Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
ELAR Grade 05 Unit 03 Exemplar Lesson 01: A Time to Remember
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students use a variety of comprehension strategies to construct meaning from expository texts and understand the
organizational strategies used in expository text. Students follow the writing process to write an expository essay to
explain a family tradition. Students continue to read independently and respond to texts, and they participate in Word
Study activities focused on spelling words with Greek and Latin roots and affixes.
Grade 05 ELAR Unit 03 PI 01
After reading an expository text, determine the organizational pattern the author used to present their ideas. Create a graphic
organizer that represents the relationships among the ideas in the text and best reflects the organizational pattern.
Standard(s): 5.11A , 5.11C , 5.Fig19C , 5.Fig19E
ELPS ELPS.c.1H , ELPS.c.4E , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G
Grade 05 ELAR Unit 03 PI 03
Using the writing process and appropriate written conventions, compose a multi-paragraph essay about a memorable tradition in
your family. Choose an appropriate organizational structure and include an effective introduction, specific facts/details, a variety of
sentence structures, and a concluding paragraph.
Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E , 5.18A.i , 5.18A.ii , 5.18A.iii , 5.18A.iv
ELPS ELPS.c.1E , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
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page 1 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Grade 05 ELAR Unit 03 PI 06
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of literary and informational texts.
Provide evidence from the text to support ideas.
Standard(s): 5.9A , 5.18C , 5.Fig19A , 5.Fig19B , 5.Fig19C , 5.Fig19D , 5.Fig19E , 5.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Grade 05 ELAR Unit 03 PI 07
Record multiple entries in a Word Study Notebook demonstrating word knowledge.
Standard(s): 5.2A , 5.2B , 5.2C , 5.2D , 5.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F
, ELPS.c.5G
Key Understandings
Text structure helps the reader organize information and construct meaning.
Authors establish a purpose and plan for the development of a story.
Authors use conventions of written language to communicate clearly and effectively.
Readers use strategies to support understanding of text.
Readers use writing to communicate deeper understanding of texts.
Readers create connections to make text personally relevant and useful.
An extensive vocabulary enhances oral and written communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
5.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots
and affixes.
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page 2 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Readiness Standard
5.2C
Produce analogies with known antonyms and synonyms.
5.2D
Identify and explain the meaning of common idioms, adages, and other sayings.
5.2E
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,
pronunciations, alternate word choices, and parts of speech of words.
Readiness Standard
5.10
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make
inferences and draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to:
5.10A
Draw conclusions from the information presented by an author and evaluate how well the author's purpose was
achieved.
Supporting Standard
5.11
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide evidence from text to support
their understanding. Students are expected to:
5.11A
Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order.
Readiness Standard
5.11C
Analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order,
logical order, classification schemes) influences the relationships among the ideas.
Readiness Standard
5.11D
Use multiple text features and graphics to gain an overview of the contents of text and to locate information.
Readiness Standard
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page 3 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
5.11E
Synthesize and make logical connections between ideas within a text and across two or three texts representing
similar or different genres.
Readiness Standard
5.15
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
5.15B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events,
cause-effect, compare-contrast) and building on ideas to create a focused, organized, and
coherent piece of writing.
5.15C
Revise drafts to clarify meaning, enhance style, include simple and compound sentences,
and improve transitions by adding, deleting, combining, and rearranging sentences or larger
units of text after rethinking how well questions of purpose, audience, and genre have been
addressed.
5.15D
Edit drafts for grammar, mechanics, and spelling.
5.18
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
5.18A
Create multi-paragraph essays to convey information about the topic that:
5.18A.i
present effective introductions and concluding paragraphs.
5.18A.ii
guide and inform the reader's understanding of key ideas and evidence.
5.18A.iii
include specific facts, details, and examples in an appropriately organized structure
5.18A.iv
use a variety of sentence structures and transitions to link paragraphs.
5.18C
Write responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.
5.20
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
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English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
earlier standards with greater complexity. Students are expected to:
5.20A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
5.20A.vi
indefinite pronouns (e.g., all, both, nothing, anything).
5.20A.viii transitional words (e.g., also, therefore).
5.20C
Use complete simple and compound sentences with correct subject-verb agreement.
5.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
5.21B
Recognize and use punctuation marks including:
5.21B.i
commas in compound sentences
5.22
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
5.22B
Spell words with:
5.22B.i
Greek Roots (e.g., tele, photo, graph, meter).
5.22B.ii
Latin Roots (e.g., spec, scrib, rupt, port, ject, dict).
5.22D
Use spelling patterns and rules and print and electronic resources to determine and check
correct spellings.
5.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
5.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory
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English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
images, rereading a portion aloud, generating questions).
5.Fig19D Make inferences about text using textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and
provide textual evidence.
Readiness Standard
Ongoing TEKS
5.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
5.1A
Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing)
and comprehension.
5.9
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained
periods of time and produce evidence of their reading. Students are expected to:
5.9A
Read independently for a sustained period of time and summarize or paraphrase what the
reading was about, maintaining meaning and logical order (e.g., generate a reading log or
journal; participate in book talks).
5.15
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
5.15A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an
audience, determining appropriate topics through a range of strategies (e.g., discussion,
background reading, personal interests, interviews), and developing a thesis or controlling
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page 6 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
idea.
5.15E
Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
5.20
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
5.20A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
5.20A.i
verbs (irregular verbs and active voice).
5.20A.ii collective nouns (e.g., class, public).
5.20A.iv adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot).
5.20A.v prepositions and prepositional phrases to convey location, time, direction, or to provide details.
5.20B
Use the complete subject and the complete predicate in a sentence.
5.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly
and use appropriate capitalization and punctuation conventions in their compositions. Students
are expected to:
5.21A
Use capitalization for:
5.21A.i
abbreviations.
5.21A.ii initials and acronyms
5.21B
Recognize and use punctuation marks including:
5.21B.ii proper punctuation and spacing for quotations
5.22
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
5.22A
Spell words with more advanced orthographic patterns and rules:
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page 7 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
5.22A.i
consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician).
5.22A.ii vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in
legality, legal)
5.22A.iii silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation).
5.22C
Differentiate between commonly confused terms (e.g., its, it's; affect, effect).
5.22E
Know how to use the spell-check function in word processing while understanding its
limitations.
5.27
Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others
in formal and informal settings. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
5.27A
Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions
to clarify the speaker's purpose or perspective.
5.27B
Follow, restate, and give oral instructions that include multiple action steps.
5.27C
Determine both main and supporting ideas in the speaker's message.
5.28
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions
of language. Students will continue to apply earlier standards with greater complexity. Students
are expected to:
5.28A
Give organized presentations employing eye contact, speaking rate, volume, enunciation,
natural gestures, and conventions of language to communicate ideas effectively.
5.29
Listening and Speaking/Teamwork. Students work productively with others in teams. Students will
continue to apply earlier standards with greater complexity. Students are expected to:
5.29A
Participate in student-led discussions by eliciting and considering suggestions from other
group members and by identifying points of agreement and disagreement.
Materials
Word Study Notebook (1 per student)
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page 8 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Dictionary (class set)
Thesaurus (class set)
Note card (5 per student)
Highlighter (1 per student)
Highlighter (2 colors, 1 of each per student)
Dry erase board and marker (1 set per 2 students)
Scissors (class set)
Colored pen or pencil (1 per student)
Publishing paper (1-5 sheets per student)
Chart paper
3 grade-appropriate examples of effective expository introductory paragraphs (class set of each)
3 grade-appropriate examples of effective concluding paragraphs in expository texts (class sets of each)
2 grade-appropriate short expository text (class set)
Grade-appropriate expository text with similar ideas as the Shared Reading text (class set)
2 grade-appropriate expository texts (1 copy of each text per group)
Grade-appropriate short expository text for modeling (1)
Grade-appropriate expository texts with text features removed (3-6 texts per group)
Grade-appropriate short expository text in a cause/effect organizational pattern for modeling (1)
Grade-appropriate short expository text in a sequential organizational pattern for modeling (1)
Grade-appropriate expository text in a cause/effect organizational pattern (1 per 3-4 students)
Grade-appropriate expository text in a sequential organizational pattern (1 per 3-4 students)
Grade-appropriate expository text in a compare/contrast organizational pattern for modeling (1)
Grade-appropriate expository text in a classification (description) organizational pattern for modeling (1 per
class)
Grade-appropriate expository text in a compare/contrast organizational pattern (1 per 3-4 students)
Grade-appropriate expository text in a classification (description organizational pattern (1 per 3-4 students)
Grade-appropriate expository text (1 per student)
Collection of grade-appropriate expository texts for student selection
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page 9 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Greek Roots-Sort 1 (1 per 2 students)
Handout: Greek Roots-Sort 2 (1 per 2 students)
Handout: Greek Roots-Sort 3 (1 per 2 students)
Handout: Greek Roots-Sort 4 (1 per 2 students)
Handout: Latin Roots-Sort 1 (1 per 2 students)
Handout: Latin Roots-Sort 2 (1 per 2 students)
Handout: Latin Roots-Sort 3 (1 per 2 students)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
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page 10 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
A Time to Remember
Lesson Preparation
Daily Lesson #: 1
WORD STUDY
TEKS
Ongoing
TEKS
5.2C,E
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances oral and written
communication.
- Why is it important that readers
and writers improve their
knowledge of words?
SHARED READING
TEKS
5.Fig19A,C,D
5.10A
Ongoing
TEKS
5.29A
• Text structure helps the reader
organize information and
construct meaning.
- What is the purpose of reading
organized text?
INDEPENDENT READING
TEKS
5.Fig19A,C,D
5.10A
5.18C
Ongoing
TEKS
WRITING
TEKS
5.1A
5.9A
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to help maintain understanding of
text?
Ongoing
TEKS
5.15A
5.29A
• Authors establish a purpose and
plan for the development of a
story.
