course of the story?
Does the character learn lessons or
come to realizations?
 What the character learns in the story
message
Interpretation: What is This Story Really About?

What single section—or which two related sections—best capture(s) the story’s meaning?

Is there one object or one moment from the story that sort of symbolizes the whole message of this story?
How does this object or moment convey the overall meaning?

What does the character learn in this story? Is this a life lesson that readers are also meant to learn?

What life lesson can I draw from this story? How does this story teach me a lesson that can help me live my
life differently?

How might all the elements of this story contribute to the message of the story? How does the title
contribute? The beginning? The setting? The way the character changes? The form? The end?
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Grade 5 Planner – 2013-2014
Questions Essayists Ask of a Thesis
Statement
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Does this relate to both the 1st and 2nd
halves of the text?

How would I support this?

At the start of story and then at the end
of story

One character, then another

One reason, then another
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Does the thesis address what the story is
really about, the internal as well as the
external story?

Can I deliver with my planned categories
what I promise in my thesis?
How to Angle a Story to Make a Point
 Begin the story by reiterating the point you
want to make.

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Mention what the character does not do as a
way to draw attention to what the character
does do.
Repeat the key words from the main
idea/topic sentence often.
Tips and Tools for Writing a Thesis and Topic Sentences for a Literary Essay

First gather lots of ideas about the text you’ve read. Be sure you read closely, really noticing stuff and then
write “The idea I have about this is…” Use thought prompts to write long. Reread, looking for ideas that are
true and interesting. Box them and write more about them. Then reread again, looking for ideas that are true
and interesting.

Pay attention to characters and their traits, wants, struggles, changes, and lessons. Think about the wholestory as a story of a character who wants something, struggles, and then changes or learns a lesson.

Think about the issues in your life and think, “How does this story go with my issue?” This can help you find
something to say that really matters to you.

Ask, “What’s this story really about?” Look how the author wrote it, and think, “Why did the author do this?”
Expect the author to make craft decisions which highlight the meaning the author hopes to convey.

Reread all your ideas and find things that seem interesting and true and important. Compile these.

Draft a possible thesis statement, then test it out. Ask, “Does this go with the whole story?” and “Can I support
this?”

Maybe write, “Some people think this is a story about… but I think it is really about…” Consider whether your
thesis addresses the internal as well as the external storyline of the text under study.

Write your thesis and plan your paragraphs. Your paragraphs might be organized to show how your thesis is
true at the beginning and the end of the story, or in one way and another way, for one reason or another
reason.

