5th Grade Growing Block
Week #35 Date 5/13- 5/17
Standard(s): RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
M-F Book Study work. Read and Respond to 2 chapters daily.
Standard(s): RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
M-F Book Study work. Read and Respond to 2 chapters daily.
Week #34 Date 5/6- 5/10
Standard(s): RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
M-F Book Study work. Read and Respond to 2 chapters daily.
Standard(s): RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
M-F Book Study work. Read and Respond to 2 chapters daily.
Week #34 Date 5/6- 5/10
Standard(s): RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
M-F Book Study work. Read and Respond to 2 chapters daily.
Standard(s): RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
M-F Book Study work. Read and Respond to 2 chapters daily.
Week #33 Date 4/29- 5/3
Standard(s): RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
M- Choose a chapter book for Book Study using a rubric that learners create. Analyze 5 books.
T- Continue using the rubric to analyze the books.
W- No Group- Pen Pals
Th- Finish analyzing the chapter books and select today. Start reading chapter 1. Learners choose how to show comprehension using the Book Study activities.
F- Otrio (2 learners absent)
Standard(s): RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
M- Choose a chapter book for Book Study using a rubric that learners create. Analyze 5 books.
T- Continue using the rubric to analyze the books.
W- No Group- Pen Pals
Th- Finish analyzing the chapter books and select today. Start reading chapter 1. Learners choose how to show comprehension using the Book Study activities.
F- Otrio (2 learners absent)
Week #32 Date 4/22- 4/26
Standard(s):
M- No School (Easter Break)
T- F No Group Smarter Balanced Testing
Standard(s):
M- No School (Easter Break)
T- F No Group Smarter Balanced Testing
Week #31 Date 4/15- 4/19
Standard(s):
M-Th- Smarter Balance Testing
F- No School (Easter Break)
Standard(s):
M-Th- Smarter Balance Testing
F- No School (Easter Break)
Week #30 Date 4/8- 4/12
Standard(s): RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
M- Post Assessment RI.5.2
T- Pre Assessment RI.5.5 and RI.5.6
W- Incentive and Kahoot Day
Th- Snow Day
F- Snow Day
Standard(s): RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
M- Post Assessment RI.5.2
T- Pre Assessment RI.5.5 and RI.5.6
W- Incentive and Kahoot Day
Th- Snow Day
F- Snow Day
Week #29 Date 4/1- 4/5
Standard(s): RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
M- Lesson 23 Practice II Spg 159. Read paragraphs 5 and 6. Answer the following questions by playing Lucky Bags. Bag #1: What is the main idea in paragraph 5? Bag #2: What details support the main idea in paragraph 5?Write at least 3. Bag #3: How does the author continue this idea in paragraph 6? Bag #4: How do these paragraphs relate to ideas from earlier in the text called "The Life in Milton Hershey"? Explain.
T- Continue Lucky Bags from yesterday.
W- Lesson 23 Practice III Spg 160. Summarize a text. Summaries include all the main ideas and most important key details from an entire text. A good summary should be shorter than the original and only include some of the most important information. Read pg 160 and identify the main idea and key details. Begin to summarize using Google Docs.
Th- Continue summarizing using Docs.
F- Play Otrio and eat Hershey Chocolate
Standard(s): RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
M- Lesson 23 Practice II Spg 159. Read paragraphs 5 and 6. Answer the following questions by playing Lucky Bags. Bag #1: What is the main idea in paragraph 5? Bag #2: What details support the main idea in paragraph 5?Write at least 3. Bag #3: How does the author continue this idea in paragraph 6? Bag #4: How do these paragraphs relate to ideas from earlier in the text called "The Life in Milton Hershey"? Explain.
T- Continue Lucky Bags from yesterday.
W- Lesson 23 Practice III Spg 160. Summarize a text. Summaries include all the main ideas and most important key details from an entire text. A good summary should be shorter than the original and only include some of the most important information. Read pg 160 and identify the main idea and key details. Begin to summarize using Google Docs.
Th- Continue summarizing using Docs.
F- Play Otrio and eat Hershey Chocolate
Week #28 Date 3/25- 3/29
Standard(s): RL.5.9 Compare and Contrast stories in the same genre on their approaches to similar themes and topics. RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
M- Learners will write a multi-paragraph essay comparing and contrasting the two stories from last week.