- What do authors think about
before developing expository text?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
Vocabulary of Instruction
• Analogy
• Synonym
• Antonym
• Author’s purpose
• Author’s purpose
Materials
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Thesaurus (class set)
• Reader’s Notebook (1 per
student)
• Grade­appropriate short
expository text for modeling (class
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
expository texts for student
Last Updated 04/19/2013
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
page 11 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
SHARED READING
INDEPENDENT READING
• Chart paper (if applicable)
set)
• 2 grade­appropriate expository
texts (1 copy of each text per
group)
• Chart paper (if applicable)
selection
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
WRITING
Attachments and
Resources
Advance Preparation
2. Add additional examples of 2. Using a topic that relates
synonym and antonym
to social studies or
analogies to the Anchor
science, select various
Chart: Analogies from Unit
examples of expository
02B, Lesson 01, Daily
text. Try to find several
Lesson 6 Word Study.
texts related to a single
topic.
3. Select and review three
short expository texts that
demonstrate different
authors’ purposes.
1. Prepare to display visuals
as appropriate.
2. Prepare to display the
Anchor Chart: Reader
Response Questions from
Unit 02B Independent
Reading.
3. Prepare to display the
Anchor Chart: Expository
Texts from Shared
Reading.
4. Create a three-column
Anchor Chart: Expository
Texts. Label the columns:
Types, Characteristics,
and Author’s Purpose.
Background Information
Analogy - a vocabulary exercise
in which an association between
a concept and its attribute is
Purpose - the intended goal of a
piece of writing; the reason a
person writes
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Refer to Shared Reading
page 12 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Expository text consists of
magazine articles, internet sites,
textbooks, newspaper stories,
brochures, essays, timelines, etc.
Students require analytic reading
skills to deal with these types of
text. To achieve scholastic
success, students need to
understand how to acquire,
interpret, and apply information
from expository text. To this end,
they will comprehend author’s
purpose, analyze text structures,
make connections, and form
questions about texts they read.
In Unit 03 Daily Lessons,
students develop skills taught in
Shared Reading by reading
independently and practicing
comprehension skills. Students
choose how they would like to
respond to their selected text in
their Reader’s Notebook using
the questions generated on the
Anchor Chart: Reader Response
Questions. Teachers can use the
Mini Lesson to reteach any of the
comprehension skills. It is written
into the lesson as optional.
Students reflect on family
traditions to generate a bank of
ideas to use in writing an
expository essay about a
memorable family tradition. This
activity provides students with
material to use throughout Unit 03
Lesson 01.
present (e.g., hot:cold as
north:_____)
Teacher Notes
This Word Study Daily Lesson is a
review of the process started in
Unit 02, Daily Lesson 1 Word
Study. Students continue to
produce and analyze additional
analogies to add to their Word
Study Notebooks.
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page 13 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 1
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 10 min.
Content Objective: Students
produce analogies using
synonyms and antonyms.
Mini Lesson
1. Display the Anchor Chart: 1. Display some examples of
Analogies. Ask students to
expository text. Ask: What
turn to a partner and
kind of text are these?
discuss the new
How do you know?
analogies.
Discuss responses.
2. Discuss what students
noticed about the words
and the relationships
between words. Label the
synonym analogies with
an “S” and the antonym
analogies with an “A”.
3. Think Aloud about the
process for
producing/creating an
analogy with synonyms
and antonyms. Use a
dictionary or thesaurus as
a resource.
Suggested Duration: 25 min.
Content Objective: Students
identify the characteristics of
expository text and identify
author’s purpose for writing
expository text.
2. Display the Anchor Chart:
Expository Texts.
3. Brainstorm the types of
expository texts and list
their characteristics.
4. Ask: Why would an
author write expository
text? Discuss responses
and record responses on
the Anchor Chart:
Expository Texts.
5. Display and distribute the
selected short expository
text for modeling. Think
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INDEPENDENT READING
WRITING
Suggested Duration: 35 min.
Content Objective: Students
identify author’s purpose for
writing expository text.
Suggested Duration: 25 min.
Content Objective: Students
brainstorm writing topics for an
expository essay.
1. Display the Anchor Chart:
Reader Response
Questions and Anchor
Chart: Expository Texts.
1. Ask students to brainstorm
a list of traditions that
families celebrate. Write
student suggestions on
chart paper.
2. Using these Anchor
Charts, brainstorm
2. Categorize these
questions that address
traditions according to
author’s purpose, and add
holiday, season, or other
them to the Anchor Chart:
system.
Reader Response
3. Using the Teacher Writer’s
Questions.
Notebook, review these
3. Explain that students will
ideas and star, circle, or
choose which of these
highlight ideas that could
new questions on author’s
become an effective
purpose they would like to
expository essay.
answer as a response to
4. Model using these ideas
reading. Tell them their
to generate 2-3 more
response must reflect
ideas.
understanding and have
text evidence.
page 14 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Aloud and use the title
and cover to predict the
author’s purpose for
writing the text.
4. If applicable, model writing
a response to one of the
questions using a selected
text. (optional)
6. Read the selected short
expository text with the
class. Think Aloud about
the author’s purpose and
whether it’s stated or
implied.
7. Record these findings on
the Anchor Chart:
Expository Texts.
Learning Applications
1. Students create two new
1. Distribute the other two
analogies in their Word
expository texts to each
Study Notebooks, one
group.
synonym analogy and one
2. Working in groups,
antonym analogy.
students read the text,
2. Provide dictionaries and
identify the type of
thesauruses for student
expository text, and
reference if needed.
identify the author’s
purpose.
3. Tell students to save this
work for Daily Lesson 2
Shared Reading.
1. Students select their text
for Independent Reading.
2. Students choose a
question or questions
about the author’s
purpose from the Anchor
Chart: Reader Response
Questions.
1. Ask students to choose
one memorable tradition
practiced by their families.
2. Students Quick Write
about one tradition.
3. If time allows, repeat the
Quick Write with another
family tradition.
3. Students read and monitor
comprehension.
4. Students write a response
to reading using their
chosen question. Students
provide text evidence in
their response.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
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English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Closure
1. Students share analogies
in groups of 3-4 students.
1. Ask: How can knowing
the author’s purpose
help you to
comprehend the text?
Discuss responses.
Last Updated 04/19/2013
1. Students share their
responses with a partner.
1. Students share writing with
a partner.
page 16 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
A Time to Remember
Lesson Preparation
Daily Lesson #: 2
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
5.2D,E
5.Fig19A
5.10A
• An extensive vocabulary
enhances oral and written
communication.
• Text structure helps the reader
organize information and
construct meaning.
- How can recognizing idioms and
adages lead to a better
understanding of the English
language?
5.29A
- What is the purpose of reading
organized text?
INDEPENDENT READING
TEKS
5.Fig19A
5.10A
Ongoing
TEKS
5.1A
5.9A
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to help maintain understanding of
text?
WRITING
TEKS
5.18Aii, iii
Ongoing
TEKS
5.15A
5.27A,B,C
• Authors establish a purpose and
plan for the development of a
story.
- How do writers establish a focus
in an expository piece?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
Vocabulary of Instruction
• Idiom
• Literal meaning
• Figurative meaning
• Author’s purpose
• Author’s purpose
Materials
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Thesaurus (class set)
• Note card (1 per student)
• Reader’s Notebook (1 per
student)
• Grade­appropriate short
expository text for modeling (1)
• 2 grade­appropriate expository
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
expository texts for student
selection
Last Updated 04/19/2013
• Writer’s Notebook (1 per
student)
• Teacher’s Writer’s Notebook (1)
• Chart paper (if applicable)
page 17 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 2
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
• Chart paper (if applicable)
texts from Daily Lesson 1 (1 copy
of each text per group)
• Chart paper (if applicable)
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display the
Anchor Chart: Reader
Response Questions.
2. In the Teacher Writer’s
Notebook, choose the
idea that will be developed
into an expository essay
about a memorable family
tradition.
Attachments and
Resources
Advance Preparation
2. Add additional examples of
idioms to the Anchor
Chart: Idioms from Unit
02B, Lesson 01, Daily
Lesson 3 Word Study.
3. Prepare to display the
Anchor Chart: Expository
Texts from Daily Lesson 1
Shared Reading.
3. Write a different idiom on
each note card.
Background Information
Idiom - an expression that has a
different meaning from the literal
meaning of its individual words
(e.g., have the upper hand or
under the weather). Idioms are
particular to a given language
and usually cannot be translated
literally.
Refer to Daily Lesson 1 Shared
Reading
Refer to Daily Lesson 1 Shared
Reading
Teacher Notes
This Word Study lesson is a
review of the process started in
Unit 02B, Lesson 01, Daily
Lesson 3 Word Study. Students
continue to analyze idioms to add
to their Word Study Notebooks.
Refer to Daily Lesson 1 Shared
Reading
Refer to Daily Lesson 1
Independent Reading
Last Updated 04/19/2013
The focus of this Daily Lesson is
developing a thesis statement
and generating questions for
research to support this thesis
statement.
Developing a thesis statement
page 18 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 2
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
was introduced in Unit 02. This is
a review of that concept. Students
need to consider the “point” of
their essay before writing. Monitor
students carefully and provide the
necessary support.
Last Updated 04/19/2013
page 19 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 2
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
identify and explain common
idioms to understand the use of
these phrases.
Mini Lesson
1. Display the Anchor Chart: 1. Provide students with the 1. Review the Anchor Chart: 1. Display the Teacher
Idioms. Choose students
following steps for
Reader Response
Writer’s Notebook. Review
to read the examples and
evaluating the author’s
Questions and the Anchor
the possible ideas for
define the term idiom. Use
purpose:
Chart: Expository Texts.
writing an expository
a dictionary or thesaurus
essay about a family
2. Using these Anchor
Identify the author’s
as a resource.
tradition.
Charts, review the
purpose
2. Discuss the terms literal
questions that address
2. Think Aloud about how to
Locate key points,
and figurative meaning.
author’s purpose, and add
choose an idea that lends
visuals and details
Using each example from
them to the chart.
itself to an effective
Determine if the
the chart, compare the
expository essay that has
information supports
3. Review the steps for
literal meaning to the
a thesis or controlling
the author’s purpose
evaluating author
figurative meaning.
idea.