Reread your thesis with lawyer’s eyes. Look at what you have promised to prove and make sure you can do
that. Check every word. Be sure your subordinate claims match your thesis. Rewrite over and over.
Examples of Increasingly Advanced Textual References
1. Gabriel is determined. An example is when he finds the cat.
2. Gabriel is determined. We see this when he looks and looks for the cat.
3. Gabriel is determined. When he hears a cry, he gets up to look for what is making the sound. He
peers into the alley. He finds the cat.
4. Gabriel is determined. When he hears a cry, he doesn’t just glance around the source of it. He
actually gets up and walks down the street, looking for the source. He doesn’t just glance in the
alleys—he peers into them. When he hears the noise a second time, he walks faster and searches
more. Other people might just glance around, looking for the source of the noise, but Gabriel’s
determination makes him look until he spots the tiny kitten.
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Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Word Study- Unit 4 – February-March
Word study is essential as a part of balanced literacy because when readers can employ a flexible range of strategies for solving words rapidly and efficiently, attention is freed
for comprehension—the ultimate goal for students.
As students begin writing literary essays and preparing for state testing in writing workshop, word study will continue to develop students’ skills in spelling, fluency, structure,
and meaning. In this unit, teachers should continue teaching all word study content areas daily, especially focusing on synonyms and antonyms and compare and contrast
words.
Goals for this Unit:
1. Students see the benefit of word study in aiding reading comprehension.
2. Students use word parts to decode words for spelling, fluency, and meaning.
3. Students use Tier II (academic) vocabulary in writing and speaking.
4. Students connect word study skills across the content areas, especially utilizing skills with Tier III (domain specific) vocabulary.
The following content areas should be focused on during daily word study instruction:
 Word Meaning
 Letter/Sound Relationships
 Spelling Patterns
 High-Frequency Words
 Word Structure
*Reference Unit 1 Word Study to select your next skills for each content area.*
Word Meaning:
 Synonyms and Antonyms
o In writing both literary essays and test prompts, students will be elaborating a on a thesis using evidence. Students have the tendency to become repetitive in
trying to elaborate multiple times on this one claim. Encourage students to make a list of synonyms in the margin of their page to draw from when restating and
elaborating on a claim.
 Ex. Paul Revere was a courageous patriot. I know this because he rode all night. You would have to be brave to ride through the night when there
were no streetlights. In addition to this, he was fearless because he rode from town to town, even though he knew there were Redcoats hiding to
ambush him along the way.
o Model for students that sometimes not all words in a thesaurus are a good synonym match for the sentence they are writing. Encourage students not to just
replace a bland word with any they find in the thesaurus, but to find the “just right word” for the situation—adding voice and creativity to their writing.
 Comparison/Contrast Words
o As students work to determine which type of writing a prompt is asking them to write (narrative, thesis essay, persuasive, compare/contrast), they must be able to
identify key language to provide them with hints. This language can then, in turn, be used in the students’ own writing.
 Comparison Language: both, alike, in the same way, correspondingly, this is just like, this reminds us of
 Contrast Language: on the other hand, however, contrary to this, instead of, in contrast, opposite of this, at variance with
Routines
 Vocabulary notebooks or index cards can be utilized throughout the year to continue study of the words.
 Word Study Homework Menu can be used to continue word study at home.
 Daily scheduled time for Word Study in classroom.
o Word Wall Activities and Word Study Station
- 93 Grade 5 Planner – 2013-2014
Reading Workshop
Common Core State Standards
Unit 4: Test Preparation, Interpretation Text Sets & Literary Essays
Writing Workshop
Common Core State Standards
RL5.1, RL5.2, RL5.3, RL5.4, RL5.6, RL5.7, RL5.9 RI 5.10
RF5.4
SL5.1, SL5.2, SL5.3, SL5.4, SL5.6
W5.1, W5.2, W5.3, W5.4, W5.5, W5.6, W5.9, W5.10
L5.1, L5.2, L5.3
SL5.1, SL5.2, SL5.3, SL5.4, SL5.6