T- Post RL.5.9 Assessment: Read The Four Oxen and the Lion as well as The Bundle of Sticks. Answer the following questions: What is the central message or the “theme” of each story. How are the central messages or the “theme” of the stories alike and different? Pre Assessment on Multiple Main Ideas. Read Town Shocked by Walking Catfish. There are multiple main ideas. What is one main idea of this text?
W- Continue Assessments
Th- Watch the 4 AT&T videos. Using a t-chart, write down the main idea and key details into notebooks. Begin Lesson 23 on Tpg155 and 156. Teacher reads the text while students close their eyes (optional) and listen. Before reading, ask them to listen for more than one main idea and the key details that match. After reading, explain that informational texts have ore than one main idea. When you read, pay attention to what the author says in each paragraph and in the text as a whole. Student helper reads Spg157. Ask: What does the author talk about in the paragraph? (Hershey learns a trade to help his family.) What details or facts are included about his trade? Highlight the main idea in blue and the details in green. Explain that a good summary of the text only includes the most important main ideas and details.
F- Tell students that each main idea, supports the central message of the text as a whole. Spg158. Student helper reads the page aloud. Ask students if Milton Hershey was always successful? Have students find details to support this idea. Then have students work in groups to determine the main idea and details of of paragraph 4. Share. What do the 2 paragraphs have in common?
Standard(s): RL.5.9 Compare and Contrast stories in the same genre on their approaches to similar themes and topics. RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
M- Learners will write a multi-paragraph essay comparing and contrasting the two stories from last week.
T- Post RL.5.9 Assessment: Read The Four Oxen and the Lion as well as The Bundle of Sticks. Answer the following questions: What is the central message or the “theme” of each story. How are the central messages or the “theme” of the stories alike and different? Pre Assessment on Multiple Main Ideas. Read Town Shocked by Walking Catfish. There are multiple main ideas. What is one main idea of this text?
W- Continue Assessments
Th- Watch the 4 AT&T videos. Using a t-chart, write down the main idea and key details into notebooks. Begin Lesson 23 on Tpg155 and 156. Teacher reads the text while students close their eyes (optional) and listen. Before reading, ask them to listen for more than one main idea and the key details that match. After reading, explain that informational texts have ore than one main idea. When you read, pay attention to what the author says in each paragraph and in the text as a whole. Student helper reads Spg157. Ask: What does the author talk about in the paragraph? (Hershey learns a trade to help his family.) What details or facts are included about his trade? Highlight the main idea in blue and the details in green. Explain that a good summary of the text only includes the most important main ideas and details.
F- Tell students that each main idea, supports the central message of the text as a whole. Spg158. Student helper reads the page aloud. Ask students if Milton Hershey was always successful? Have students find details to support this idea. Then have students work in groups to determine the main idea and details of of paragraph 4. Share. What do the 2 paragraphs have in common?
Week #27 Date 3/18- 3/22
Standard(s): RL.5.9 Compare and Contrast stories in the same genre on their approaches to similar themes and topics.
M- No School
T- Lesson 22: Compare and Contrast Literature. Read Jules is Missing! and The Snack Bandit. Review the term compare and contrast. Consider how they are alike and different thinking about the central message, important topics, genres, key words, story events and characters. Spg149- Have student daily helper read paragraph 1 and 2. Pick someone else to read 3, 4 and 5. How do you know that both stories are mysteries? Contrast the two stories by pointing out some differences.
W-Identify Genres: Spg150. Have student helper read paragraphs 2-6. Have students summarize the plots of the stories and identify words and phrases that show the stories belong to the mystery genre and highlight in workbooks. Write a paragraph that explaining how they know that the two stories are a mystery. Highlight the words or phrases that indicate the mystery genre.
Th- Compare and Contrast within a Genre. Students will compare and contrast each story Jules is Missing and the Snack Bandit using a Central Message Venn Diagram. If students have trouble have them review important topics, central message, characters, story events or descriptions in the story.
F- Continue to use the Diagram to compare and contrast the two stories.
Standard(s): RL.5.9 Compare and Contrast stories in the same genre on their approaches to similar themes and topics.
