EAST ALLEN COUNTY SCHOOLS
Bundle 6
Grade 5
Language Arts
Big Idea: A Standard Unit
Test-Taking
Enduring Understandings
Essential Questions
Good writers tell a story within a story.
What strategies can I apply when responding to a prompt?
Interpretations of text involve linking information within and across parts of a
text and determining importance of the information presented.
How can I effectively respond to literature?
Why is it important to take the time to think?
A response to literature requires careful reading and interpretation.
What are the rewards of my effort?
Analytical test-takers focus on relevant information before answering
questions.
CC/Learning Targets
RI.1
RI.3 a,b
RI.7 a,b
RI.8
5.2.1
5.2.6
RL.1
RL.2
5.3.2
W.1
W.9 a
L.2 d
L.4 b
5.6.4
5.5.2
Core Vocabulary
5.5.4
colon
generalization
semicolons
Links to Technology
-Picture Collage (app)
-Dictionary (app)
-Spelling Challenge (app)
Bundle Performance Task(s)
Students will use the strategies learned in this bundle, combined with prior knowledge, to complete multiple types of assessment, including ISTEP.
While reading, students will:
While writing, students will:
Ask/answer questions to demonstrate understanding
Produce writing appropriate to task and purpose
Describe relationships between events, ideas/concepts, or steps
Write routinely over extended and shorter time frames for a
Use information from illustrations and words in the text for comprehension
range of tasks, purposes, and audiences
Recall major point in the text
Follow multiple-step written instructions
Students will also :
Determine theme/author’s message
Form/use regular and irregular plural nouns
Refer to evidence in the text
Determine meanings of words (homophones/homographs)
Distinguish their own point of view
Use context clues
Know and use word families when reading
Grade 5
LA Bundle 6
Quarter 3
Feb.-Mar.
Recommended Read-Alouds
G5 - Bundle 6
Big Idea: Interpreting Evidence
Title
Relates to…
Author
Fly Away Home
Bunting, Eve
Calkins: visualization
Because of Winn-Dixie
DiCamillo, Kate
Calkins: read deeply
An American Childhood
Dillard, Annie
Calkins: what the story is really about
“Things” in Honey, I Love, and Other Love Poems
Greenfield, Eloise
Calkins: author’s craftsmanship
Come On, Rain
Hesse, Karen
Calkins: summary
Frog and Toad Are Friends
Lobel, Arnold
Calkins: write inside the story to help you read well
The Monument
Paulsen, Gary
Calkins: read deeply by identifying with characters
“Boar Out There” in Every Living Thing
Rylant, Cynthia
Calkins: about the character
“Slower Than the Rest” in Every Living Thing
Rylant, Cynthia
Calkins: about the character
“Spaghetti” in Every Living Thing
Rylant, Cynthia
Calkins: write inside the story to help you read well
“The Marble Champ” in Baseball and Other Stories
Soto, Gary
Calkins: reading with empathy
Papa’s Mark
Battle-Lavert, Gwendolyn
Determination
The Dot
Reynolds, Peter
Determination
Around the House the Fox Chased the Mouse
Walton, Rick
Prepositional phrases
White Socks Only
Coleman, Evelyn
Story within a story
Hooray for Diffendoofer Day
Dr. Seuss
Testing
Testing Miss Malarkey
Finchler, Judy
Testing
Page 1 of 1
Reading Workshop
G5 - Bundle 6
CC/Learning Targets
RI.1
(5.2.4)
RI.3
Quote accurately from a text when
explaining what the text says explicitly
and when drawing inferences from the
text.
Use prior knowledge with the specific
details to make conclusions
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.
a. Explain the relationships or
interactions between two or more
individuals, events, or ideas.
RI.7
b. Explain concepts in a historical,
scientific, or technical text based on
specific information in the text.
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.
Resource of Ideas
-Inference Riddles
Reading Wonders – Unit 5
-(WK 2) pp. T67-T89, R/W Workshop The Day the Rollets Got Their
Moxie Back” pp. 324-327
-(WK 2) pp. T89A-T89T, Anthology Bud, Not Buddy pp. 364-377
-The Writing Fix
-Social studies textbook
-Science textbook
Evidence of Learning
-Reading Wonders assessments
-Quiz
-Anecdotal records from Guided
Reading
-Teacher observation during whole
class read-alouds
-Readers Notebooks
-Observation during content-area
reading
-can be taught and assessed with companion pieces within Reading
Wonders
-Strategies that Work pp.162-169, 219-231
-The Writing Fix
-Activities during Science and/or
Social Studies
-Observation during content-area
reading
-Strategies That Work pp.166-169
-Reading Wonders assessments
-Quiz
-Graphic organizer
a. Identify appropriate sources (print or
digital) to answer questions.
b. Identify multiple sources to solve a
problem.
RI.8
(5.2.3)
Explain how an author uses reasons and
evidence to support particular points in a
text, identifying which reasons and
-The Dot by Peter Reynolds
Reading Workshop
evidence support which point(s).