Theme 11: What Goes Up Must Come Down
Read Aloud/Shared Reading: Mirette on the High Wire, What Comes Down,
How Gravity Was Invented, “Walking in Space”, An Out-of-This-World
Vaction
MODELED WRITING
Literary Essay
COMPREHENSION STRATEGY: Ask Questions: Visuals
TARGET SKILLS
 Observation Logs
 Nonfiction Text Feature: Captions
 Author’s Purpose
MINI-LESSONS/Grammar
 Theme 11
o Sentence Fluency
o Adjectives: Comparative & Superlative
o Adjectives: Common and Proper
 Theme 12
o Publishing
o Articles
o Review Adjectives
GUIDED WRITING
Students write-teacher conferences with individuals
or groups
POSSIBLE WRITING WORKSHOP TARGET
SKILLS/DID IT! DOTS:
Theme 12: The Science of Sports
Read Aloud/Shared Reading: America’s Champion Swimmer: Gertrude
Ederle, Extreme Dogboarding, Famous Firsts, “The Cyclists’ Song”, Manny
Masters Curling
CI—central idea
J- justifies with evidence from text
P-uses clear paragraphs
E—elaboration
T—transitional words
Word Study
Common Core State Standards
RF.5.3
L.5.1, L.5.4, L.5.5, L.5.6
Content Focus Areas:
 Word Meaning
o Focus on synonyms and antonyms
and compare and contrast words
 Letter/Sound Relationships
 Spelling Patterns
 High-Frequency Words
 Word Structure
Literacy by Design Skills:
 Theme 11
o Abbreviations
 Theme 12
o Idioms
Routines:
 Vocabulary notebooks or index
cards
 Word Study Homework Menu
 Word Wall Activities
 Word Study Stations
COMPREHENSION STRATEGY: Determine Importance: Rank
Information
TARGET SKILLS
 Humorous Fiction
 Understand Humor
 Recognize Rhythm & Rhyme
- 94 Grade 5 Planner – 2013-2014
Unit 4: Test Preparation, Interpretation Text Sets & Literary Essays
Reading Workshop Resources
Writing Workshop Resources
Theme 11: What Goes Up Must Come Down
Theme 11:
Sentence Fluency
Comprehension Bridge Cards: 10, 11
 LbD Writing Bridge Card 21 & Transparency 64
Vocabulary Development:
Adjectives: Comparative & Superlative
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game force,
 LbD Writing Resource Guide p. 21
gravity, comical, resist, waver, release, brief, calculate, elevation,
 HME 158-161
accelerate
Adjectives: Common and Proper
Connect to Novels: Cal and the Amazing Anti-Gravity Machine, Dr. Gravity,
 LbD Writing Resource Guide p. 22
The Magical Land of Noom
 HME pp. 162-163
Theme 12: The Science of Sports
Comprehension Bridge Cards: 11, 12
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
attempt, courageous, athlete, estimate, friction, reaction, physical,
movement, ability, consequence
Theme 12:
Publishing
 LbD Writing Bridge Card 23 & Transparency 70
Articles
 LbD Writing Resource Guide p. 23
 HME pp. 156-157
Review Adjectives
 LbD Writing Resource Guide p. 24
 HME pp. 164-165
www.primarilywriting.com
Word Study Resources
Houghton-Mifflin Spelling &
Vocabulary
Inflected Endings –ed, -ing, -s
Unit 19 – pg. 126
Unit 20 – pg. 132
Adjectives
Unit 21 – pg. 140
Abbreviations
Writer’s Resources – pg. 253
Houghton -Mifflin English
Idioms
p. H12
Connect to Novels: Running Girl, the Diary of Ebonee Rose, Heat, Manaic
Magee
- 95 Grade 5 Planner – 2013-2014
English Language Arts Grade 5
Reading Workshop Unit 5: Author Study – Reading Like a Fan!
April – May
Background
As you approach the last unit for this year, take some time to reflect on the main goal of Reading Workshop. That goal is to create a classroom full of lifelong readers. How
many of your students have committed to the “reading habit?” How many still don’t consider themselves readers? Though time is short, you can still hook those who do not
consider themselves to be good readers. Check placement in guided reading. Are students reading texts that they can process with at least 90% accuracy (or better) and with
sufficient fluency and comprehension? There is still time for students to move up a level. The goal of this unit will be for you to “recarve the identities” of those who do not
consider themselves to be readers, and to continue to nurture those who are readers. This unit was chosen for this time so that you could set everyone up for successful
summer reading.
Specifically, students will identify one book, one writer, who speaks to them—and use this power to leverage themselves into
becoming experts and insiders on everything this author has written and also everything this author stands for. This is work that all
students can do. It is a powerful thing for a child to be able to say, “Oh, my favorite author is so-and-so.” Just name-dropping a
favorite author is a way to hitch oneself (no matter how superfluously) to the “literary world.” It is even more powerful for this
