5th+Grade+Curriculum+Map

Formative (F) Summative (S) || **Optional Resources ** ||
 * **Embedded Skill ** || **Genre ** || **Content ** || **Skills ** || **Modeled/Shared Activities ** || **Guided/Independent Activities ** || **Assessments **Diagnostic (D)
 * **Determine Author’s Point of View** || Short Stories

Non-Fiction

Poetry

Literary Non-Fiction || Author's Point of View || Identify the author's point of view using details from a given text that are either implicit or explicit. || *Teacher introducing the vocabulary ideas of "pro" vs. "con".
 * Teacher provides samples of expository/informational text, containing multiple point's of view. As a group, class determines the "pros" and "cons" details contained in the text. || In small groups students read a piece of text that contains an obvious point of view. Students then work together to "highlight" the details that reveal the author's point of view and draw a conclusion based on those details. ||  ||   ||
 * **Determine Author’s Purpose** || Short Stories

Poetry

Non-Fiction || Author's Purpose || Differentiate the author's intent to entertain, to inform, to express an opinion, or to persuade.

State the author's purpose by identifying the genre. || Quick review of the different purposes an author has for writing: Persuade, Inform and Entertain. Teacher needs to also introduce synonyms for persuade (convince), inform (teach) and entertain. || Through out various texts students must identify the author's purpose. ||  ||   ||
 * **Follow a Sequence of Instructions** || Non-Fiction || Sequence of Instructions || Complete a task following a sequence of events. || http://www.educationworld.com/a_lesson/lesson/lesson275.shtml

Students will be able to complete a task by following a given series of steps.

Following directions || *Follow morning procedures
 * Write detailed instructions to make something ||  ||   ||
 * **Identify Features of Electronic Text** || Non-Fiction || Electronic Text Features || Identify different meaning of fonts and effects, context clues, illustrations/photos, text, organizers involved with electronic text.

Determine difference aspects of electronic text appropriately. || [] Teacher models navigation of a page and the interactive nature of the internet. || Compare and contrast electronic text with traditional text. ||  ||   || Folktales Short Stories Mystery Poetry Fantasy Realistic Fiction || Infer || Construct the meaning that is not found word or word using context and prior knowledge from beyond the text. || * Provide students with an example of text, comic strip or television clip that provoke the viewer or reader to draw a conclusion based on what they saw or read. Teacher models a "think aloud" as he/she finds supporting details that lead to a conclusion. Make sure to mention that authors like to challenge their audience by not always explicitly stating everything.. Look for examples in: ~ Comic strips ~ Short stories ~ Television/movie clips ~ Children's books || In small groups students will read comic strips, short stories or excerpts that provoke the reader to draw a conclusion. Students "highlight" supporting details that lead to the conclusion. ||  ||   ||
 * **Infer** || Fairy Tale
 * **Interpret Character from Dialogue, Actions, Thoughts** || Fairy Tale

Folktale

Short Stories

Mystery

Poetry

Fantasy

Realistic Fiction || Character || Critque a character's personality and motivation based on description, dialogue, actions, thoughts, and the opinions of the character. || Review possible character traits found in various text and evidence from the text that supports the trait(s). Evidence comes from the character's dialogue, action and thoughts. || Character Journal - follow a character in a text. Identify a character trait that the character displays and site evidence from the text that supports that trait (dialogue, action or thoughts). ||  ||   ||
 * **Interpret Data, Charts, Graphs** || Non-Fiction || Data, Charts, Graphs || Evaluate information stated in charts and graphs.

Interpret the meaning of text presented in these various forms. || Teacher presents different types of data tables, charts and graphs. Model how to analyze features of each visual and what they mean. Teacher should also model how to use the data presented in different situations. || Provide samples of different types of data tables, charts and graphs. Students work in small groups to take notes on what they see and how they could possibly use this information. ||  ||   ||
 * **Interpret Graphic Organizers** || Non-Fiction

Short Stories

Fairy Tale

Folktales

Mystery

Fantasy

Historical Fiction

Biography

Realistic Fiction

Poetry

Myths || Graphic Organizers || Recognize the structural format of a graphic organizer.

Synthesize the information provided in the graphic organizer. || Teacher presents a completed graphic organizer and models through a "think aloud" how to draw conclusions based on what is filled in. This process should be completed with a variety of different graphic organizers. Some include: Cause and Effect, Main Idea, Character Traits, Venn Diagrams, Sequencing, Feature Web, etc. || Students are provided with a large blank graphic organizer as well as "cut up" features that could be placed into the parts of the graphic organizer. Students work in teams to "solve the puzzle" of where each statement belongs. || Teachers provide students with a grade level appropriate text and a graphic organizer that is partially completed. Students will read the text and will appropriately fill in the missing pieces. ||  ||
 * **Interpret Literary Devices** || Fairy Tale

Folktales

Realistic Fiction

Short Story

Myths Legends

Poetry || Literary Devices || Identify literacy devices including figures of speech (simile, metaphor, personification), narrative style (sarcasm, satire, rhythm, and rhyme), or story elements (characters, plot, setting, and theme).