Evaluate the
purpose. Add additional
effectiveness of the
questions to chart if
3. Explain the family tradition
information in
applicable. Possible
to the students. Ask: What
supporting the author’s
question: How well did the
is the point of my
purpose
author achieve his/her
family’s tradition? What
purpose?
would be the purpose
Suggested Duration: 25 min.
Content Objective: Students
evaluate how well the author’s
purpose was achieved.
Last Updated 04/19/2013
Suggested Duration: 20-25 min.
Content Objective: Students
evaluate how well the author’s
purpose was achieved.
Suggested Duration: 30-35 min.
Content Objective: Students plan a
first draft by choosing a topic and
developing a thesis or controlling
idea.
page 20 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
2. Using a short expository
text and the steps for
evaluating author’s
purpose, Think Aloud
about how well the
author’s purpose was
achieved.
Learning Applications
1. Distribute a note card with
an idiom to each student.
2. Students add the idiom to
their Word Study
Notebooks and illustrate
the literal and figurative
meaning of the idiom.
3. Provide dictionaries and
thesauruses for student
reference if needed.
for writing this essay?
4. Explain that students will
Either Think Aloud the
evaluate how well the
answers to the questions
author achieved his/her
or discuss possible
purpose. Tell students
responses with students.
their response must reflect
understanding and have
4. Model writing a thesis
text evidence.
statement that
encompasses the point of
5. If applicable, model writing
the essay. Explain that
a response about how well
everything that is written
the author achieved
will support the thesis
his/her purpose using a
statement.
selected text. (optional)
5. Think Aloud about facts,
details, and examples that
will support the thesis
statement. Record them in
the Teacher Writer’s
Notebook.
1. Working with the same
1. Students select their text
1. Students review the
groups from Daily Lesson
for Independent Reading.
possible ideas for their
1 Shared Reading,
family tradition and
2. Students read and monitor
students use the
choose one that has a
comprehension.
expository texts from Daily
point.
Lesson 1 Shared Reading 3. Students write a response
2. Students write a thesis
to evaluate how well the
about how well the author
statement that will be the
author’s purpose was
achieved his/her purpose.
focus of their expository
achieved. Students refer
Students provide text
essay.
to the steps for evaluating
evidence in their
author’s purpose.
response.
3. In their Writer’s
Last Updated 04/19/2013
page 21 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
4. If students finish they may
switch note cards and
illustrate a second idiom.
Notebooks, students
record facts, details, and
examples that will support
their thesis statement.
2. Remind students to use
evidence from the text to
support answers.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share their idiom
and illustrations with the
class including the literal
and figurative meanings.
1. Each group shares their
findings with the class.
1. Students share their
responses with a partner.
1. With a different partner,
students share their thesis
statement and a couple of
facts and details.
2. If necessary, students
prepare to get more
information from family
members as homework.
3. Collect Writer’s Notebooks
to look at students’ topics
of choice and thesis
statements. Decide who
may need more support.
Last Updated 04/19/2013
page 22 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
A Time to Remember
Lesson Preparation
Daily Lesson #: 3
WORD STUDY
TEKS
Ongoing
TEKS
5.2D
Key Understandings and
Guiding Questions
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
5.Fig19C,D
5.11D
5.Fig19C,D
5.11D
5.18C
5.1A
5.9A
• An extensive vocabulary
enhances oral and written
communication.
• Text structure helps the reader
organize information and
construct meaning.
• Readers use strategies to
support understanding of text.
- How can recognizing idioms and
adages lead to a better
understanding of the English
language?
- How do text features and
graphics add to the meaning of
the text?
- What strategies do readers use
to help maintain understanding of
text?
WRITING
TEKS
5.15B
5.18Ai
• Authors use the conventions of
written language to communicate
clearly and effectively.
- How do authors use language to
communicate their message?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Text structure helps the reader
organize information and
construct meaning.
- How do text features and
graphics add to the meaning of
the text?
Last Updated 04/19/2013
Ongoing
TEKS
page 23 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Vocabulary of Instruction
• Adage
• Literal meaning
• Figurative meaning
• Text feature
• Graphic
Materials
• Word Study Notebook (1 per
student)
• Note card (1 per 2 students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade­appropriate expository
texts with text features removed (36 texts per group)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
expository texts for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• 3 examples of effective
expository introductory
paragraphs (class set of each)
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Add additional examples of 2. Locate several expository
adages to the Anchor
texts and remove the text
Chart: Adages from Unit
features. Each group will
02B, Lesson 01, Daily
need 3-6 texts to work
Lesson 4 Word Study.
with. Make copies of the
text features that have
3. Write a different adage on
been removed.
each note card.
2. Prepare to display the
Anchor Chart: Reader
Response Questions.
Prepare to add questions
related to the use of text
features in expository
texts.
2. Duplicate examples of
effective expository
introductory paragraphs.
These can be taken from
some of the expository
texts used in Shared
Reading.
• Hook
Attachments and
Resources
Advance Preparation
Background Information
Adage - a short but memorable
saying that holds some important
fact considered true by many
people (e.g., Don’t judge a book by
its cover.)
Possible examples:
Text features include: titles/topics,
captions, subtitles, key words,
bold print, italics, table of contents,
glossary, index, heading,
illustrations/photos, topic
sentences, concluding sentences,
Last Updated 04/19/2013
page 24 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
An apple a day keeps
the doctor away.
The grass is always
greener on the other
side.
The best things in life
are free.
Look before you leap.
SHARED READING
INDEPENDENT READING
WRITING
guide words, diagrams, charts,
maps, graphs, tables, and
timelines.
Teacher Notes
Last Updated 04/19/2013
page 25 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 3
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 30 min.
Content Objective: Students use
text features to locate information.
Suggested Duration: 30 min.
Content Objective: Students write
effective introduction paragraphs.
Duration and Objective
Suggested Duration: 10-15 min.
Content Objective: Students
identify and explain popular
adages to understand the use of
these phrases.
Suggested Duration: 25 min.
Content Objective: Students use
text features to locate information.
Mini Lesson
1. Display the Anchor Chart:
Adages. Ask: What is an
adage?
1. Ask: How can authors
1. Display the Anchor Chart: 1. Share the examples of
organize large amounts
Reader Response
effective introductions.
of information for
Questions.
2. Ask: What makes a
readers? Why do
2. Add a question or
good introduction?
authors include text
questions to the chart
Discuss responses and
features in expository
related to text features.
record ideas.
text? Discuss responses.
3. Explain that students will
3. In the Teacher Writer’s
2. Brainstorm types of text
answer the question(s)
Notebook, model writing
features found in
related to text features.
an introductory paragraph
expository text. Record on
Tell them their response
that includes the thesis
a chart.
must reflect understanding
statement developed in
3. Display several texts that
and have text evidence.
Daily Lesson 2 Writing.
contain diagrams, charts,
4. If applicable, model writing
maps, graphs, tables and
a response to the
timelines. Discuss each
question about text
example.
features using one of the
4. Add these types of text
expository texts from the
features to list.
collection or a text from
Shared Reading.
5. Ask: When and how
(optional)
should readers use
these text features?
Discuss responses.
2. Read the first new
example and ask: What
do you think this adage
means? Why? In what
situation would the
adage apply? Discuss
responses. Continue with
the other examples.
Last Updated 04/19/2013
page 26 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Learning Applications
1. Distribute a note card with
an adage to each pair of
students.
2. With a partner, students
read the adage and
illustrate the literal and
figurative meaning of the
adage in their Writer’s
Notebook.
3. In their Writer’s Notebook,
students write a situation
in which the adage would
apply.
1. In their Writer’s
Notebooks, students write
introductions for their
2. Students read and monitor
expository essay on a
2. Ask students to speculate
comprehension.
family tradition.
about the types of text
3. Students write a response
features that would best fit
to the question(s) about
with the text.
text features. Students
3. Distribute text features to
provide text evidence in
each group. Students
their response.
work in groups to match
the text features with the
appropriate text.
1. Distribute 3-6 expository
texts with text features
removed to each group.
1. Students select their text
for Independent Reading.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share their
adage with the class
including the literal and
figurative meanings.
1. Review the brainstormed
list of text features.
2. Ask students to share and
explain their findings.
2. Ask: What is the
difference between
idioms and adages?
How are they alike?
Discuss responses.
Record responses on a
chart using a Venn
diagram (optional).
Last Updated 04/19/2013
1. Students share their
responses with a partner.
1. Students share
introductions with a
partner. Each partner
provides one positive
comment and one
constructive comment.
page 27 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
A Time to Remember
Lesson Preparation
Daily Lesson #: 4
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
5.2A,E
5.22Bi
5.Fig19E
5.11A
5.Fig19E
5.11A
5.18C
• An extensive vocabulary
enhances oral and written
communication.
- Why is it important that readers
and writers build their knowledge
of words?
• Text structure helps the reader
organize information and
construct meaning.
• Readers use strategies to
support understanding of text.
- How does summarization help
readers understand expository
text?
5.1A
5.9A
- What strategies do readers use
to help maintain understanding of
text?
WRITING
TEKS
5.18Aiii
5.15A
• Authors use the conventions of
written language to communicate
clearly and effectively.
- How do authors use language to
communicate their message?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Text structure helps the reader
organize information and
construct meaning.
- How does summarization help
readers understand expository
text?
Last Updated 04/19/2013
Ongoing
TEKS
page 28 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Vocabulary of Instruction
• Prefix
• Suffix
• Root
• Summarize
• Main idea
Materials
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Highlighter (1 per student)
• Dry erase board and marker (1
set per 2 students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Teacher Reader’s Notebook (1)
• Highlighter (1 per student)
• Scissors (class set)
• Grade­appropriate previously
read short expository text (1)
• Grade­appropriate previously
read short expository text (1 copy
per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
expository texts for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and
Resources
• Handout: Greek Roots-Sort 1 (1
per student)
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
Greek Roots-Sort 1 (1
per student).