youngster to be able to tell you precisely why this author is special, to be able to list titles by this author, to perhaps comment on
how this author has changed his way of living and seeing the world.
Calkins, 2012
Preparation
For at least some of your read alouds, you’ll want to choose the best children’s authors that you can. Considering the reading levels of your students, some popular authors may
be Gary Paulsen, Jacqueline Woodson, James Howe, Gary Soto, Patricia MacLachlan, Partricia Giff, Clyde Robert Bulla, Walter Dean Myers or Judy Blume. See the Instructional
Strategist at your school for more suggestions if you are unable to locate appropriate titles. Do not overlook the power in asking your students what they would like to hear you
read aloud. You may have them complete a survey of favorite titles/authors and use this to help you choose titles. During read aloud, not only will you be teaching
comprehension strategies and skills, you will be luring students into reading across titles and become an expert on an author. In order to “hook” as many students as possible,
you may choose to read the first chapter of several selections, setting the stage for independent reading. Think aloud about the characteristics that make the particular author’s
work appealing to students. For example, you may say, “I love Gary Paulsen books. He always writes about exciting outdoor adventures.”
You’ll also be creating text sets from which your students will choose when Reading to Self during Reading Workshop. Once again, you’ll have to consider the reading levels of
the students in your room and choose text sets that are compatible. For example, Gary Paulsen titles range from lower to upper ends beginning with Worksong (J), Dogteam (P),
Hatchet, (P), The Winter Room (U) and Sarny (W). Allow students to choose or assign no more than four to a club. For this unit to be successful, students must be reading texts
that they genuinely love. You will have many opportunities to teach and reinforce the CCSS for Speaking and Listening while helping students take ownership for their own
reading.
What follows is a way to organize your teaching for this unit. If you want more detailed teaching points and language, ask the Instructional Strategist at your school for a copy of
A Curricular Plan for The Reading Workshop, Grade 5, Lucy Calkins.
When Readers Read More Than One Book by the Same Author, We Come to Know that Author
During read aloud, allow yourself to think aloud and “marvel at the craft and the story” of a particular author. Teach students that when they find themselves curious or excited
or moved in other ways by what they’re reading, then the reading becomes enjoyable. Very often, this happens when reading a particular author’s works. Share your favorites
and tell students why they are your favorites. Your goal is to build excitement in them so that they want to read the same authors. Now the deep comprehension teaching
happens. Once students are hooked on a certain author, they can begin to notice things like, setting and character. Use the following language to teach students to analyze text
like an expert.
Grade 5 Planner – 2013-2014
Thinking Like An Expert!
1. Readers get to know an author by paying attention to the settings the author creates. What is world of the story?
2. Does this author always create the same world?
3. Readers get to know an author by understanding the hero of the story. Who is the hero of this story? Is she/he like the hero in another book by
this author?
- 96 -
Your goal will be for students in clubs to continue this conversation and extend it to as many selections as possible. Model how to have appropriate club conversations by asking
questions such as, “Do the stories in Journey and Sarah, Plain and Tall both take place on a farm? How is the setting for Edward’s Eyes different from these? How is it the
same?” Or “Is Alex from Skinny Bones similar at all to Howard from The Boy in the Red Jacket? How are Alex and Howard similar to or different from Maxie?”
Create an anchor chart with club language that you expect your students to use when discussing selections. They will need coaching from you to be sure so set them up for
success during your read aloud/shared reading time. Encourage students to move beyond simply retelling the story to discussing key ideas and details from the texts that make
them think deeply about the plotline and message the author intends. You may also have to teach clubs how to behave socially towards one another.
Phrases Readers Use When Interpreting
.