M- No School
T- Lesson 22: Compare and Contrast Literature. Read Jules is Missing! and The Snack Bandit. Review the term compare and contrast. Consider how they are alike and different thinking about the central message, important topics, genres, key words, story events and characters. Spg149- Have student daily helper read paragraph 1 and 2. Pick someone else to read 3, 4 and 5. How do you know that both stories are mysteries? Contrast the two stories by pointing out some differences.
W-Identify Genres: Spg150. Have student helper read paragraphs 2-6. Have students summarize the plots of the stories and identify words and phrases that show the stories belong to the mystery genre and highlight in workbooks. Write a paragraph that explaining how they know that the two stories are a mystery. Highlight the words or phrases that indicate the mystery genre.
Th- Compare and Contrast within a Genre. Students will compare and contrast each story Jules is Missing and the Snack Bandit using a Central Message Venn Diagram. If students have trouble have them review important topics, central message, characters, story events or descriptions in the story.
F- Continue to use the Diagram to compare and contrast the two stories.
Week #26 Date 3/11- 3/15
Standard(s): RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
M- Kahoot party and Incentive Day
T- Last day of Movie Trailer
W- Write a Round About Story together. Others can finish their work from last week if needed.
Th- No School
F- No School
Standard(s): RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
M- Kahoot party and Incentive Day
T- Last day of Movie Trailer
W- Write a Round About Story together. Others can finish their work from last week if needed.
Th- No School
F- No School
Week #25 Date 3/4- 3/8
Standard(s): RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
M-F Begin using iMovie to create a trailer from last week's story called A New Life. Before creating, go over the trailer rubric. You will be working on your trailer all week.
Standard(s): RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
M-F Begin using iMovie to create a trailer from last week's story called A New Life. Before creating, go over the trailer rubric. You will be working on your trailer all week.
Week #24 Date 2/25- 3/1
Standard(s): RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
M- Late Start- No group
T- Assess standards RL.5.7 and RL.5.9 Read The Four Oxen and the Lion as well as The Bundle of Sticks. Answer the following questios: How does the image of the oxen help you to understand the story? What is the central message of each story? How are the central messages of the stories alike and different?
W- Continue Assessment if not finished from yesterday. Then complete Point of View pictures using compound sentences.
Th- Read the story called A New Life aloud. Learners can close their eyes and/or lay heads on the table to visualize. After reading, tell learners that the tone of a story is the author's attitude about a subject. Authors create tone by choosing specific adjectives to describe what a character sees and feels. They also express tone through imagery. Authors also use imagery to help readers understand the meaning of the story. Look at Spg143 and 144. What does the author choose these images? Underline words or phrases that helps you understand the tone. Write about the tone of each paragraph.
F- Using Spg145 Read. How does the tone change? Highlight words or phrases that show how the tone has changed. How have the visuals changed? How is the author using a visual to enhance beauty?
Standard(s): RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
M- Late Start- No group
T- Assess standards RL.5.7 and RL.5.9 Read The Four Oxen and the Lion as well as The Bundle of Sticks. Answer the following questios: How does the image of the oxen help you to understand the story? What is the central message of each story? How are the central messages of the stories alike and different?
W- Continue Assessment if not finished from yesterday. Then complete Point of View pictures using compound sentences.
Th- Read the story called A New Life aloud. Learners can close their eyes and/or lay heads on the table to visualize. After reading, tell learners that the tone of a story is the author's attitude about a subject. Authors create tone by choosing specific adjectives to describe what a character sees and feels. They also express tone through imagery. Authors also use imagery to help readers understand the meaning of the story. Look at Spg143 and 144. What does the author choose these images? Underline words or phrases that helps you understand the tone. Write about the tone of each paragraph.
F- Using Spg145 Read. How does the tone change? Highlight words or phrases that show how the tone has changed. How have the visuals changed? How is the author using a visual to enhance beauty?
Week #23 Date 2/18- 2/22
Standard(s): RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
M- No School
T- Continue rewriting the paragraph from last week, changing it from 1st to 3rd paragraph. Using the dog pictures, write a sentence in 1st, 2nd and 3rd person. Do this with at least 3 pictures.