Locate literary devices used in a text that make it more interesting. || Teacher should review each literary device to ensure that students understand vocabulary and how each is used appropriately. For teaching the devices of similes and metaphors teachers can provides examples of each and comparing and contrasting similes and metaphors. Teachers then model sorting or highlighting if the phrase is a simile or metaphor. || For simile and metaphor: Teachers provide students with examples of phrases that contain similes and metaphors. Students work in small groups to sort phrases and discuss/explain why they sorted the phrase into the category. || Teacher provides students with a piece of text that contains both similes and metaphors. Using two different highlighters students will highlight the phrases that contains similes and metaphors using the coordinating color. ||  || Extension: Vocabulary Maps Vocabulary Bingo || In small groups, student will read a piece of text containing new vocabulary. Students will use the context to define the word. || Individually, students will determine meaning of new vocabulary. Students will highlight the important details that helped them determine the definition. ||  ||
 * **Interpret Poetry** || Poetry || Poetry || Identify the stated or unstated meaning of a poem. || * Read to comprehend and interpret poetry
 * Discover major characteristics of a poem
 * Intent, use of figurative language, symbolism.
 * Analyze tone and spirit ||  ||   ||   ||
 * **Interpret Vocabulary** || all || Vocabulary || Define vocabulary based on context clues, syntax, and structure in order to comprehend. || Using a section of text (or single sentences) containing unknown vocabulary, teacher will model through a "think aloud" how to discover the meaning of the unknown word using the rest of the text or sentence. Teacher will make sure to demonstrate how to highlight important details that aided determining the meaning.
 * **Locate Stated Information** || all || Stated Information || Identify specific details in the text.

Restate the the detail that needs to be located in the text.

Categorize information in text. || Teacher will introduce/review Question Answer Response method. This method helps students to identify if the information will be "right there" or throughout the text (think and search). Using questions/prompts teacher models how to identify the type of question (right there/think and search). Based on the type of question, teacher models how to search for the information in the text by highlighting important information. [|Explanation of QAR] || Looking at a piece of text and some prompted questions, the whole class will identify the QAR type for each question. Using the identified QAR skills the students will be able to locate the stated information. || Given a piece of text and a variety of "right there" and "think and search" questions, students will determine the question type and locate the appropriate stated information. ||  ||
 * **Recall Fact and Detail** || Non-Fiction

Historical Fiction

Biography Autobiography

Realistic Fiction

Literary Non-Fiction || Fact and Detail || Report specific information from the text. || Teacher will model through a "think aloud" reading a text. Then without the text, teacher will recall the most important idea using facts and details from the beginning, middle and end of the text to support that main idea. || In small groups students will read a short text. Not referring back to the text, students are challenged students to recall the most important idea using facts and details from the beinning, middle and end to support the main idea. Teachers may want to provide students will a main idea and details graphic organizer. [|Link to graphic organizer ideas] || Individually students will read a short text. Not referrin gback to the text, students will recall the most important idea using facts and details from the beginning, middle and end to support the main idea. ||  || Evaluate events that happened within the text and identify why they occured.
 * **Recognize Cause and Effect** || all || Cause and Effect || Sequence events in text.

Make inferences based on text. || Quick review of what a cause is (why something happens) and what an effect is (what happens because of the effect. Provide students with a concrete example of a cause and effect relationship. Ex. blown up balloon. Ask students what would happen if you stuck a pin into the balloon? What happend to the balloon? (effect) Why did it happen? (cause) Teacher provides text that contains cause and effect relationship. Model finding examples and the transition words that connect those ideas (because, so, consequently, therefore, do to the fact, since, as a result, etc.). [|Using poetry to teach cause and effect] [|Short introductory lessons] There are children's books that lend themselves to cause and effect: __If You Give a Mouse a Cookie__ by Laura Numeroff || On a sentence strip teacher writes an example of cause and effect statements. The strips should be cut in half so that the cause in on one side and the effect is on the other. Each student in the class recieves a half and is challenged to find their match. If you have lower readers you may want to print out cause and effect pictures. Students need to find a logical match. Identify the cause picture and the effect picture. || [|Online quizzes] ||  ||
 * ** Recognize Different Levels of Meaning in Text ** || Short Stories

Non-Fiction Poetry Fairy Tale Folktales Myths Realistic Fiction Literary Nonfiction Historical Fiction Science Fiction || Different Levels of Meaning || Identify and differentiate different meaning of texts includining: literal, figurative, explicit, and implied.