“When I first read this story, I thought it was just
about… but now that I think deeper about it, I realize
that really it is also about…”
“Often people… but this story shows that it’s possible
people should…”

“I used to think… but now after reading this I think…
because…”

“I learned from (the character, the event) that in life, it
can be important to…”

“This story teaches us not only about… but also about…”
Book Club Social Expectations

My eyes/ears on the speaker

I speak clearly, loud enough, slow
enough

Sit in circle; make room for others

Ask all to share

Don’t be a discussion hog

Ask for clarification

Add onto another person’s thought
Becoming an Author Expert
Once students have finished two (or more) books by the same author, they will be able to discuss patterns they detect. For instance, do certain authors tend to rely on certain
literary themes? Are there characters similar? Are the struggles similar? Does the author tend to write about relationships between friends or family? Is every book about
good versus evil or about growing up? Or about being strong and fighting challenges? Once students are able to find that pattern, they will be in a better position to read, not
only for enjoyment, but for expert understanding. That’s what you’ll be expecting them to do this summer. Read like an expert!
As their club conversations build up to form a clear picture of this author’s literary identity, young readers are in a position to tell us if their
book is “typical Dahl” or “Dahl at his funniest,” or “Dahl being more disgusting than ever.” You might teach students that “as we go forward
in our books, reading an author we know well, we compare everything new we’re reading with older works by this author. We ask ourselves,
“What is this author doing that is new? In what way is this part like another part in such-and such book by him or her?” Everything about the
author’s craft, choice of theme, setting, and characterization should feel vaguely familiar to our readers by now, like listening to utterances
by someone they know well and can predict certain things about.
Calkins, 2012
- 97 Grade 5 Planner – 2013-2014
Goals For This Unit
1. Move students who are ready to a higher level guided reading group. Review Reading Checks, DORF and DAZE. If you are not sure about placement, see the Instructional
Strategist at your school. The Fountas & Pinnell Benchmark Assessment System is a quick, easy way to check reading levels. It should be done in the place of the regular Reading
Check and should not shut down small group guided reading instruction.
2. Gather text sets of varying levels for book clubs. Be aware of reading levels and student interests. Choose appropriately leveled books by well-known children’s authors.
3. Use read aloud/shared reading time to “hook” students on certain authors. Read the first chapter (or two) of several books by an author. Teach students how to analyze
texts and begin to think like an expert. You are setting students up for summer reading so give this unit all you have.
4. Form book clubs based on level and interest. In order for this unit to be successful, students must have selections they find interesting. This unit will only be successful if
students are reading books/authors that they actually want to read.
5. Create an anchor chart to remind students how they must behave during book club. Students will be with others in their club while you are pulling small groups so behavior
must be productive. You may create your own or use the one on the previous page.
6. Create an anchor chart to help students use productive language during discussions. It is an ideal time to teach/reinforce Speaking and Listening Standards. You may create
your own anchor chart or use the one on the previous page.
7. Rehearse expectations for both behavior and discussion in book clubs. Make rules and consequences clear.
8. Teach comprehension mini-lessons during read aloud/shared reading that are necessary for deep, productive discussions around a text set and author.
RL.5.1 - quote accurately from a text when explaining and drawing inferences
RL.5.2 - determine the theme of a story including how characters respond to challenges
RL.5.3 - compare and contrast two or more characters, settings or events drawing on specific details (like how characters interact)
RL.5.4 - determine meaning of words as well as meaning of metaphors, similes and other figurative language
RL.5.5 - explain how chapters go together to provide the overall structure
RL.5.6 - describe how a narrator's or speaker's point of view influences how the story is told
RL.5.9 - compare and contrast stories in the same genre
9. For clubs that are struggling, you may use this Story Mountain Organizer to help with comprehension which will make discussions smoother and more productive.
- 98 Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Writing Workshop Unit 5: Exploring and Defending Big Ideas about Life and Texts through Literary Essay
April – May
Background
th
This unit will offer 5 graders a final opportunity to practice and the skills necessary to write extended essays. For detailed, specific teaching points and language, See Breathing
Life into Essays by Calkins and Gillette found in Units of Study for Teaching Writing, Grades 3 – 5. You will send students off to middle school much better prepared for the
writing assignments they will encounter after this unit. You will use the literature students are reading to “deepen reciprocity between reading and writing” which is clearly
valued in the Common Core State Standards. You will help students write and revise two essays: one that is about students’ own lives, and then a second essay on
interpretation of a character or characters which pairs beautifully with the Reading Workshop.
Take this time to do a check. Do you know which students write essays without a thesis statement and several supporting paragraphs? These students will need to work with
you in a small group. Calkins advises that you coach these students in how to write essays that follow a specific structure. You may use the lessons from Essay Structure Boot
Camp by Lucy Calkins found in Units of Study for Teaching Writing or follow this basic lesson sequence:
1. Praise past attempts
2. Show students an example of a finished essay (see page 5 in Essay Structure Boot Camp)
3. Give students a thesis statement – see figure 1a - I love ice cream
4. Help them generate reasons – because you can add different toppings, because there are so many flavors, because it’s refreshing on a hot day
5. This is their thesis statement (box) and reasons (bullets) – see figure 1a
6. Help students rehearse or say to a partner a paragraph that supports the first reason, second reason, third reason – see figure 1b
I love ice cream



I love ice cream because you can add different toppings.
I love ice cream because there are so many flavors.
I love ice cream because it’s refreshing on a hot day.
(Thesis statement) because (reason 1), (reason 2), and most of all, because (reason 3).