W- No group. Late start.
Th- Continue dog pictures activity.
F- Assess: Read the short story called A Performance to Remember. What point of view is used in the story? How do you know? How does this point of view affect how the events in paragraphs 3 and 4 are described? Rewrite paragraph 3 in your own point of view. If finished early, play the Dictionary game.
Standard(s): RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
M- No School
T- Continue rewriting the paragraph from last week, changing it from 1st to 3rd paragraph. Using the dog pictures, write a sentence in 1st, 2nd and 3rd person. Do this with at least 3 pictures.
W- No group. Late start.
Th- Continue dog pictures activity.
F- Assess: Read the short story called A Performance to Remember. What point of view is used in the story? How do you know? How does this point of view affect how the events in paragraphs 3 and 4 are described? Rewrite paragraph 3 in your own point of view. If finished early, play the Dictionary game.
Week #22 Date 2/11- 2/15
Standard(s): RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
M- Kahoot incentive day
T- Read An Alabama Bus to students. Begin Lesson 20 Student pg. 135 Distinguish between first and third point of view in a text. Build vocabulary by explaining the Idiom stormed off in paragraph 8. Have students highlight key words for 1st person and 3rd person. How are the key words different?
W- Student pg. 136. Have students get into their 12:00 partners and read the passage together. Then identify the narrator's point of view and explain how they know. What does the narrator tell you? What feelings does the narrator express? Discuss in your small group. Whole group: Get together and share.
Th- Using page 136 text, have students get into their 3:00 partners and rewrite the paragraph in 3rd person point of view. If needed, make a T-chart to help students understand 1st person pronouns vs. 3rd person pronouns.
F- No School
Standard(s): RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
M- Kahoot incentive day
T- Read An Alabama Bus to students. Begin Lesson 20 Student pg. 135 Distinguish between first and third point of view in a text. Build vocabulary by explaining the Idiom stormed off in paragraph 8. Have students highlight key words for 1st person and 3rd person. How are the key words different?
W- Student pg. 136. Have students get into their 12:00 partners and read the passage together. Then identify the narrator's point of view and explain how they know. What does the narrator tell you? What feelings does the narrator express? Discuss in your small group. Whole group: Get together and share.
Th- Using page 136 text, have students get into their 3:00 partners and rewrite the paragraph in 3rd person point of view. If needed, make a T-chart to help students understand 1st person pronouns vs. 3rd person pronouns.
F- No School
Week #21 Date 2/4- 2/8
Standard(s): W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
M- Continue Multi-Paragraph Essay work. Conference with learners.
T- Continue Multi-Paragraph Essay work. Conference with learners.
W- Continue Multi-Paragraph Essay work. Conference with learners.
Th- Snow Day
F- Continue Multi-Paragraph Essay work. Conference with learners.
Standard(s): W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
M- Continue Multi-Paragraph Essay work. Conference with learners.
T- Continue Multi-Paragraph Essay work. Conference with learners.
W- Continue Multi-Paragraph Essay work. Conference with learners.
Th- Snow Day
F- Continue Multi-Paragraph Essay work. Conference with learners.
Week #20 Date 1/28- 2/1
Standard(s): W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
M- Continue Multi-Paragraph Essay work.
T- Continue Multi-Paragraph Essay work.
W- No School
Th- Continue Multi-Paragraph Essay work. Conference with learners.
F- Continue Multi-Paragraph Essay work. Conference with learners.
Standard(s): W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
M- Continue Multi-Paragraph Essay work.
T- Continue Multi-Paragraph Essay work.
W- No School
Th- Continue Multi-Paragraph Essay work. Conference with learners.
F- Continue Multi-Paragraph Essay work. Conference with learners.
Week #19 Date 1/21- 1/25
Standard(s): W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
M- no School
T- Continue Multi-Paragraph Essay work.
W- Watch the YouTube video called Good Learner Characteristics. Learners take notes. Use the notes to help when they are asked the question about how they are a good learner. Continue work on MPE.
Th- Late start-No Group
F- Use the first 15 minutes to finish up interviews. Then begin to write.
Standard(s): W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
M- no School
T- Continue Multi-Paragraph Essay work.