2. In the Teacher Reader’s
2. Prepare to display the
Notebook, create a
Anchor Chart: Reader
sample summary
Response Questions.
organizer by folding a right
sided page in half
vertically toward the
binding. Divide the page in
fourths. Cut page half way
across and fold to create
flaps. Label the outside of
these flaps: Main Idea,
Last Updated 04/19/2013
2. In the Teacher Writer’s
Notebook, organize the
details of the family
tradition on a graphic
organizer (e.g. timeline).
page 29 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Detail 1, Detail 2, and
Detail 3.
Background Information
Teacher Notes
Summarize - to reduce large
sections of text to their essential
points and main idea. Note: It is
still important to attribute
summarized ideas to the original
source.
This Daily Lesson introduces the
Greek root tele.
Last Updated 04/19/2013
page 30 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 4
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students spell
words with Greek roots and
determine the meaning of words
with these Greek roots.
Suggested Duration: 25 min.
Content Objective: Students
summarize the main idea and
supporting details in a text.
Suggested Duration: 30 min.
Content Objective: Students
summarize the main idea and
supporting details in a text.
Suggested Duration: 30 min.
Content Objective: Students plan a
first draft by organizing ideas.
Mini Lesson
1. Divide students into pairs.
1. Demonstrate creating the
summarization organizer
using the Teacher
Reader’s Notebook as an
example. (Refer to
Advanced Preparation)
1. Display the Anchor Chart:
Reader Response
Questions. Add a
question(s) about
summarizing the main
idea(s) in expository text.
1. Using the Teacher Writer’s
Notebook, review the
expository essay being
developed. Read the
thesis statement and the
introduction paragraph.
2. Distribute the Handout:
Greek Roots-Sort 1.
3. Students scan the words
to find the common root
and highlight the root tele.
2. Display a previously read 2. Explain that students will
2. Ask: What type of
expository
text.
answer
the
question
organizational structure
4. Explain the meaning of the
related to summarizing the
fits this type of essay?
root tele.
3. Review the text to highlight
main idea in text. Tell them
Discuss responses.
important information.
5. Ask a student to read
their response must reflect
Reread as necessary to
3. Explain that the plan for
aloud one of the words on
understanding and have
clarify or answer
writing should mirror the
the Handout: Greek
text evidence.
questions.
organizational structure of
Roots-Sort 1. Think
3.
If
applicable,
model
writing
the essay.
Aloud about how to break
4. Think Aloud about the
a response to the
the word into syllables,
main idea of the text, and
4. Display an appropriate
question about
spell the word correctly,
write this on the
graphic organizer to plan
summarizing the main idea
and determine the
summarization organizer.
the expository essay in the
in text. Use one of the
meaning of the word. Use
Teacher Writer’s
expository texts from the
a dictionary as a resource, 5. Model writing supporting
Notebook. Ask students to
collection or a text from
if necessary. Write the
details on the graphic
brainstorm other graphic
Shared Reading.
word on the Word Wall.
organizer.
organizers that would be
(optional)
helpful.
6. Review the meaning of the 6. Demonstrate how to write
Last Updated 04/19/2013
page 31 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
root.
Learning Applications
a complete summary using
the information on the
graphic organizer.
1. Working in pairs, students 1. Distribute a previously
take turns calling out the
read expository text to
words to their partner. The
each student.
partner breaks the word
2. With a partner, students
into syllables and spells it
determine the main idea
on the dry erase board.
and use the
2. Students discuss the
summarization graphic
meaning of the word,
organizer to record
based on its Greek root.
important ideas and facts
Use a dictionary as a
from the text.
resource to confirm
3. Students use the
meaning, if necessary.
information on the
summarization organizer
to write a summary of the
expository text.
5. Think Aloud about each
fact and detail on the
graphic organizer and ask:
Does this idea support
the thesis statement?
Think Aloud about the
answers or allow student
responses.
1. Students select their text
for Independent Reading.
2. Students read and monitor
comprehension.
1. Students plan their
expository essay using a
graphic organizer.
3. Students write a response
to the question about
summarizing main ideas in
expository texts. Students
provide text evidence in
their response.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: How does breaking 1. Ask: How does main
1. Students share their
words into syllables
idea and summarizing
responses with a partner.
help with spelling? How
help you understand
does knowing the
expository text? Discuss
meaning of the root
responses.
Last Updated 04/19/2013
1. With a partner, students
go through each idea and
make sure each one
supports the thesis.
page 32 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
help us determine word
meaning? Discuss
responses.
Last Updated 04/19/2013
page 33 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
A Time to Remember
Lesson Preparation
Daily Lesson #: 5
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
5.2A,E
5.22Bi
5.Fig19E
5.11C
5.18C
5.Fig19C
5.11C
5.18C
5.1A
5.9A
• An extensive vocabulary
enhances oral and written
communication.
• Text structure helps the reader
organize information and
construct meaning.
• Readers use strategies to
support understanding of text.
- Why is it important that readers
and writers build their knowledge
of words?
­ How do readers use a text’s
organization to understand
information?
- What strategies do readers use
to help maintain understanding of
text?
WRITING
TEKS
5.15B
5.18Aii,Aiii,Aiv
5.20Avi,Aviii
5.15A
• Authors use the conventions of
written language to communicate
clearly and effectively.
- How do authors use language to
communicate their message?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Text structure helps the reader
organize information and
construct meaning.
­ How do readers use a text’s
organization to understand a
topic?
Last Updated 04/19/2013
Ongoing
TEKS
page 34 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Vocabulary of Instruction
• Prefix
• Suffix
• Root
• Organizational pattern
• Text structure
• Organizational pattern
• Text structure
• Transitional word
• Indefinite pronoun
Materials
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Highlighter (1 per student)
• Dry erase board and marker (1
set per 2 students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade­appropriate short
expository text in a cause/effect
organizational pattern for
modeling (1)
• Grade­appropriate short
expository text in a sequential
organizational pattern for
modeling (1)
• Grade­appropriate expository
texts in a cause/effect
organizational pattern (1 per 3-4
students)
• Grade­appropriate expository text
in a sequential organizational
pattern (1 per 3-4 students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
expository texts for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and
Resources
• Handout: Greek Roots-Sort 2 (1
per student)
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
Greek Roots-Sort 2 (1
per student).
2. Create an Anchor Chart:
Organizational Patterns in
Text. Write the following
organizational patterns on
2. Prepare to display the
2. In the Teacher Writer’s
Anchor Chart: Reader
Notebook, prepare to use
Response Questions.
the graphic organizer to
Prepare to add a question
write the body paragraphs
Last Updated 04/19/2013
page 35 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
SHARED READING
INDEPENDENT READING
the chart along with a
definition: cause/effect,
compare/contrast,
sequential order, logical
order, and classification
scheme. (Refer to
Background Information)
or questions referring to
the organizational
patterns of expository
texts.
WRITING
of the family tradition
essay.
3. Create an Anchor Chart:
Indefinite Pronouns. Write
a definition and provide
10 examples of indefinite
pronouns. Possible
indefinite pronouns could
include: all, another, any,
each, everybody, most,
much, none, one, other
several, some, something,
etc.
4. Prepare to display the
Anchor Chart: Transitional
Words from Unit 2B,
Lesson 01, Daily Lesson 6
Writing
Background Information
This Instructional Routine partially
assesses Performance Indicator
Expository text organizational
patterns include:
Last Updated 04/19/2013
Indefinite pronoun - a pronoun
that does not refer to a specific
page 36 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
SHARED READING
07.
Cause and effect - a
conclusion about why
something happened;
cause is an event and
effect is the result of
the event (cue words
for cause and effect:
consequently,
therefore, as a result,
thereby, leads to,
reasons why, because,
since, so that, hence,
if/then, thus)
Compare-and-contrast
- similarities and
differences
Sequential order order in which events
occur
Logical order - how a
writer organizes text
when building an
argument. The writer
presents ideas or
information in a
sequence that
makes sense to him
or her and
addresses the
audience’s needs.
Last Updated 04/19/2013
INDEPENDENT READING
WRITING
person or thing (e.g., all, anything,
both, each, everyone, many,
nothing, several, some,
something)
Transitional words and phrases words or phrases that help to
sustain a thought or idea through
the writing. They link sentences
and paragraphs together
smoothly so that there are not
abrupt jumps or breaks between
ideas.
page 37 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Classification - events
or ideas grouped in
specific categories
(can also be called
description)
Teacher Notes
This lesson covers the Greek root
photo.
During the Mini Lesson, it will be
important for the teacher to model
for students how to break words
into syllables by using some type
of visual or kinesthetic movement
such as clapping the syllables or
tapping the syllables down your
arm.
The organizational patterns or text
structures referred to in this Daily
Lesson were learned in fourth
grade. Therefore, this should be
review for students. This can be a
difficult concept for students, so
monitor carefully, and provide the
appropriate scaffolding and
assistance as necessary. This
Daily Lesson focuses on the
organizational patterns of
cause/effect and sequence.
Logical order should be taught
with every text structure. Ask
students to consider why the
author organized the text the way
he/she did.
Last Updated 04/19/2013
page 38 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 5
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students spell
words with Greek roots and
determine the meaning of words
with these Greek roots.
Suggested Duration: 25 min.
Content Objective: Students
analyze how the organizational
pattern of a text influences the
relationships among ideas.
Suggested Duration: 30 min.
Content Objective: Students
analyze how the organizational
pattern of a text influences the
relationships among ideas.
Suggested Duration: 25 min.
Content Objective: Students
develop expository essays that are
focused, organized, and coherent.
Mini Lesson
1. Divide students into pairs.
1. Ask: Think about a time
that you needed to find
some information. How
was the information
organized? Discuss and
record responses.
1. Display the Anchor Chart:
Reader Response
Questions. Review the
question(s) about
organizational patterns of
expository texts on the
chart.
1. Display the Anchor Chart:
Indefinite Pronouns.
Introduce the definitions
and discuss examples.
Use 2-3 of the examples in
a sentence.
2. Distribute the Handout:
Greek Roots-Sort 2.
3. Students scan the words
to find the common root
and highlight the root
photo.
4. Discuss the meaning of
the root photo.
2. In what other ways can
an expository text be
organized? List student
suggestions and add
types of text structure as
necessary.