One reason that (thesis statement) is that (reason 1). For example, (evidence a), (evidence b), and (evidence c).
Another reason that (thesis statement) is that (reason 2). For example, (evidence a), (evidence b), and (evidence c).
Although (thesis statement) because (reason 1) and because (reason 2), especially (thesis statement) because
(reason 3). For example, (evidence a), (evidence b), and (evidence c).
Figure 1a
Figure 1b
Once students are comfortable with basic essay writing, you may begin to prepare them for the first big job of this unit – to grow ideas about themselves to prepare for their
first essay. Just as they think of the characters in their books as people who …, they can begin to think of themselves the same way. Lucy Calkins calls this process, “growing
theories about ourselves.” You will be asking your students to think of their own lives and grow theories about them. Some sentence starters may be, “I’m the kind of person
who …, Some people think that I’m … but really I’m …, On the outside, I seem like someone who … but on the inside I’m …” Your students will be essentially generating ideas or
claims about themselves, looking for evidence that supports or challenges their initial theories and allowing these theories to evolve. It will take students several days to try out
a few theories and evidence. Very often a lack of evidence for a claim will cause a student to rethink a theory and start again. It is worth the time it takes to come up with a
solid theory. Don’t rush the process.
Grade 5 Planner – 2013-2014
… students can easily work for ten days to produce a single interpretive essay in which they develop an idea about themselves or another person they know well (perhaps a
parent or a sibling). As they do this work, students will practice growing ideas, making a claim, collecting and organizing supportive evidence for that claim, and laying out that
evidence in a logical fashion for readers. They will learn to write in a logical structure conveyed partly through transitional phrases that build relationships between chunks of the
text and the main claim, and they will learn also to embed quotations, anecdotes, or observations within paragraphs. With coaching and mentor texts, writers will learn not only
- 99 to stitch a tapestry of supporting specifics together but also to elaborate in ways that illuminate the relationship between the information and the writers’ claim. This synthesis
and analysis are at least Level 3 and potentially Level 4 work according to Webb’s Depth of Knowledge criteria.
Calkins, 2012
The second essay students draft for this unit will be about characters they encounter in their reading during Reading Workshop. While they’re busy becoming experts on an
author and his craft, they are doing careful study on the characters the author creates and how this character evolves over time and maybe even in multiple novels. This essay
will require a similar process as the personal essay and it is called literary or interpretative essay and is excellent rehearsal for the types of writing required in middle school.
Allow students an opportunity to draft a couple of seed ideas and then choose one to revise and eventually edit. Encourage the use of Post-Its to mark up first drafts of both,
allowing students the opportunity to choose the stronger of the two essays to bring through final revisions and edits, including peer and self-review using a rubric.
Anchor Charts!
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- 101 Grade 5 Planner – 2013-2014
- 102 Grade 5 Planner – 2013-2014
Goals For This Unit
1. Do an informal assessment to determine which students are in need of intensive intervention. For those who need additional instruction in essay writing, meet in small
groups and use the information found in Essay Structure Boot Camp by Lucy Calkins found in Breathing Life Into Essays or follow the steps outlined in this unit.
2. Begin with personal essay. You may find it helpful for all students to view the student work sample from Breathing Life Into Essays, page 5. Ask the Instructional Strategist at
your school for a copy of the work sample if you do not have Breathing Life Into Essays. Give students an opportunity to try out several different ideas for personal essays.
There is no need to rush this process. Consider this your opportunity to send students to middle school well-prepared to write essays. Do thorough teaching and provide as
much support as your students need.
3. Use memoir rubric to improve essays. Many students find it easier to work with partners or groups before revising. Use Post-Its to leave comments on student work. Allow
students to edit work together. Fifth grade students are able to use Word Walls, a dictionary and thesaurus to improve writing.