W- Watch the YouTube video called Good Learner Characteristics. Learners take notes. Use the notes to help when they are asked the question about how they are a good learner. Continue work on MPE.
Th- Late start-No Group
F- Use the first 15 minutes to finish up interviews. Then begin to write.
Week #18 Date 1/14- 1/18
Standard(s): W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
M- CORE testing. During the last week of CORE testing, learners will finalize their Interview paragraphs.
T- CORE testing
W- Interview NF by using deeper thinking questions. Model to the group and introduce the idea of writing a multi-paragraph essay.
Th- Learners will begin the first stages of writing a multi-paragraph essay by interviewing a friend. Show model of Multi-Paragraph essay and have learners read it. Talk about what each paragraph is about (Personal paragraph, Learning paragraph and summer paragraph) Learners pick 4-5 questions from each section to ask their friend.
F- Snow Day
Standard(s): W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
M- CORE testing. During the last week of CORE testing, learners will finalize their Interview paragraphs.
T- CORE testing
W- Interview NF by using deeper thinking questions. Model to the group and introduce the idea of writing a multi-paragraph essay.
Th- Learners will begin the first stages of writing a multi-paragraph essay by interviewing a friend. Show model of Multi-Paragraph essay and have learners read it. Talk about what each paragraph is about (Personal paragraph, Learning paragraph and summer paragraph) Learners pick 4-5 questions from each section to ask their friend.
F- Snow Day
Week #17 Date 1/7- 1/11
Standard(s):
M- CORE testing
T- CORE testing
W- CORE testing
Th- CORE testing
F- CORE testing
Standard(s):
M- CORE testing
T- CORE testing
W- CORE testing
Th- CORE testing
F- CORE testing
Week #16 Date 12/31- 1/4
Standard(s):
M- No School
T- No School
W- No School
Th- CORE testing- Learners not being tested-Interview a friend and write a paragraph about them. Watch the paragraph video before writing your paragraph.
F- CORE testing
Standard(s):
M- No School
T- No School
W- No School
Th- CORE testing- Learners not being tested-Interview a friend and write a paragraph about them. Watch the paragraph video before writing your paragraph.
F- CORE testing
Week #15 Date 12/17- 12/21
Standard(s): RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
M- Continue work on Peom and making a Christmas card
T- No Mrs. Jerke
W- gift giving and continued work on Poem
Th- Finish work on Peom
F- Play a Christmas Kahoot and give out gifts
Standard(s): RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
M- Continue work on Peom and making a Christmas card
T- No Mrs. Jerke
W- gift giving and continued work on Poem
Th- Finish work on Peom
F- Play a Christmas Kahoot and give out gifts
Week #14 Date 12/10- 12/14
Standard(s): RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
M- Begin poem organization by making a t-chart with key words for Pleasant and non-pleasant. Show my model so kids have an idea of how the final product will look.
T- Continue t-chart from yesterday.
W- Begin putting the key words into a poem. Conference with learners about the structure of their poems, also looking at spelling.
Th- No Mrs. Jerke
F- Continue work with poem and begin to publish poem on Google Docs and make a Christmas card.
Standard(s): RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
M- Begin poem organization by making a t-chart with key words for Pleasant and non-pleasant. Show my model so kids have an idea of how the final product will look.
T- Continue t-chart from yesterday.
W- Begin putting the key words into a poem. Conference with learners about the structure of their poems, also looking at spelling.
Th- No Mrs. Jerke
F- Continue work with poem and begin to publish poem on Google Docs and make a Christmas card.
Week #13 Date 12/3- 12/7
Standard(s): L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
M- Continue play on Truth or LIe. Check cards to see if they are in the correct bag. Check the statements to see if key words were used in the statements. If not, redo the cards and play again.
T- 10 in a Row Incentive and Treat Day- Make ornaments for the school wide door decorating contest using a Glyph.
W- Lesson 19 Analyze structure in Literature. Teacher read the poem called Seasons to students. Students close their eyes to visualize the poem. Explain to students that texts such as poems, short stories, and dramas usually have a structure that helps develop ideas or move events forward. Using S129- Teacher identifies the poem's topic and the purpose of the stanza. See if students can point out the similie. Using a T-chart have students find details in the text that indicate the topic of the Stanza (pleasant details and unpleasant details.) Using S130-Students will identify its topic and purpose of stanza 2. Monitor Progress: How do the two stanzas fit together? What do you notice about the structure of each stanza? Add to the t-chart.