5. Ask a student to read
aloud one of the words on
3. Display the Anchor Chart:
the Handout: Greek
Organizational Patterns in
Roots-Sort 2. Think
Text. Review each of the
Aloud about how to break
organizational patterns.
the word into syllables,
spell the word correctly,
4. Ask: What clues can be
and determine the
used to determine the
meaning of the word. Use
organizational pattern?
a dictionary as a resource,
Discuss responses.
if necessary. Write the
word on the Word Wall.
5. Think Aloud and
demonstrate finding the
Last Updated 04/19/2013
2. Explain that students will
answer the question(s)
related to organizational
patterns of expository
texts. Tell them their
response must reflect
understanding and have
text evidence.
2. Display the graphic
organizer with the ideas
for the family tradition in
the Teacher Writer’s
Notebook.
3. Display the thesis
statement for the
expository essay in the
Teacher Writer’s
3. If applicable, model writing
Notebook.
a response to the
4. Display the Anchor Chart:
question(s) related to
Transitional Words from
organizational patterns of
Unit 02B, Lesson 01, Daily
expository texts using one
Lesson 6 Writing. Review
of the texts from the
why authors use
collection. (optional)
transitional words.
page 39 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
organizational patterns
(text structure) of cause
and effect and sequential
order using the selected
short expository texts for
modeling.
5. Model writing 1-2 body
paragraphs for the
expository essay about
the family tradition. Think
Aloud about including
facts, details, and
examples that support the
thesis statement.
6. Model using varying
sentence structures with
transitional words.
Learning Applications
1. Working in pairs, students 1. Distribute the other two
take turns calling out the
selected expository texts.
words to their partner. The
2. Using the Anchor Chart:
partner breaks the word
Organizational Patterns in
into syllables and spells it
Text, students work
on the dry erase board.
together in small groups
2. Students discuss the
or pairs to classify two
meaning of the word,
short expository texts
based on its Greek root.
according to the
Use a dictionary as a
organizational patterns
resource to confirm
(text structures) of cause
meaning, if necessary.
and effect and sequential
order.
1. Students select their text
for Independent Reading.
1. Students use the graphic
organizer from Daily
Lesson 4 Writing to draft
2. Students read and monitor
1-2 body paragraphs of
comprehension.
the expository essay
about a family tradition.
3. Students write a response
to the question about
2. Students include facts,
organizational patterns in
details, and examples that
expository text. Students
support the thesis
provide text evidence in
statement. Students also
their response.
attempt to use varying
sentence structures and
transitional words.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students brainstorm other
words that use this root
and discuss the words’
meaning.
1. Ask: Which expository
text is organized
sequentially? How do
you know? Why did the
Last Updated 04/19/2013
1. Students share their
responses with a partner.
1. Choose a couple of
students to share their
thesis statement and the
beginning of the essay.
page 40 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
2. Collect Word Study
Notebooks to assess
students’ entries.
author choose that
organization? Discuss
responses.
2. Ask: Which expository
text has a cause/effect
organizational pattern?
How do you know? Why
did the author choose
that organization?
Discuss responses.
Last Updated 04/19/2013
2. Ask: Does the draft
support the thesis
statement so far?
Discuss responses.
page 41 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
A Time to Remember
Lesson Preparation
Daily Lesson #: 6
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
5.2A,E
5.22Bi
5.Fig19C
5.11C
5.Fig19C
5.11C
5.18C
5.1A
5.9A
• An extensive vocabulary
enhances oral and written
communication.
• Text structure helps the reader
organize information and
construct meaning.
• Readers use strategies to
support understanding of text.
- Why is it important that readers
and writers build their knowledge
of words?
­ How do readers use a text’s
organization to understand
information?
- What strategies do readers use
to help maintain understanding of
text?
WRITING
TEKS
5.15B
5.18Aii,Aiii,Aiv
5.20Aviii
• Authors use the conventions of
written language to communicate
clearly and effectively.
- How do authors use language to
communicate their message?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Text structure helps the reader
organize information and
construct meaning.
­ How do readers use a text’s
organization to understand
information?
Last Updated 04/19/2013
Ongoing
TEKS
page 42 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 6
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Vocabulary of Instruction
• Prefix
• Suffix
• Root
• Organizational pattern
• Text structure
• Graphic organizer
• Organizational pattern
• Text structure
Materials
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Highlighter (1 per student)
• Dry erase board and marker (1
set per 2 students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade­appropriate short
expository text in a cause/effect
organizational pattern from Daily
Lesson 5 (1)
• Grade­appropriate short
expository text in a sequential
organizational pattern from Daily
Lesson 5 (1)
• Grade­appropriate expository text
in a cause/effect organizational
pattern from Daily Lesson 5 (1 per
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
expository texts for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
3-4 students)
• Grade­appropriate expository text
in a sequential organizational
pattern from Daily Lesson 5 (1 per
3-4 students)
• Chart paper (if applicable)
Attachments and
Resources
• Handout: Greek Roots-Sort 3 (1
per 2 students)
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
Greek Roots-Sort 3 (1
per 2 students).
2. Prepare to display the
Anchor Chart:
Organizational Patterns in
2. Prepare to display the
Anchor Chart: Reader
Response Questions.
2. In the Teacher Writer’s
Notebook, prepare to write
the middle of the family
Last Updated 04/19/2013
page 43 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 6
WORD STUDY
SHARED READING
INDEPENDENT READING
Text.
WRITING
traditions expository
essay.
3. Select and prepare to
display a variety of
graphic organizers that
represent cause/effect
and sequential
organizational patterns.
Background Information
Teacher Notes
This Daily Lesson reviews the
Greek root graph. This root was
first introduced in Unit 01 with a
focus on meaning, not spelling.
Refer to Daily Lesson 5 Shared
Reading
Last Updated 04/19/2013
Refer to Daily Lesson 1
Independent Reading
page 44 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 6
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students spell
words with Greek roots and
determine the meaning of words
with these Greek roots
Suggested Duration: 30 min.
Content Objective: Students
analyze how the organizational
pattern of a text influences the
relationships among ideas.
Suggested Duration: 25 min.
Content Objective: Students
analyze how the organizational
pattern of a text influences the
relationships among ideas.
Suggested Duration: 30 min.
Content Objective: Students
develop expository essays that are
focused, organized, and coherent.
Mini Lesson
1. Divide students into pairs.
1. Display the Anchor Chart:
Organizational Patterns in
Text from Daily 5 Shared
Reading. Review each of
the organizational
patterns.
1. Display the Anchor Chart:
Reader Response
Questions. Add a
question(s) about
organizational patterns of
expository texts to the
chart.
1. Display the graphic
organizer with the ideas
for the family tradition in
the Teacher Writer’s
Notebook.
2. Distribute the Handout:
Greek Roots-Sort 3.
3. Students scan the words
to find the common root
and highlight the root
graph.
2. Display the thesis
2. Ask: What clues can be
statement for the
used to determine the
2. Explain that students will
expository essay in the
organizational pattern
answer the question(s)
Teacher Writer’s
4. Discuss the meaning of
(text structure)? Discuss
related to organizational
Notebook.
the root work graph.
responses.
patterns of expository
3. Model writing 1-2 more
5. Ask a student to read
texts. Tell them their
body paragraphs for the
aloud one of the words on 3. Display the selected
response must reflect
graphic organizers that
expository essay about
the Handout: Handout:
understanding and have
could
be
used
for
the family tradition. Think
Greek Roots-Sort 3.
text evidence.
cause/effect and
Aloud about including
Think Aloud about how to
sequential
organizational
3.
If
applicable,
model
writing
facts, details, and
break the word into
patterns.
a response to the
explanations.
syllables, spell the word
Last Updated 04/19/2013
page 45 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
correctly and determine
the meaning of the word.
Use a dictionary as a
resource, if necessary.
Write the word on the
Word Wall.
4. Discuss which graphic
organizers would be
appropriate to show
cause/effect relationships
and which would be
appropriate to show
sequential relationships.
6. Review the meaning of the
Add the graphic
root.
organizers to the Anchor
Chart: Organizational
Patterns in Text.
question(s) related to
organizational patterns of
expository texts using one
of the texts from the
collection. (optional)
4. Model using transitions
between ideas to guide
readers’ understanding of
key ideas. Also, model the
use of transitional words
to connect ideas,
sentences, and
paragraphs.
5. Using the expository texts
from Daily Lesson 5,
model how to record 2-3
ideas on each type of
graphic organizer.
Learning Applications
1. Working in pairs, students 1. Students convene in their
take turns calling out the
same small groups as
words to their partner. The
Daily Lesson 5 Shared
partner breaks the word
Reading.
into syllables and spells it
2. Assign each group either
on the dry erase board.
the cause/effect
2. Students discuss the
expository text or the
meaning of the word,
sequential expository text.
based on its Greek root.
3. Each group selects an
Use a dictionary as a
appropriate graphic
resource to confirm
organizer for their
meaning, if necessary.
assigned text.
4. Students complete the
Last Updated 04/19/2013
1. Students select their text
for Independent Reading.
1. Students use the graphic
organizer to draft body
paragraph(s) of the family
2. Students read and monitor
tradition expository essay.
comprehension.
2. Students include specific
3. Students write a response
facts, details, and
to the question about
explanations. Tell students
organizational patterns in
to use transitional words
expository text. Students
to connect ideas,
provide text evidence in
sentences, and
their response.
paragraphs as well as to
guide readers’
understanding of key
ideas.
page 46 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
graphic organizer (either
in their Reader’s Notebook
or on a separate piece of
paper) using information
from the assigned
expository text.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students brainstorm other
words that use this root
and discuss the words’
meanings.
1. Students find a partner
who had the opposite text.
Students share the
information on their
graphic organizers.
Students discuss the
relationship among the
ideas in the texts.
1. Students share their
responses with a partner.
1. Students share their drafts
with a partner.
2. Ask: Do the facts,
details, and
explanations support
the thesis? Discuss
responses.
3. Ask: What transition
words help the reader
follow the key ideas
and evidence? Discuss
responses.
