Grade FiveA

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June

 

 

welcoming-september-and-the-new-school-and-office-year-some-R1Kx9N-clipartApproximately 14 reading group days.

THE STUDENTS WILL BE ABLE TO:

  • Demonstrate understanding of finding the main idea by doing a grade level packet. Use the strategy of reading the answers first.
  • Read How to Eat Fried Worms by Rockwell ~ Level R.  Student will be introduced to the book via:  How To Eat Fried Worms book trailer.  Student will also complete the comprehension packet by Michelle Heisler, 2003. 2018/2019 ~ Choose a different book.
  • Define roots:  aqua, bio, gen, mater, spec ~ Unit 1 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010)
  • If time:  Divide words with the closed syllable type:  vc/cv and with blends vc/ccv.

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.  2018/2019 ~ Choose a poem from ANET.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

October400

Approximately 19 reading group days.

THE STUDENTS WILL BE ABLE TO:

  • Demonstrate understanding of using context clues to determine the meaning of words by completing a grade level packet.
  • Continue reading How to Eat Fried Worms.  Complete book by 10/31/17.  2018/2019 ~ Choose a different book.
  • Define roots:  cogn, loc, nat, ped, sign ~ Unit 2 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010) and roots:  ped, numer, liber from 240 Vocabulary Words 5th Grade Students Need to Know (Scholastic, 2004)
  • Use close reading strategies on ANET fiction and nonfiction passages.  Answer questions based on this month's Common Core questions stems.  

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ANET:

Amber:  The Forty-Million Year Old Trap by Jackson (informational complex text)

 

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.  2018/2019 ~ Choose a poem from ANET.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Standards for Literature (RL)

QUESTIONS TO ASK

  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
  3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Reading Standards for Informational Text (RI)

QUESTIONS TO ASK

Common Core Informational Text Lessons

  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

month-of-november-turkey

Approximately 16 reading group days.

THE STUDENT WILL BE ABLE TO:

  • Demonstrate understanding of making predictions by completing a grade level packet.
  • Read Wonder by Palacio.
  • Define roots:  aud, struct, vis, photo, therm ~ Unit 3 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010) and roots:  clar, dict from 240 Vocabulary Words 5th Grade Students Need to Know (Scholastic, 2004)

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Standards for Literature (RL)

QUESTIONS TO ASK

4.Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade 5 Language standards 4–6 for additional expectations.)

5.Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

6.Describe how a narrator’s or speaker’s point of view influences how events are described.

Reading Standards for Informational Text (RI)

QUESTIONS TO ASK

Common Core Informational Text Lessons

4.Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language standards 4–6 for additional expectations.)

5.Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6.Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

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Approximately 14 reading group days.

THE STUDENT WILL BE ABLE TO:

  • Demonstrate understanding of drawing conclusions by completing a grade level packet.
  • Complete Wonder.
  • Define roots:  act, mem, tact, cycl, graph ~ Unit 4 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010) and mech, meter, path from 240 Vocabulary Words 5th Grade Students Need to Know (Scholastic, 2004)

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Standards for Literature (RL)

QUESTIONS TO ASK

7.Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

8.(Not applicable to literature)

9.Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Reading Standards for Informational Text (RI)

QUESTIONS TO ASK

Common Core Informational Text Lessons

7.Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

8.Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

9.Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

 

January400

Approximately 19 reading group days.

  • Demonstrate understanding of inferring by completing a grade level packet.
  • Read The Fighting Ground by Avi.
  • Define roots:  fac, rupt, ast, geo, morph ~ Unit 5 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010) and suffixes:  ist, ic, ation, tion, ism, ent from 240 Vocabulary Words 5th Grade Students Need to Know (Scholastic, 2004)

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Standards for Literature (RL)

QUESTIONS TO ASK

  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
  3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Reading Standards for Informational Text (RI)

QUESTIONS TO ASK

Common Core Informational Text Lessons

  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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Approximately 15 reading group days.

THE STUDENT WILL BE ABLE TO:

  • Complete The Fighting Ground before vacation.
  • Define roots:  brev, cap, ord, san, phil ~ Unit 6 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010)

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Standards for Literature (RL)

QUESTIONS TO ASK

4.Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade 5 Language standards 4–6 for additional expectations.)

5.Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

6.Describe how a narrator’s or speaker’s point of view influences how events are described.

Reading Standards for Informational Text (RI)

QUESTIONS TO ASK

Common Core Informational Text Lessons

4.Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language standards 4–6 for additional expectations.)

5.Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6.Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

 

 

 

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Approximately 19 reading group days.

THE STUDENT WILL BE ABLE TO:

  • Demonstrate understanding of figurative language by completing a grade level packet.
  • Close reading of short selections to prepare for MCAS. 
  • Define roots:  log, max, pel, strict, nov ~ Unit 7 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010)

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Standards for Informational Text (RI)

QUESTIONS TO ASK

Common Core Informational Text Lessons

7.Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

8.Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

9.Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

 

download

Approximately 12 reading group days.

THE STUDENT WILL BE ABLE TO:

  • Demonstrate understanding of following directions by completing a grade level packet.
  • Continue close reading of short stories to prepare for MCAS. 
  • Define roots:  mand, min, neg, orig, trib ~ Unit 8 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010)

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Standards for Literature (RL)

QUESTIONS TO ASK

  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
  3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Reading Standards for Informational Text (RI)

QUESTIONS TO ASK

Common Core Informational Text Lessons

  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

free-month-clip-art-may-clipart-600_361

Approximately 19 reading group days.

THE STUDENT WILL BE ABLE TO:

  • Demonstrate understanding of cause and effect by completing a grade level packet.
  • Define prefixes:  retro, ir, mal, inter, ab, bi, com, il, hydro, mono from Lesson 22 and 23 from 240 Vocabulary Words 5th Grade Kids Need to Know (Scholastic 2004).

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Standards for Literature (RL)

QUESTIONS TO ASK

4.Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade 5 Language standards 4–6 for additional expectations.)

5.Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

6.Describe how a narrator’s or speaker’s point of view influences how events are described.

Reading Standards for Informational Text (RI)

QUESTIONS TO ASK

Common Core Informational Text Lessons

4.Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language standards 4–6 for additional expectations.)

5.Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6.Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

 

 

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Approximately 5 reading group days ~ if there are no snow days.

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Common Core Informational Text Lessons

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

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COPYRIGHT 05/08/2017. PLEASE CITE AS FOLLOWS:

Araujo, Judith E., M.Ed., CAGS. "5th GRADE SCOPE/SEQUENCE." Mrs. Judy Araujo, Reading Specialist. N.p., 8 May 2017. Web. <http://www.mrsjudyaraujo.com/5th-grade-scopesequence/>.

Essential Skills/Concepts, Question Stems, and Academic Vocabulary with Cognates all came from www.commoncore.tcoe.org 5th edition, 7/2016 and www.kidsatthecore.com.

All graphics from Google Images.  Right click on them.

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I am happy to share my pages, but please cite me as you would expect your students to cite their sources.  Copyscape alerts me to duplicate content.  Please respect my work.

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