G5 - Bundle 6
-Papa’s Mark by Gwendolyn Battle-Lavert
-Testing Miss Malarkey by Judy Finchler
-Hooray for Diffendoofer Day by Dr. Seuss
-Expository Text pp. 7-15
-Main Idea Lesson
-Anecdotal records from Guided
Reading
-Teacher observation during
science/social studies class
-Students “leave their tracks” on
an article.
Reading Wonders – Unit 3
-(WK 5), pp. T258-T281, R/W What Was the Purpose of the Inca’s
Strange Strings?” pp. 222-225
-(WK 5), pp. T281A-T281F, Anthology Machu Picchu: Ancient City”
pp.256-259
Reading Wonders – Unit 4
-(WK 2), pp. T67-89, R/W Workshop Where’s Brownie? pp. 252-255
-(WK 2), pp. T89A-T89P, Anthology A Window into History: The Mystery
of the Cellar Window” pp. 282-291
-(WK 3), pp. T130-153, R/W Workshop Frederick Douglass: Freedom’s
Voice pp. 266-299
-(WK 3), pp. T153A-T153V, Anthology Rosa pp. 298-313
-(WK 4), pp. T194-T217, R/W Workshop Power from Nature pp. 280-284
-(WK 4), pp. T217A-T217T, Anthology One Well pp. 320-335
5.2.1
5.2.6
Use the features of informational texts,
such as formats, graphics, diagrams,
illustrations, charts, maps, and
organization, to find information and
support understanding.
Follow multiple-step instructions in a
- Strategies That Work pp.156-159
-Scholastic 5 Day Lesson Plan
-Reading Charts and Graphs
-Reading Maps
-Structure of Expository Text pp.1-6,
-Text Features ppt.
-Making Informational Text Accessible
-social studies textbook
-science textbook
-Teaching for Comprehending and Fluency
-Reading Wonders assessment
-Genre quiz/test
-Teacher observation during
science/social studies class
-Student-created diagram, chart,
illustration, or map
-Reading Wonders assessment
Reading Workshop
RL.1
RL.2
(5.3.4)
(5.3.8)
5.3.2
basic technical manual.
Quote accurately from a text when
explaining what the text says explicitly
and when drawing inferences from the
text.
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.
Evidence to support an implied
theme
Identify the main problem or conflict of
the plot and explain how it is resolved.
Identify the protagonist.
G5 - Bundle 6
-Teaching for Comprehending and Fluency pp.55-56
-Teacher observation in whole
group/guided reading
- Strategies That Work pp.142-144
-Teaching for Comprehending and Fluency p.358
-Reader’s Notebook
-Teacher observation in guided
reading
-Teacher observation during
interactive read-aloud
Reading Wonders – Unit 4
-(WK 5) pp. T258-T281, R/W Workshop How Do I Hold the Summer and
Catching a Fly pp. 294-297
-(WK 5) pp. T281A-T281F, Anthology Words Free as Confetti and
Dreams pp. 340-343
-Guiding Readers and Writers p.135
-City of Snow: The Great Blizzard of 1888 by Linda Oatman High
-Mufaro’s Beautiful Daughters by John Steptoe
-Cowboy Camp by Tammy Sauer
-Raymond and Nelda by Barbara Bottner
-My Great-Aunt Arizona by Gloria Houston
-Graphic Organizer
Correlating CC/Learning Targets
RI.4
RI.5
RI.10
5.25
RL.3
RL.6
RL.9 a-c
RL.10
RF.3 a
RF.4 a-c
Teacher Notes
-Strategies that Work Chapter 15: “The Genre of Test Reading”
-Book Talk
-Teacher observation/anecdotal
records during literature circle
-Reader’s Notebook
-Quiz
-Reading Wonders assessment
-Interactive Read-aloud whole
group discussion
-Story Map
Writing Workshop
CC/Learning Targets
W.9
W.1
(5.5.2)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. 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]").
Write opinion pieces on topics or texts,
supporting a point of view with reasons
and information.
G5 - Bundle 6
Resource of Ideas
-Reader’s Notebook
-Teacher anecdotal notes from
guided reading
-Guiding Readers and Writers pp. 169-185
-Strategies That Work pp. 185-188
-Teaching for Comprehending and Fluency pp. 372, 452-456
-Lucy Calkins edoc pp.77-96
-Writer’s Notebook
-Persuasive paper
a. 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.
-Common persuasive advertising techniques
-TV commercial viewing guide
-Persuasive technique power point
b. Provide logically ordered reasons that
are supported by facts and details.
-Write Source pp. 205-230
c. Link opinion and reasons using words,
phrases, and clauses (e.g.,
consequently, specifically).
d. Provide a concluding statement or
section related to the opinion presented
Evidence of Learning
-Teaching for Comprehending and Fluency pp.445-460
Reading Wonders - Unit 3
-(WK 3)(Ideas: Relevant Evidence) pp. T158-T161, R/W Workshop pp.