4. Repeat the process for literary essay, helping students think deeply about the characters they have encountered during Reading Workshop.
5. Use opinion rubric to improve essays. Group work will make revisions more meaningful. Use Post-Its to leave comments on student work. Allow students to edit work
together using Word Walls, a dictionary and thesaurus to improve writing.
6. Focus on the following Speaking and Listening Standards for publishing/sharing:
Presentation of Knowledge and Ideas
 CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
 CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of
main ideas or themes.
 CCSS.ELA-Literacy.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards
1 and 3 here for specific expectations.)
7. Focus on the following Writing Standards for publishing/sharing:
Production and Distribution of Writing
 CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
 CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
 CCSS.ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
- 103 Grade 5 Planner – 2013-2014
English Language Arts: Grade 5
Word Study- Unit 5
April-May
Word study is essential as a part of balanced literacy because when readers can employ a flexible range of strategies for solving words rapidly and efficiently, attention is freed
for comprehension—the ultimate goal for students.
As students dive in to author studies, they should be pulling on all of the word study skills you have taught throughout the year. Remind students to continue to revisit
commonly misspelled frequency words, use spelling patterns they know, and study word structure off of the word wall. Check your Unit 1 Word Study to make sure you have
covered all of the fifth grade skills.
Goals for this Unit:
1. Students see the benefit of word study in aiding reading comprehension.
2. Students use word parts to decode words for spelling, fluency, and meaning.
3. Students use Tier II (academic) vocabulary in writing and speaking.
4. Students connect word study skills across the content areas, especially utilizing skills with Tier III (domain specific) vocabulary.
The following content areas should be focused on during daily word study instruction:
 Word Meaning
 Letter/Sound Relationships
 Spelling Patterns
 High-Frequency Words
 Word Structure
*Reference Unit 1 Word Study to select your next skills for each content area.*
Word Meaning:
 This is also another great time to help students develop “expert vocabulary.”
 Encourage students to take notice of interesting words, jotting them down on post-it notes as they read. You may even create a “Words that WOW” bulletin board to
encourage students to look for unusual words. Celebrate students’ close reading and knowledge of these new and interesting words.
Routines:
 Vocabulary notebooks or index cards can be utilized throughout the year to continue study of the words.
 Word Study Homework Menu can be used to continue word study at home.
 Daily scheduled time for Word Study in classroom.
o Word Wall Activities
o Word Study Stations
- 104 Grade 5 Planner – 2013-2014
READING WORKSHOP
Common Core State Standards
RL5.4, RI5.4, SL5.1, L5.4
R5.10, RI 5.10, RF 5.3 RF 5.4
RL5.1, RL5.2, RL5.3, RL5.7, RL5.9, RI5.1, RI5.2, RI5.3, RI5.4, RI5.5, RI5.6,
RI5.7, RI5.8
Theme 13 – Communication Revolution
Read Aloud/Shared Reading: Edison’s Fantastic Phonograph, Cast Your Vote
for the Future, And Away We Go, Take NASA’s World Wind for a Spin, Tracking
the Bird Flu
COMPREHENSION STRATEGY: Monitor Understanding
Literacy by Design TARGET SKILLS
 Persuasive Essay
 Nonfiction Text Feature: Circle Graph
 Identify Theme
Theme 14 – Making Life Easier
Read Aloud/Shared Reading: Queen of Inventions, Hank, Make Your Bed!,
Bill Gates, Lives Spun of Silk, Emilia and the Birthday Party
COMPREHENSION STRATEGY: Synthesize
Literacy by Design TARGET SKILLS
 Realistic Fiction
 Identify Analogies
 Understand Metaphors
Theme 15 – Nature’s Building Blocks
Read Aloud/Shared Reading: June 29, 1999, We Would Like to Invite You…,
Inside Job, Five Spring Flowers, Amazing Bamboo
COMPREHENSION STRATEGY: Create Images
Literacy by Design TARGET SKILLS
 Letter
 Nonfiction Text Feature: Map
 Understand Personification
Theme 16 – Body Systems
Read Aloud/Shared Reading: The Heart: Our Circulatory System, The Tale of
Achilles, Smart Food, Smart Choices, Healthy You!, The Circulatory Ride,
Something to Sneeze About!
COMPREHENSION STRATEGY: Fix-Up Strategies
Literacy by Design TARGET SKILLS
 Myth
 Identify Plot
 Foreshadowing & Flashback
WRITING WORKSHOP
Common Core State Standards
W5.1, W5.2, W5.3, W5.4, W5.5, W5.6, W5.7, W 5.8, W5.9,
W5.10, SL 5.1
L5.1, L5.2, L5.3, L5.4, L5.5, L5.6
WORD STUDY
Common Core State
Standards
RF.5.3
L.5.1, L.5.4, L.5.5, L.5.6
MODELED WRITING
 Literary Essay
MINI-LESSONS
Theme 13