Th- Lesson 19 S131 Have students read the 3rd and 4th Stanza and identify the topic. What words helped you determine the topic? What is the purpose of this stanza? How does the Stanza fit with the two that came before? What do you notice about the structure of this stanza? Again, add to the t-chart.
F- Lesson 19 S132
Standard(s): L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
M- Continue play on Truth or LIe. Check cards to see if they are in the correct bag. Check the statements to see if key words were used in the statements. If not, redo the cards and play again.
T- 10 in a Row Incentive and Treat Day- Make ornaments for the school wide door decorating contest using a Glyph.
W- Lesson 19 Analyze structure in Literature. Teacher read the poem called Seasons to students. Students close their eyes to visualize the poem. Explain to students that texts such as poems, short stories, and dramas usually have a structure that helps develop ideas or move events forward. Using S129- Teacher identifies the poem's topic and the purpose of the stanza. See if students can point out the similie. Using a T-chart have students find details in the text that indicate the topic of the Stanza (pleasant details and unpleasant details.) Using S130-Students will identify its topic and purpose of stanza 2. Monitor Progress: How do the two stanzas fit together? What do you notice about the structure of each stanza? Add to the t-chart.
Th- Lesson 19 S131 Have students read the 3rd and 4th Stanza and identify the topic. What words helped you determine the topic? What is the purpose of this stanza? How does the Stanza fit with the two that came before? What do you notice about the structure of this stanza? Again, add to the t-chart.
F- Lesson 19 S132
Week #12 Date 11/26- 11/30
Standard(s): L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
M- Learn 3 more Greek/Latin prefixes-sub, super and inter Have learners read each word in the first column aloud and underline each prefix. Ask for volunteers to offer a definition of each word based on the meaning of the prefix. Have another student look it up in the dictionary. Record the definition. Repeat the process for the words in the 2nd and 3rd columns.
T- Continue work from Monday.
W- Continue work from Monday
Th- Lesson 8 pg71 TEACH Vocabulary Fluency using suffixes. Read the passage "A Day in the Life" aloud. Talk about -ist, -logist. Have learners use the suffixes to help them define biologist, novelist and zoologist. PRACTICE I pg72
F- Lesson 8 pg 73 PRACTICE 2 -gram and -graph pg 74 PRACTICE 3 -meter -duct, -ject Play Truth or Lies. Learner create 1 Truth and 1 Lie for 2 words with suffixes. To play: deal cards out to all players. Players decide if the statement is true or a lie. Add them to the correct bag.
Standard(s): L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
M- Learn 3 more Greek/Latin prefixes-sub, super and inter Have learners read each word in the first column aloud and underline each prefix. Ask for volunteers to offer a definition of each word based on the meaning of the prefix. Have another student look it up in the dictionary. Record the definition. Repeat the process for the words in the 2nd and 3rd columns.
T- Continue work from Monday.
W- Continue work from Monday
Th- Lesson 8 pg71 TEACH Vocabulary Fluency using suffixes. Read the passage "A Day in the Life" aloud. Talk about -ist, -logist. Have learners use the suffixes to help them define biologist, novelist and zoologist. PRACTICE I pg72
F- Lesson 8 pg 73 PRACTICE 2 -gram and -graph pg 74 PRACTICE 3 -meter -duct, -ject Play Truth or Lies. Learner create 1 Truth and 1 Lie for 2 words with suffixes. To play: deal cards out to all players. Players decide if the statement is true or a lie. Add them to the correct bag.
Week #11 Date 11/19- 11/24
Standard: L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). .L.4.4.C Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
M- Practice 2 Stpg69 Review prefixes from yesterday. Explain what semi, hemi and co prefixes mean. Use sentences 1-4 to determine the meaning of the words that have these prefixes. Monitor progress with 3 more sentences with prefixes. Look up in the dictionary to see if you are correct.
T- Read the Thanksgiving NewsELA article called Myths about the Mayflower.
W- After reading play Check Off.