Recognize that there could be more than one meaning of text. || Discuss layers of meaning in text Identify messages and themes through literary devices, i.e. metaphors, similies, irony, symbolism Reflect and interpret text Identify author's purpose Teacher models and explains different levels of text using a variety of resources ||  ||   ||   || [|Using predictions to set a purpose for reading] [|Setting a purpose for reading with read-alouds] || Before reading a piece of text, students will fill in a graphic organizer where they ask themselves questions to answer while reading. [|Graphic organizer to set purpose] || Provided with a Reader's Response Format students will complete their response to demonstrate that they set a purpose and carried that out that purpose. [|Reader's Response Form] ||  || Recognize genre and its specific attributes. || Expose students to a variety of texts to understand the features of each genre, including but not limited to non-fiction, fiction, persuasive, narrative, fantasy. ||  ||   ||   ||
 * **Set a Purpose for Reading** || all || Purpose for Reading || Predict information in the text based on background information, title, genre, and pictures. || Review different purposes for reading: entertainment, to get information, to perform a task.
 * **Understand Text as a Whole** || all || Text as a Whole || Identify main idea and make connections.
 * **Understand Text Structures** || all || Text Structures || Identify type of text structure.

Apply appropriate reading strategies for each text to make meaning. || [|Teaching story structure using powerpoint of fractured fairy tales] [|Site that describes content text structures with lesson plans] descriptive main idea and details chronological order sequence of events problem and solution cause and effect compare and contrast ||  ||   ||   ||
 * **Construct a Thesis and Support with Fact** || Literary Nonfiction

Nonfiction || Thesis || Develop a statement.

Justify statement by using facts as proof. || [|Using Spongebob to teach Thesis Statement and Topic Sentence]

Use DBQ (Document Based Questions) to introduce construction of thesis statement. Use facts from documents to support the thesis. ||  ||   ||   ||
 * **Construct Fluent Sentences** || all || Sentence Fluency || Recognize various sentence structures.

Construct well written, interesting sentences of different lengths that have rythm and flow. || [|Powerpoint on overview of constructing fluent sentences]

Show examples of fluent and choppy text. Model fluency through music, dance, reading well-written text. Teach sentence combining to make sentences more interesting. || Students read sentences to check for sentence fluency. ||  ||   || poster_proofreadersmarks.pdf [|Teaching students how to properly peer review] [|How to provide warm and cold feedback] || Backwards Editing: Starting with the last sentence and working back to the first, students read a piece of writing. The students do this to check that each sentence makes sense on its own. ||  ||   || [|Explanation of 1st and 3rd person in text] || [|Online practice for students to identify point of view] Listening Teams.doc ||  ||   || Use directed and scaffolded graphic organizers for those students that need focus and simple organization. Ground Rules for Brainstorming: 1. There are no wrong answers 2. As many ideas as possible on paper 3. Record ALL ideas 4. No evaluation (not time to think, just write) 5. Stick to the time limit || [|Interactive site to help students brainstorm] Throughout various pieces of writing, students should practice the rules and techniques modeled by the teacher. || Teachers can use the graphic organizers that students produce along with classroom observation. ||  ||
 * **Critique** || all || Critique || Identify areas of strengths and weaknesses in reviewing a writing piece. || Teacher models how to use warm/cold feedback using actual student work (no names). Teacher should also model how to use backwards editing.
 * **Establish Consistent Point of View in Writing** || all || Point of View in Writing || Maintain one point of view in writing || Teacher needs to provide clear examples of text written from 1st, 2nd and 3rd person.
 * **Generate Ideas/Brainstorm** || all || Ideas || Develop a list of as many ideas as possible without being right or wrong. || Teacher can show a clip of a violent storm and ask students what they see. Looking for disorganization, messy, quick, etc. Teacher can lead students to see that brainstorm is literally like a storm - not organized, some times messy, quick, and a large amount of ideas scattered on a page.
 * **Make Effective Word Choices** || all || Word Choice || Choose effective words to create a picture in the reader's mind. ||  ||   ||   ||   ||
 * **Note-taking** || Literary Nonfiction

Nonfiction

Biography Autobiography

Historical Fiction || Note-taking || Identify and organize important pieces of information from written and oral sources in writing. || [|Note-Taking with Research lesson plan] Heavy highlight strategy: First time reading a text, students highlight the information that they think is most important. Then students must write notes on the information that was highlighted. Through this students learn that they have highlighted extraneous information by the amount of notes that are needed. [|Plagiarism, Copywrite and paraphrasing lesson plan] || [|Online game to practice identifying the most important information] ||  ||   ||
 * **Organize Writing** || all || Organization || Organize pieces of text in writing in an order that makes sense and is easy to understand. || [|Generating and Organizing Ideas] || [|Online matching game to practice parts of organized writing] ||  ||   ||
 * **Recall Fact and Detail From Oral Text** || Nonfiction