Last Updated 04/19/2013
page 47 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
A Time to Remember
Lesson Preparation
Daily Lesson #: 7
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
5.2A,E
5.22Bi
5.Fig19C
5.11C
5.Fig19C
5.11C
5.18C
• An extensive vocabulary
enhances oral and written
communication.
- Why is it important that readers
and writers build their knowledge
of words?
• Text structure helps the reader
organize information and
construct meaning.
• Readers use strategies to
support understanding of text.
­ How do readers use a text’s
organization to understand
information?
5.1A
5.9A
- What strategies do readers use
to help maintain understanding of
text?
WRITING
TEKS
5.15B
5.18Ai
• Authors use the conventions of
written language to communicate
clearly and effectively.
- How do authors use language to
communicate their message?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Text structure helps the reader
organize information and
construct meaning.
­ How do readers use a text’s
organization to understand
information?
Last Updated 04/19/2013
Ongoing
TEKS
page 48 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Vocabulary of Instruction
• Prefix
• Suffix
• Root
• Organizational pattern
• Text structure
• Organizational pattern
• Text structure
Materials
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Highlighter (2 colors, 1 of each per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade­appropriate expository text
in a compare/contrast
organizational pattern for
modeling (1)
• Grade­appropriate expository text
in a classification (description)
organizational pattern for
modeling (1 per class)
• Grade­appropriate expository text
in a compare/contrast
organizational pattern (1 per 3-4
students)
• Grade­appropriate expository text
in a classification (description
organizational pattern (1 per 3-4
students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
expository texts for student
selection
• Chart paper (if applicable)
• Writer’s Notebooks (1 per
student)
• Teacher Writer’s Notebook (1)
• 3 grade­appropriate examples of
effective concluding paragraphs in
expository texts (class sets of
each)
• Chart paper (if applicable)
Attachments and
Resources
• Handout: Greek Roots-Sort 4 (1
per 2 students)
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
Greek Roots-Sort 4 (1
per 2 students).
2. Prepare to display the
Anchor Chart:
Organizational Patterns in
2. Prepare to display the
Anchor Chart: Reader
Response Questions.
2. Prepare a class set of
examples of effective
concluding paragraphs in
Last Updated 04/19/2013
page 49 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
SHARED READING
INDEPENDENT READING
Text from Daily Lesson 6
Shared Reading.
WRITING
expository texts. These
can be taken from some
of the expository texts
used in Shared Reading.
Background Information
Teacher Notes
This Daily Lesson introduces the
Greek root meter. Students also
review tele, photo, and graph
during Learning Applications.
During the Mini Lesson, it will be
important for the teacher to model
for students how to break words
into syllables by using some type
of visual strategy such as color
coding or using slashes or
kinesthetic movement such as
clapping the syllables or tapping
the syllables down your arm.
Refer to Daily Lesson 1
Last Updated 04/19/2013
page 50 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
review and spell words with Greek
roots and determine the meaning
of words with these Greek roots.
Suggested Duration: 30 min.
Content Objective: Students
analyze how the organizational
pattern of a text influences the
relationships among ideas.
Suggested Duration: 25 min.
Content Objective: Students
analyze how the organizational
pattern of a text influences the
relationships among ideas.
Suggested Duration: 30 min.
Content Objective: Students write
effective conclusion paragraphs.
Mini Lesson
1. Divide students into pairs.
1. Display the Anchor Chart:
Organizational Patterns in
Text. Review each of the
patterns or structures.
1. Display the Anchor Chart:
Reader Response
Questions. Add a
question(s) about
organizational patterns of
expository texts to the
chart.
1. Share the examples of
effective conclusions in
expository text.
2. Distribute the Handout
Greek Roots-Sort 4.
3. Students scan the first
2. Ask: What clues can be
nine words to find the
used to determine the
common root and highlight
organizational pattern?
the root meter.
Discuss responses.
4. Discuss the meaning of
3. Think Aloud and
the root meter.
demonstrate finding the
organizational patterns
5. Ask a student to read
(text structure) of
aloud one of the words on
compare/contrast and
the Handout: Greek
classification scheme
Roots-Sort 4. Think
(description) using the
Aloud about how to break
selected short expository
the word into syllables,
texts for modeling.
spell the word correctly
and determine the
meaning of the word. Use
a dictionary as a resource,
if necessary. Write the
word on the Word Wall.
Last Updated 04/19/2013
2. Explain that students will
answer the question(s)
related to organizational
patterns of expository
texts. Tell them their
response must reflect
understanding and have
text evidence.
2. Ask: What makes a good
conclusion? Discuss and
record responses.
3. Display the graphic
organizer with the ideas
for the family tradition in
the Teacher Writer’s
Notebook.
4. Display the thesis
statement for the
expository essay in the
Teacher Writer’s
3. If applicable, model writing
Notebook.
a response to the
question(s) related to
5. If applicable, finish writing
organizational patterns of
body paragraph(s) for the
expository texts using one
expository essay about
of the texts from the
the family tradition. Think
collection. (optional)
Aloud about including
page 51 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
facts, details, and
explanations.
6. Review the meaning of the
root.
6. In the Teacher Writer’s
Notebook, model writing
an effective concluding
paragraph that restates
the thesis.
Learning Applications
1. Working in pairs, students 1. Using the Anchor Chart:
1. Students select their text
1. If applicable, students use
rewrite the words from the
Organizational Patterns in
for Independent Reading.
the graphic organizer to
Handout: Greek RootsText, students work
finishing drafting body
2. Students read and monitor
Sort 4 in their Word Study
together in small groups
paragraph(s) for the
comprehension.
Notebook and use
or pairs to classify the
expository essay about a
alternating colors of
other two selected short
family tradition.
3. Students write a response
highlighters to highlight
expository texts according
to the question about
2. Students write an effective
the syllables, using a
to the organizational
organizational patterns in
conclusion that restates
dictionary to understand
patterns (text structures)
expository text. Students
their thesis.
meaning, if necessary.
of compare/contrast and
provide text evidence in
classification (description).
their response.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: Why is it important
that readers and
writers build their
knowledge of words?
Discuss responses.
1. Ask: Which expository
text has a
compare/contrast
organizational pattern?
How do you know? Why
did the author choose
that organization?
Discuss responses.
1. Students share their
responses with a partner.
1. Students share their drafts
with a partner.
2. Ask: Does the draft
support the thesis?
Discuss responses.
2. Ask: Which expository
text has a classification
(description)
Last Updated 04/19/2013
page 52 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
organizational pattern?
How do you know? Why
did the author choose
that organization?
Discuss responses.
Last Updated 04/19/2013
page 53 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
A Time to Remember
Lesson Preparation
Daily Lesson #: 8
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
5.2A,E
5.22Bii
5.Fig19C
5.11C
5.Fig1C
5.11C
5.18C
• An extensive vocabulary
enhances oral and written
communication.
- Why is it important that readers
and writers build their knowledge
of words?
• Text structure helps the
reader organize information
and construct meaning.
• Readers use strategies to
support understanding of text.
­ How do readers use a text’s
organization to understand
information?
5.1A
5.9A
- What strategies do readers use
to help maintain understanding of
text?
WRITING
TEKS
5.15C
5.18Ai-iv
5.20Avi,Aviii,C
5.21Bi
5.20Ai,Aii,Aiv,Av,B
• Authors use the conventions
of written language to
communicate clearly and
effectively.
- How do authors use language to
communicate their message?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Text structure helps the reader
organize information and
construct meaning.
­ How do readers use a text’s
organization to understand
Last Updated 04/19/2013
Ongoing TEKS
page 54 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
information?
Vocabulary of Instruction
• Prefix
• Suffix
• Root
• Organizational pattern
• Text structure
• Graphic organizer
• Organizational pattern
• Text structure
• Simple sentence
• Compound sentence
Materials
• Word Study Notebook (1
per student)
• Dictionary (class set)
• Dry erase board and
marker (1 set per 2 students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade­appropriate short
expository text in a
compare/contrast
organizational pattern from
Daily Lesson 7 (1)
• Grade­appropriate short
expository text in a
classification (description)
organizational pattern from
Daily Lesson 7 (1)
• Grade­appropriate
expository texts in a
compare/contrast
organizational pattern from
Daily Lesson 7 (1 per 3-4
students)
• Grade­appropriate
expository texts in a
classification (description)
organizational pattern from
Daily Lesson 7 (1 per 3-4
students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade­
appropriate expository texts
for student selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated 04/19/2013
page 55 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
WORD STUDY
Attachments and
Resources
• Handout: Latin Roots-Sort 1 (1
per 2 students)
Advance Preparation
1. Prepare to display visuals
as appropriate.
SHARED READING
INDEPENDENT READING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display the
Anchor Chart: Reader
Response Questions.
2. Reread the example in the
Teacher Writer’s Notebook.
Look for simple sentences
that could be combined to
make compound
sentences. If there aren’t
any, create a chart with
simple sentences that
could be combined into
compound sentences.
2. Duplicate the Handout:
2. Prepare to display the
Latin Roots-Sort 1 (1 per
Anchor Chart:
2 students).
Organizational Patterns in
Text.
3. Select and prepare to
display a variety of
graphic organizers that
represent
compare/contrast and
classification (description)
organizational patterns.
WRITING
3. Prepare to display the
Anchor Chart: Revision
from Unit 02B, Lesson 01,
Daily Lesson 8 Writing.
4. In the Teacher Writer’s
Notebook, prepare to
revise the expository essay
in front of students. Plan
to revise the following:
Use varied sentences,
both simple and
compound, that are
purposeful and well
controlled to enhance
Last Updated 04/19/2013
page 56 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
the effectiveness of the
piece
Improve transitions and
sentence-to-sentence
connections to enhance
the flow of the piece
Background Information
Teacher Notes
Simple sentence - a sentence with
one clause (e.g., the chicken
crossed the road)
Compound sentence - a sentence
composed of at least two
independent clauses linked with a
conjunction (e.g., Sam talked, and
Emma listened)
Transitional words and phrases words or phrases that help to
sustain a thought or idea through
the writing. They link sentences
and paragraphs together
smoothly so that there are not
abrupt jumps or breaks between
ideas.