Th- No School
F- No School
Standard: L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). .L.4.4.C Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
M- Practice 2 Stpg69 Review prefixes from yesterday. Explain what semi, hemi and co prefixes mean. Use sentences 1-4 to determine the meaning of the words that have these prefixes. Monitor progress with 3 more sentences with prefixes. Look up in the dictionary to see if you are correct.
T- Read the Thanksgiving NewsELA article called Myths about the Mayflower.
W- After reading play Check Off.
Th- No School
F- No School
Week #10 Date 11/12- 11/16
Standards: W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
M- No Mrs. Jerke
T- Lesson 8 Model and Teach: Read aloud A Day at the Airshow. Learners will learn about Greek and Latin prefixes. Prefixes along with context, will help learners understand word meaning. Practice I- Learners highlight biplanes (bi means 2), tripled (tri means 3) and unison (uni means 1)- use these words and their prefixes to understand them in the story. Practice on Stpg68. Groups look up in the dictionary to see if they are correct.
W- Go to the Library and work on Smart TV slides for next week.
Th- Smart TV slides.
F- No School
Standards: W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
M- No Mrs. Jerke
T- Lesson 8 Model and Teach: Read aloud A Day at the Airshow. Learners will learn about Greek and Latin prefixes. Prefixes along with context, will help learners understand word meaning. Practice I- Learners highlight biplanes (bi means 2), tripled (tri means 3) and unison (uni means 1)- use these words and their prefixes to understand them in the story. Practice on Stpg68. Groups look up in the dictionary to see if they are correct.
W- Go to the Library and work on Smart TV slides for next week.
Th- Smart TV slides.
F- No School
Week #9 Date 11/5- 11/9
Standards: W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Other Standards: Identify and analyze the purpose of a media message (to inform, persuade and entertain). Use age appropriate technologies to locate, collect, organize content from media collection for specific purposes, citing sources.
M- Work on Slide Show for Smart TV in commons
T- Incentive Day Decoding Kahoot and treats
W- Work on Slide Show for Smart TV in commons
Th- Work on Slide Show for Smart TV in commons
F- Work on Slide Show for Smart TV in commons
Standards: W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Other Standards: Identify and analyze the purpose of a media message (to inform, persuade and entertain). Use age appropriate technologies to locate, collect, organize content from media collection for specific purposes, citing sources.
M- Work on Slide Show for Smart TV in commons
T- Incentive Day Decoding Kahoot and treats
W- Work on Slide Show for Smart TV in commons
Th- Work on Slide Show for Smart TV in commons
F- Work on Slide Show for Smart TV in commons
Week #8 Date 10/29- 11/2
Standard: RF.5.4 Read with sufficient accuracy and fluency to support comprehension. RF.5.4a Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Lesson 3 Accuracy and Rate Sp 43. Model accuracy and rate. Did I have any errors Did I read too quickly? Too slowly? Did I make it sound smooth like we talk? Did I stop at periods and pause at commas?
T- I LEARN- SPage44 Article: Nutty Butter 1. Read together 2. Read aloud without me 3. Read Independently and T checks WPM. Learners try cashew butter, peanut butter and hazelnut spread with apples and crackers.
W- Continue to check WPM. Read the article Homegrown Veggies independently 1x. Then read it into the iPad. Listen to the video and self-assess. Did I have any errors? Did I read too quickly or too slowly? Did I sound smooth like talking? Did I stop at periods and pause at commas?
Th- Work on Slide Show for Smart TV in commons
F- Work on Slide Show for Smart TV in commons
Standard: RF.5.4 Read with sufficient accuracy and fluency to support comprehension. RF.5.4a Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Lesson 3 Accuracy and Rate Sp 43. Model accuracy and rate. Did I have any errors Did I read too quickly? Too slowly? Did I make it sound smooth like we talk? Did I stop at periods and pause at commas?
T- I LEARN- SPage44 Article: Nutty Butter 1. Read together 2. Read aloud without me 3. Read Independently and T checks WPM. Learners try cashew butter, peanut butter and hazelnut spread with apples and crackers.
W- Continue to check WPM. Read the article Homegrown Veggies independently 1x. Then read it into the iPad. Listen to the video and self-assess. Did I have any errors? Did I read too quickly or too slowly? Did I sound smooth like talking? Did I stop at periods and pause at commas?