Prewriting

Adverbs

Adverbs: Regular & Special Comparative Forms
Theme 14

Conventions

Compare/Contrast

Contractions

Prepositions & Prepositional Phrases
Theme 15

Presentation

Coordinate and Subordinate Conjunctions

Independent & Dependent Clauses
Theme 16

Editing

Homophones

Commonly misused words
Suffixes
-ful
-able
-less
-ness
-ion
-tion
-ment
-ly
-fully
Compound Words
Consonant Doubling
GUIDED WRITING
Students write-teacher conferences with individuals or groups
POSSIBLE WRITING WORKSHOP TARGET SKILLS/DID IT!
DOTS:
CI—central idea
J- justifies with evidence from text
P-uses clear paragraphs
E—elaboration
T—transitional words
C – Uses proper language conventions when writing
MU – Correctly uses commonly misused words
CD – Correctly doubles consonants in words with suffixes
- 105 Grade 5 Planner – 2013-2014
READING WORKSHOP RESOURCES
Theme 13: Communication Revolution
Comprehension Bridge Cards: 12 & 13
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
machinery, commerce, cylinder, adjustments, improve, assure,
convenient, efficient, Internet, network
Connect to Novels: The Worry Website, Snail Mail No More,
The Revealers
Theme 14: Making Life Easier
Comprehension Bridge Cards: 13 & 14
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
manufacture, patent, brand, invention, risk, ease, astonish, simplify,
devise, amazing
Connect to Novels: Earthsong, Into the Labyrinth, The Time Hackers
Theme 15: Nature’s Building Blocks
Comprehension Bridge Cards: 14 & 15
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
element, storage, biology, emerge, specimen, arrange, nucleus, detail,
cell, division
Connect to Novels: Cell Wars, The Secret Garden,
The Victory Garden
Theme 16: Body Systems
Comprehension Bridge Cards: 15 & 16
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
situation, lung, muscle, substance, irregular, basic, defend,
respiratory, specialization, circulatory
Connect to Novels: A Wind in the Door, On Top of Mount Everest,
On the Bike with Lance Armstrong
Leveled Readers End of 4th Quarter
ON: U, V, W
ABOVE: above W
BELOW: below U
Additional Read Aloud titles can be found on the Resources page.
See the ELA Common Core State Standards Resource book for Text
Exemplars.
WRITING WORKSHOP RESOURCES
Theme 13
Prewriting
 LbD Writing Bridge Card 25 & Transparency 76
Adverbs
 LbD Writing Resource Guide p. 25
 HME pp. 246-249
Adverbs: Regular & Special Comparative Forms
 LbD Writing Resource Guide p. 26
Theme 14
Conventions
 LbD Writing Bridge Card 27 & Transparency 82
 Guide p. 26
 HME pp. 250-251
Contractions
 LbD Writing Resource Guide p. 27
 HME pp. 116-117, 122-123, 131, 145, 148, 172, 226-227,
242, 254-255, 273
Prepositions & Prepositional Phrases
 LbD Writing Resource Guide p. 28
 HME pp. 256-265
WORD STUDY RESOURCES
Houghton -Mifflin Spelling and
Vocabulary
Prepositions
Suffixes -ful, -able, -less
Unit 22 – pg. 144
Unit 32 – pg. 204
Suffix -ness, -ion, -tion,
-ment, -ly, -fully
Unit 22 – pg. 144
Unit 29 – pg.
Compound Words
Unit 10 – pg. 72
Consonant Doubling
Unit 19 – p. 126
Theme 15
Presentation
 LbD Writing Bridge Card 29 & Transparency 88
Coordinate and Subordinate Conjunctions
 LbD Writing Resource Guide p. 29
 HME pp. 44-47, 51-52, 61, 68, 87, 110, 170, 186-187
Independent & Dependent Clauses
 LbD Writing Resource Guide p. 30
Theme 16
Editing
 LbD Writing Bridge Card 31 & Transparency 94
Homophones

LbD Writing Resource Guide p. 31

HME p. 232
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Commonly Misused Words 30
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LbD Writing Resource Guide p. 32
- 106 Grade 5 Planner – 2013-2014