202-203
-(Book Review) pp. T344-T349
-(WK 5)(Sentence Fluency) pp. T286-T289, R/W Workshop pp. 230-231
-(Opinion Essay) pp. T 350-T353
Reading Wonders – Unit 4
-(WK 4) (Word Choice: Transitions) pp. T222-T225, R/W Workshop pp.
288-289
Writing Workshop
G5 - Bundle 6
Reading Wonders – Unit 5
- (WK 5) (Organization: Strong Conclusions) pp. T286-T287, R/W
Workshop pp. 374-375
Reading Wonders – Unit 6
-(WK 2)(Word Choice: Time-Order Words) pp. T94-T97, R/W Workshop
pp. 404-405
-(Book Review) pp. T344-T349
-(WK 4)(Ideas: Focus on a Topic) pp. T222-T225, R/W Workshop pp.
432-433
-(Opinion Letter) pp. T 350-T355
5.5.4
Write persuasive letters or compositions
that:
• state a clear position in support of a
proposal
• support a position with relevant
evidence and effective emotional
appeals
• follow a simple organizational pattern,
with the most appealing statements first
and the least powerful ones last
• address reader concerns
-Write Source pp. 199-236
-Persuasive Writing Checklist and
Rubric (each writing genre
available)
-Persuasive writing graphic
organizer
-Claim/Idea list
-Teacher anecdotal records from
conferencing with group
-Earrings by Judith Viorst
-Dear Mrs. LaRue by Mark Teague
-I Wanna Iguana by Karen Kaufman Orflof
-The Salamander Room by Anne Mazer
-Graphic Organizer
-Read,Write,Think
-Introductory lesson
-see Reading Wonders resources in W.1
Correlating CC/Learning Targets
W.4
W.5
W.6
W.7
W.10
5.4.7
5.5.5
5.5.7
Teacher Notes
-Units of Study for Teaching Writing for Grades 3 and Up by Lucy Calkins – Book 5: Literary Essays: Writing
About Reading
Language and Word Study
CC/Learning Targets
L.2
(5.6.5)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
d. Use underlining, quotation marks, or
italics to indicate titles of works.
G5 - Bundle 6
Resource of Ideas
-Punctuating Titles
-Punctuation Rules
-Write Source p. 429, pp. 500-501
-Write Source pp. 494-495
Reading Wonders – Unit 3
-(WK 4)(punctuating titles) pp. T226-T227, Grammar Practice pp. 66-70
+Use a colon to separate hours and
minutes and to introduce a list.
+Use semi-colons and commas for
transitions.
L.4
(5.1.4)
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.
b. Use common, grade-appropriate
Greek and Latin affixes and roots as
clues to the meaning of a word (e.g.,
photograph, photosynthesis).
Deduce the meaning of more
complex words using knowledge of
Greek and Latin roots
-Guided Readers and Writers p. 386 (cloze)
-Guiding Readers and Writers
Weekly Buddy Study Activities
pp. 32-35
-Strategies that Work pp.139-140
-The Comprehension Toolkit Lessons 10-12
-Baloney by John Scieszka
-Taxi: A Book of City Words by Betsy Maestro
-Multiple Context Clues Websites
-Greek Roots Games
-embedded through vocabulary strategies within Reading Wonders
-Write Source p.469
Evidence of Learning
-Quiz
-Reader’s Notebook letters
-Students’ writing
-Students work in groups of 3.
One student says a complete
sentence, a second student says,
“semi-colon-however-comma” and
the third student ends with another
complete sentence.
-Quiz
-Evidence in Writer’s Notebook
and Reader’s Notebook
-Buddy Study Spelling
-Teacher observation in guided
reading/social studies/science
Language and Word Study
Identify and correctly use modifiers
(comparative/superlative and proper
adjectives, and adverbs) and pronouns
(singular/plural and subject/object).
5.6.4
G5 - Bundle 6
-The Boy Who Cried Fabulous by Leslea Newman
-Suddenly Alligators by Rick Watton
-200 Breathtaking Adjectives
-Write Source pp. 412-415
Reading Wonders – Unit 5
-(WK 3)(Adjectives) pp. T162-T163, Grammar Practice pp. 111-115
-(WK 4)(Adjectives) pp. T226-T227, Grammar Practice pp. 116-120
-(WK 5)(Good and Bad) pp. T290-T291, Grammar Practice pp.121-125
Reading Wonders – Unit 6
-(WK 1)(Adverbs) pp. T34-T35, Grammar Practice pp. 126-130
-(WK 2)(Adverbs) pp. T98-99, Grammar Practice pp. 131-135
-(WK 3)(Negatives) pp. 162-163, Grammar Practice pp. 136-140
Correlating CC/Learning Targets
l.1 a-e
L.2 a-c, e
L.3 a,b
L.4 a c
L.5 b,c
(5.6.6)
5.1.1
SL.1 a-d
SL.2
SL.5
SL.6
Teacher Notes
-Make flip books with word/s and
pictures (example: 3 index cards
stapled on side; first card has
adjective, second card has
comparative form, third card has
superlative form
-Quiz
-Evidence in Writer’s Notebook
and Reader’s Notebook