Realistic Fiction

Historical Fiction

Biography/ Autography

Literary Nonfiction || Fact and Detail in Oral Text || Report facts and details from spoken/read details from memory. || Teacher can team teach how to recall fact and detail from oral text. One teacher reads a text aloud while the other teacher models through think aloud how to take notes that will aid in the recall of facts and details. If another teacher is not available you can record yourself reading and play while you model. Graphic organizers are helpful with the notetaking. || [|Making trading cards (can adapt for any text)] ||  ||   || [|Resource for Listening Objectives] [|Contrast of effective and ineffective listening habits] [|Listening Behavior Survey] ||  ||   ||   || Sentence structure Punctuation || Compose writing with proper use of spelling, grammar, word choice, punctuation, capitalization, and paragraphing. || [|writing conventions ideas/explanations] [|Using comic strips to teach conventions] [|Children's Books and Teacher resouces for Conventions] || [|Self check list for conventions] Numonic Device to help students check conventions: S - "s" words plural or possessive C - capitalization P - punctuation S - sentence structure G - grammar Focus on one part of conventions at a time. ||  ||   || [|Ideas for introducing Voice]
 * **Recognize Different Levels of Meaning in Oral Text** || all || Different Levels of Meaning in Oral Text || Infer the meaning of spoken words based on the context they are used in. ||  ||   ||   ||   ||
 * **Set Purpose for Listening** || all || Purpose for Listening || Identify a reason listening. || [|great chart for listening skills ideas!]
 * **Use Conventions of English Language** || all || Spelling
 * **Using Effective Writer’s Voice** || all || Voice || Communicate in writing a style that shows the writer's unique personality. || [|Explanation, lesson plans and resources of Voice]

[|great ideas for lessons on voice] ||  ||   ||   ||
 * **Use Graphic Organizers** || all || Graphic Organizers || Categorize and/or organize information or ideas for writing. || [|Graphic organizer resources] ||  ||   ||   ||
 * **Use Sophisticated Vocabulary** || all || Vocabulary || Choose interesting and unique language that engages the audience, has a clear purpose, and show voice. ||  ||   ||   ||   ||
 * **Compare and Contrast** || all || *Character
 * Setting
 * Plot
 * Author's Purpose
 * Theme
 * Conventions
 * Word Choice
 * Text Structure || Identify similarities and differences between two things. || [|cinderella compare/contrast lesson plan]

[|school compare/contrast lesson using Dr. Suess] || [|graphic organizers for compare/contrast]

t-charts

[|make your own customized venn diagrams] ||  ||   ||
 * **Determine Importance** || all || Determine Importance || Identify if information has any effect on the plot.

Distinguish between relevant and irrelevant information. || [|Lesson ideas and resources] [|Strategies for determining importance in fiction and non fiction] ||  ||   ||   ||
 * **Determine Theme** || Fairy Tale

Short Stories

Folktales

Science Fiction

Mystery

Historical Fiction

Realistic Fiction

Poetry

Myths and Legends || Theme || Identify the underlying message. || [|Powerpoint describing steps of finding theme] [|How to introduce and practice] Check out __Strategies that Work__ by Stephanie Havey and Anne Goudvis ||  ||   ||   || [|Lesson and activities] || [|Online game] [|Another online game] [|Connecting to televsions commercials] ||  ||   ||
 * **Distinguish between Fact and Opinion** || all but nonfiction || Fact and Opinion || Differentiate between something that can be proven or is based on someones belief or feelings. || [|Lesson on fact and opinion using Martin Luther King Jr.]
 * ** Paraphrase ** || Nonfiction

Literary Nonfiction || Paraphrase || Rewrite and summarize text in your own words. || [|Lesson - step by step to get to the most important part of text] [|Note-taking lesson plans] [|Using research to teach paraphrasing] ||  ||   ||   || [|Teaching sequencing through creative writing] || [|Using cartoons to practice sequencing] ||  ||   || [|Summarizing through Guided Comprehension] [|Things to include when teaching summarizing] || [|Buying words to summarize activity] ||  ||   ||
 * **Sequence** || all || Sequence || Organize information in an order that makes sense. || [|Teaching sequencing through reading comprehension]
 * **Summarize** || all || Summarize || Restate the main idea and supporting details in a brief manner. || [|How to teach summarizing]
 * **Use Supporting Details** || Nonfiction

Literary Nonfiction

Biography Autobiography || Supporting Details || Locate facts and information in a written work in order to justify the main idea or thesis. || [|Overview of supporting details] ||  ||   ||   ||