This Daily Lesson reviews the
Latin root spec. This root was first
introduced in Unit 01 with a focus
of meaning, not spelling.
Refer to Daily Lesson 5 Shared
Reading
Last Updated 04/19/2013
page 57 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 8
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students spell
words with Latin roots and
determine the meaning of words
with these Latin roots.
Suggested Duration: 25 min.
Content Objective: Students
analyze how the organizational
pattern of a text influences the
relationships among ideas.
Suggested Duration: 25 min.
Content Objective: Students
analyze how the organizational
pattern of a text influences the
relationships among ideas.
Suggested Duration: 30 min.
Content Objective: Students revise
drafts to clarify meaning. Students
learn to combine simple
sentences into compound
sentences using a comma.
Mini Lesson
1. Divide students into pairs.
1. Display the Anchor Chart:
Organizational Patterns in
Text from Daily 7 Shared
Reading. Review each of
the organizational
patterns.
1. Display the Anchor Chart:
Reader Response
Questions. Add a
question(s) about
organizational patterns of
expository texts to the
chart.
1. Display and review the
Anchor Chart: Revision.
2. Distribute the Handout:
Latin Roots-Sort 1.
3. Students scan the words
to find the common root
and highlight the root
spec.
4. Review the meanings of
the root spec.
5. Ask a student to read
aloud one of the words on
the Handout: Latin
Roots-Sort 1. Think
Aloud about how to break
the word into syllables,
spell the word correctly,
2. Ask: What clues can be
used to determine the
2. Explain that students will
organizational pattern
answer the question(s)
(text structure)? Discuss
related to organizational
responses.
patterns of expository
texts. Tell them their
3. Display the selected
response must reflect
graphic organizers that
understanding and have
could be used for
text evidence.
compare/contrast and
classification (description) 3. If applicable, model writing
organizational patterns.
a response to the
Last Updated 04/19/2013
2. In the Teacher Writer’s
Notebook, model revising.
Show students how to take
two simple sentences and
combine them to make a
compound sentence using
a conjunction and a
comma.
page 58 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
and determine the
4. Discuss which graphic
meaning of the word. Use
organizers would be
a dictionary as a resource,
appropriate to show
if necessary. Write the
compare/contrast
word on the Word Wall.
relationships and which
would be appropriate to
6. Review the meaning of the
show classification
root.
(description) relationships.
Add the graphic
organizers to the Anchor
Chart: Organizational
Patterns in Text.
question(s) related to
organizational patterns of
expository texts using one
of the texts from the
collection. (optional)
5. Using the expository texts
from Daily Lesson 7
Shared Reading, model
how to record 2-3 ideas
on each type of graphic
organizer.
Learning Applications
1. Working in pairs, students
take turns calling out the
1. Students convene in their
same small groups as
Last Updated 04/19/2013
1. Students select their text
for Independent Reading.
1. Students reread their
family tradition expository
page 59 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
words to their partner. The
Daily Lesson 5 Shared
partner breaks the word
Reading.
into syllables and spells it
2. Assign each group either
on the dry erase board.
the compare/contrast
2. Students discuss the
expository text or the
meaning of the word,
classification (description)
based on its Latin root.
expository text.
Use a dictionary as a
3. Each group selects an
resource to confirm
appropriate graphic
meaning, if necessary.
organizer for their
assigned text.
2. Students read and monitor
comprehension.
3. Students write a response
to the question about
organizational patterns in
expository text. Students
provide text evidence in
their response.
essay to a partner. The
partner gives suggestions
for revision. Students refer
to the Anchor Chart:
Revision as a resource.
2. Students look for simple
sentences and combine
them to make compound
sentences using a
conjunction and a
comma.
3. Students make the
necessary revisions to
make their essay clear,
concise, and organized.
4. Students complete the
graphic organizer (either
in their Reader’s Notebook
or on a separate piece of
paper) using information
from the assigned
expository text.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students brainstorm other
words that use this root
and discuss the words’
meanings.
1. Students find a partner
who had the opposite text.
Students share the
information on their
graphic organizers.
Students discuss the
relationship among the
ideas in the texts.
Last Updated 04/19/2013
1. Students share their
responses with a partner.
1. Choose a couple of
students to share their
essay.
2. Ask: Does the draft
support the thesis?
Discuss responses.
page 60 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
A Time to Remember
Lesson Preparation
Daily Lesson #: 9
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
Ongoing TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
5.2A,E
5.22Bii
5.Fig19D,F
5.11E
5.Fig19D,F
5.11E
5.29A
• An extensive vocabulary
enhances oral and written
communication.
- Why is it important that readers
and writers build their
knowledge of words?
• Readers create connections to make
text personally relevant and useful.
- How can making connections help
with comprehension?
• Readers use strategies to
support understanding of text.
WRITING
TEKS
5.15D
5.20Avi,Aviii,C
5.21Bi
5.22Bi,Bii,D
5.20Ai,Aii,Aiv,Av,B
5.21Ai-ii,Bii
5.22Ai-iii,C,E
• Authors use the conventions of
written language to communicate
clearly and effectively.
- What strategies do readers use
to help maintain understanding
- How do authors use language to
of text?
communicate their message?
• Readers use writing to
communicate deeper
understanding of texts.
- How can readers demonstrate
understanding through writing?
• Readers create connections to
make text personally relevant
and useful.
- How can making connections
help with comprehension?
Last Updated 04/19/2013
Ongoing TEKS
page 61 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
Vocabulary of Instruction • Prefix
SHARED READING
INDEPENDENT READING
WRITING
• Inference
• Synthesize
• Draw conclusions
• Inference
• Synthesize
• Draw conclusions
• Edit
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate short expository
text (class set)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate expository
text with similar ideas as the
Shared Reading text (class set)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Colored pen or pencil (1 per
student)
• Chart paper (if applicable)
1. Prepare to display visuals as
appropriate.
1. Prepare to display
visuals as appropriate.
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
2. Select an expository text that
Latin Roots-Sort 2 (1 per
has similar ideas to the text
2 students).
being used in Independent
Reading.
2. Prepare to display the
Anchor Chart:
Synthesizing in
Expository Text from
Shared Reading.
2. Prepare Teacher-Created
Handout: Editing Checklist
from Unit 02B, Lesson 01,
Daily Lesson 9 Writing.
Add any applicable skills
students need to focus on
during editing.
• Suffix
• Root
Materials
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Dry erase board and marker (1
set per 2 students)
• Chart paper (if applicable)
Attachments and
Resources
• Handout: Latin Roots-Sort 2 (1
per 2 students)
Advance Preparation
1. Prepare to display
visuals as appropriate.
3. In the Teacher Reader’s
Notebook, prepare an example 3. Create a large Venn
of a web graphic organizer
diagram for display.
used to gather information
from an expository text.
4. Create an Anchor Chart:
Synthesizing in Expository
Text. Write the definitions of
synthesis and drawing
Last Updated 04/19/2013
3. In the Teacher Writer’s
Notebook, prepare to edit
the family tradition
expository essay in front of
students.
page 62 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
conclusions on the chart.
Write the following steps
involved in synthesis:
Identify similar/related
information from multiple
texts of the same genre
and different genres.
Draw conclusions/make
generalizations about the
overall
connections/relationships
between the two.
Background Information
Teacher Notes
Synthesize - to combine elements and This Instructional Routine
parts to form a coherent whole
assesses Performance Indicator
Draw Conclusions - a form of
06.
inference in which the reader gathers
information, considers the general
thoughts or ideas that emerge from
the information, and comes to a
decision. The conclusion is generally
based on more than one piece of
information.
This Daily Lesson introduces
the Latin roots scrib and script.
In this Daily Lesson, students will draw Students will be comparing the
conclusions and synthesize
selected text to the one used in
information from two texts—one in
Shared Reading.
Shared Reading and one in
Independent Reading. Both of the
graphic organizers that they create will
Last Updated 04/19/2013
Students are editing for
capitalization, punctuation, and
spelling in this Daily Lesson.
page 63 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
be necessary for Daily Lesson 10
Shared and Independent Reading.
Last Updated 04/19/2013
page 64 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 9
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students spell
words with Latin roots and
determine the meaning of words
with these Latin roots.
Suggested Duration: 25 min.
Content Objective: Students
synthesize and make logical
connections between ideas within
a text.
Suggested Duration: 25-30 min.
Content Objective: Students
synthesize and make logical
connections between ideas within
and across texts.
Mini Lesson
1. Divide students into pairs.
2.
3.
4.
5.
1. Ask: What is the
1. Display the Anchor Chart:
purpose for reading
Synthesizing in Expository
Distribute the Handout:
expository text? Discuss
Text.
Latin Roots-Sort 2.
responses.
2. Review the expository text
Students scan the words
2. Display the Anchor Chart:
read in Shared Reading.
to find the common root
Synthesizing in Expository
and highlight the root scrib
3. Read a portion of the
Text and discuss what it
and script.
selected text aloud.
means to synthesize and
draw conclusions.
Discuss the meaning of
4. Ask: How are the ideas
the roots scrib and script.
in this text similar to
3. Display the web graphic
the ones presented in
organizer in the Teacher
Ask a student to read
the Shared
Reader’s Notebook.
aloud one of the words on
Reading text? Discuss
Students copy this
the Handout: Latin
responses and record on
organizer into their
Roots-Sort 2. Think
the large Venn diagram.
Reader’s Notebook.
Aloud about how to break
the word into syllables,
5. Think Aloud about a
4. Distribute and display the
spell the word correctly,
conclusion or
expository text. Ask: What
and determine the
generalization that can be
do you think is the topic
meaning of the word. Use
made using information
of this text ? Record the
a dictionary as a resource,
found in both texts.
topic in the center of the
if necessary. Write the
web graphic organizer and 6. Instruct students to
word on the Word Wall.
students do the same.
continue reading the
Last Updated 04/19/2013
WRITING
Suggested Duration: 25 min.
Content Objective: Students edit
for spelling, grammar,
punctuation, and capitalization.
1. Distribute and display the
Teacher-Created
Handout: Editing
Checklist.
2. Review previous
expectations for spelling,
punctuation, and
capitalization.
3. In the Teacher Writer’s
Notebook, model using the
editing checklist to correct
for spelling, grammar,
punctuation, and
capitalization. Use a
colored pen or pencil to
make corrections.
page 65 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
6. Review the meaning of the
5. Read a portion of the
root.
expository text aloud. Ask:
What important
information do we want
to remember and
record on the graphic
organizer? Discuss
responses and record
information on the web
graphic organizer.
Students do the same.
Learning Applications
1. Working in pairs, students 1. With a partner, students
take turns calling out the
continue to read the
words to their partner. The
expository text and record
partner breaks the word
information on the web
Last Updated 04/19/2013
expository text
independently (or with a
partner) and continue to
complete the Venn
diagram in their Reader’s
Notebooks.
7. Instruct students to write a
response to the following
question when they are
finished with their Venn
diagram: What
conclusions or
generalizations can be
made about the
information presented
in both texts? Tell
students to provide text
evidence in their
response.
1. Students continue to read
the selected expository
text independently (or with
a partner).
1. Students use the
Teacher-Created
Handout: Editing Checklist
to correct spelling,
page 66 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
into syllables and spells it
on the dry erase board.
2. Students discuss the
meaning of the word,
based on its Latin root.
Use a dictionary as a
resource to confirm
meaning, if necessary.
graphic organizer in their
Reader’s Notebook.
2. Students share
information from their
graphic organizer with the
class and add new ideas
to the web in their
Reader’s Notebook.
3. In their Reader’s
Notebook, students
respond to the following
question: How are these
ideas connected?
Discuss responses.
2. Students records ideas
from both texts on a Venn
diagram in their Reader’s
Notebooks.
3. Students write a response
to the following questions
in their Reader’s
Notebooks: What
conclusions or
generalizations can be
made about the
information presented
in both texts? Tell
students to provide text
evidence in their
response.
grammar, punctuation,
and capitalization.
Students use a colored
pen or pencil to make
corrections.
2. Monitor and provide
assistance with editing.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students brainstorm other
words that use this root
and discuss the words’
meanings.
1. Students share responses 1. Students share their Venn
with a partner.
diagram and their
responses with a partner.
2. Tell students to save the
web organizer to use
2. Collect Reader’s
during Independent
Notebooks to assess
Reading.
students’ entries.
Last Updated 04/19/2013
1. Collect Writer’s Notebooks
to edit for spelling,
grammar, punctuation,
and capitalization.
page 67 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
A Time to Remember
Lesson Preparation
Daily Lesson #: 10
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
TEKS
5.Fig19C,E
5.11A,C
5.Fig19C,E
5.11A,C
• An extensive vocabulary
enhances oral and written
communication.
• Text structure helps the reader
organize information and
construct meaning.
• Text structure helps the reader
organize information and
construct meaning.
• Authors use the conventions of
written language to communicate
clearly and effectively.
- Why is it important that readers
and writers build their knowledge
of words?
­ How do readers use a text’s
organization to understand
information?
­ How do readers use a text’s
organization to understand
information?
- How do authors use language to
communicate their message?
Vocabulary of Instruction
• Prefix
• Suffix
• Root
• Organizational pattern
Materials
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Dry erase board and marker (1
set per 2 students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade­appropriate expository text
(1 per student) or a collection of
grade-appropriate expository texts
for student selection
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade­appropriate
expository texts for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Publishing paper (1­5 sheets
per student)
• Note card (3 per students)
• Chart paper (if applicable)
Attachments and
Resources
• Handout: Latin Roots-Sort 3 (1
per 2 students)
Advance Preparation
1. Prepare to display visuals
1. Prepare to display visuals
1. Prepare to display visuals
1. Prepare to display visuals
Last Updated 04/19/2013
5.18Ai-iv
Ongoing
TEKS
5.2A,E
5.22Bii
Key Understandings and
Guiding Questions
5.1A
5.9A
WRITING
5.15E
5.28A
• Publish
page 68 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 10
WORD STUDY
as appropriate.
SHARED READING
as appropriate.
INDEPENDENT READING
as appropriate.
WRITING
as appropriate.
2. Teacher­edit Writer’s
Notebooks for missed
spelling, grammar,
punctuation, and
capitalization errors.
2. Duplicate the Handout:
2. Prepare to display the
Latin Roots-Sort 3 (1 per 2
Anchor Chart:
students).
Organizational Patterns in
Text from Daily Lessons 58 Shared Reading.
3. Prepare to model
publishing the expository
essay in the Teacher
Writer’s Notebook.
4. Divide students into
groups of 3-4.
Background Information
This Instructional Routine partially
assesses Performance Indicator
07.
This Instructional Routine
assesses Performance Indicator
01.
This Instructional Routine
assesses Performance Indicator
01.
This Instructional Routine
assesses Performance Indicator
03.
Teacher Notes
This Daily Lesson reviews the
Latin root rupt. This root was first
introduced in Unit 01 with a focus
on meaning, not spelling.
Decide whether to assign
students an expository text for the
Performance Indicator or to allow
students to choose their own
expository text from a collection.
Students will have both Shared
Students will have both Shared
and Independent Reading time to
complete the Performance
Indicator.
Depending on the resources
available, students may use a
computer for the final copy or write
the final copy by hand. Students
complete the final copies of their
family traditions expository
and Independent Reading time to
complete the Performance
Indicator.
Last Updated 04/19/2013
essays.
page 69 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 10
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students spell
words with Latin roots and
determine the meaning of the
words with these Latin roots.
Suggested Duration: 35 min.
Content Objective: Students
analyze how the organizational
pattern of a text influences the
relationships of the ideas.
Suggested Duration: 20 min.
Content Objective: Students
analyze how the organizational
pattern of a text influences the
relationships of the ideas.
Suggested Duration: 30 min.
Content Objective: Students
publish their expository essays for
an audience.
Mini Lesson
1. Divide students into pairs.
1. Display the Anchor Chart:
Organizational Patterns in
Text. Review
organizational patterns
with students.
1. If necessary, review the
expectations for the
Performance Indicator.
Clarify any questions or
misunderstandings.
1. Ask: What do you need
to remember when
publishing? Discuss
responses.
2. Distribute the Handout:
Latin Roots-Sort 3.
3. Students scan the words
to find the common root
2. Ask: What clues can be
and highlight the root rupt.
used to determine the
text structure? Discuss
4. Review the meaning of the
responses.
root rupt.
3. Explain that students will
5. Ask a student to read
be reading (either
aloud one of the words on
assigned or self-selected)
the Handout: Latin
an expository text. Tell
Roots-Sort 3. Think
student to think about the
Aloud how to break the
organizational pattern as
word into syllables, spell
they are reading. Explain
the word correctly, and
that after reading they will
determine the meaning of
choose a graphic
the word. Use a dictionary
organizer that represents
as a resource, if
the organizational pattern
necessary. Write the word
of the text and record
on the Word Wall.
Last Updated 04/19/2013
2. Model both incorrect and
correct publishing the
expository essay about a
family tradition in the
Teacher Writer’s
Notebook.
page 70 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
6. Review the meaning of the
root.
important ideas from the
text on the graphic
organizer.
4. Tell students they will
have both Shared and
Independent Reading time
to complete the
Performance Indicator.
Learning Applications
1. Working in pairs, students 1. Distribute selected
1. Students read their
1. Students publish their
take turns calling out the
expository texts to
expository texts, determine
expository essay about a
words to their partner. The
students or ask students
the organizational pattern,
family tradition.
partner breaks the word
to choose an expository
and create a graphic
into syllables and spells it
text from the collection.
organizer to represent the
on the dry erase board.
relationships between the
2. Students read their
ideas and organizational
2. Students discuss the
expository texts, determine
pattern.
meaning of the word,
the organizational pattern,
based on its Latin root.
and create a graphic
Use a dictionary as a
organizer to represent the
resource to confirm
relationships between the
meaning, if necessary.
ideas and organizational
pattern.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students brainstorm other
words that use this root
and discuss the words’
meaning.
1. Students continue to work
on the Performance
Indicator in Independent
Reading.
2. Collect Word Study
Notebooks to assess
students’ entries.
Last Updated 04/19/2013
1. Ask: How do readers
use a text’s
organization to
understand
information? Discuss
responses.
1. In small groups or in pairs,
students share their family
tradition expository essay.
2. After each student shares,
the other students write
the main point of the
expository essay on a
page 71 of 79 Grade 5
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-10
note card. Students
discuss the main point and
whether or not the
expository essay achieved
that point.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 04/19/2013
page 72 of 79 Fifth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Greek Roots-Sort 1
telecast
telephone
telegraph
telepathic
telescope
telescopic
televise
television
telecommute
telegram
teleport
telecommunication
©2011, TESCCC
09/11/12
page 1 of 1
Fifth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Greek Roots-Sort 2
photograph
photocell
photocopy
photocopier
photography
photography
photon
photosynthesis
photogenic
photojournalist
telephoto
photojournalism
©2011, TESCCC
09/11/12
page 1 of 1
Fifth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Greek Roots-Sort 3
autograph
graphic
biography
bibliography
cartography
calligraphy
choreography
demographics
geography
photograph
typography
graphical
©2011, TESCCC
09/11/12
page 1 of 1
Fifth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Greek Roots - Sort 4
barometer
centimeter
decimeter
diameter
hectometer
kilometer
millimeter
nanometer
odometer
biography
photogenic
television
telecommute
televise
telephoto
photograph
bibliography
autograph
©2011, TESCCC
09/11/12
page 1 of 1
Fifth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Latin Roots-Sort 1
aspect
inspect
respect
specific
special
spectrum
suspect
specimen
prospect
©2011, TESCCC
09/11/12
page 1 of 1
Fifth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Latin Roots-Sort 2
scribe
scribble
describe
description
subscribe
subscription
inscribe
inscription
prescribe
©2011, TESCCC
09/11/12
page 1 of 11
Fifth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Latin Roots-Sort 3
erupt
eruption
interrupt
abrupt
bankrupt
corrupt
disrupt
disruption
rupture
©2011, TESCCC
09/11/12
page 1 of 1