Th- Work on Slide Show for Smart TV in commons
F- Work on Slide Show for Smart TV in commons
Week #7 Date 10/22- 10/26
Standard: RF.5.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. Objective: Recognize letter-sound correspondences and syllabication patterns to decode words in and out of context.
M- Pre Assessment- Give students 8 words and see how they break the words into parts.
T- I LEARN- Tpg37 Explain syllabication to learners and teach how to use knowledge of word parts to decode words. I PRACTICE Tpg38. Create word cards and teach the Routine to decode each word.
W- I PRACTICE 2 Tpg39-using more word cards practice the routine to decode words. I PRACTICE 3 Tpg40- Read sentences that include words to decode. Practice playing the game of Spoons.
Th- Learners will find 13 multi-syllabic words in the dictionary, type in Docs and print out. Glue on a deck of cards
F- Play Spoons decoding game
Standard: RF.5.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. Objective: Recognize letter-sound correspondences and syllabication patterns to decode words in and out of context.
M- Pre Assessment- Give students 8 words and see how they break the words into parts.
T- I LEARN- Tpg37 Explain syllabication to learners and teach how to use knowledge of word parts to decode words. I PRACTICE Tpg38. Create word cards and teach the Routine to decode each word.
W- I PRACTICE 2 Tpg39-using more word cards practice the routine to decode words. I PRACTICE 3 Tpg40- Read sentences that include words to decode. Practice playing the game of Spoons.
Th- Learners will find 13 multi-syllabic words in the dictionary, type in Docs and print out. Glue on a deck of cards
F- Play Spoons decoding game
Week #6 Date 10/15- 10/19
Standard: W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Other Standards: Identify and analyze the purpose of a media message (to inform, persuade and entertain). Use age appropriate technologies to locate, collect, organize content from media collection for specific purposes, citing sources.
M- Meet with Mrs. Cassutt's 4th grade learners in the library. Get into buddies and teach the 4th graders how to create a the School's slide show for the next week
T- Continue to meet with Mrs. Cassutt's learners
W- Continue to meet with Mrs. Cassutt's learners.
Th- Continue to meet with Mrs. Cassutt's learners.
F- last Day with Mrs. Cassutt's learners.
Standard: W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Other Standards: Identify and analyze the purpose of a media message (to inform, persuade and entertain). Use age appropriate technologies to locate, collect, organize content from media collection for specific purposes, citing sources.
M- Meet with Mrs. Cassutt's 4th grade learners in the library. Get into buddies and teach the 4th graders how to create a the School's slide show for the next week
T- Continue to meet with Mrs. Cassutt's learners
W- Continue to meet with Mrs. Cassutt's learners.
Th- Continue to meet with Mrs. Cassutt's learners.
F- last Day with Mrs. Cassutt's learners.
Week #5 Date 10/8- 10/12
Standard: W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Other Standards: Identify and analyze the purpose of a media message (to inform, persuade and entertain). Use age appropriate technologies to locate, collect, organize content from media collection for specific purposes, citing sources.
M- No School
T- Work on Slides for Smart TV in the Commons
W- Work on Slides for Smart TV in the Commons
Th- Work on Slides for Smart TV in the Commons
F- Work on Slides for Smart TV in the Commons
Standard: W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Other Standards: Identify and analyze the purpose of a media message (to inform, persuade and entertain). Use age appropriate technologies to locate, collect, organize content from media collection for specific purposes, citing sources.
M- No School
T- Work on Slides for Smart TV in the Commons
W- Work on Slides for Smart TV in the Commons
Th- Work on Slides for Smart TV in the Commons
F- Work on Slides for Smart TV in the Commons
Week #4 Date 10/1- 10/5
Standard: W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Other Standards: Identify and analyze the purpose of a media message (to inform, persuade and entertain). Use age appropriate technologies to locate, collect, organize content from media collection for specific purposes, citing sources.
M- Work on Slides for Smart TV in the commons
T- Work on Slides for Smart TV in the commons
W- Work on Slides for Smart TV in the commons
Th- Work on Slides for Smart TV in the commons
F- Incentive Day- Play Kahoot!
Standard: W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Other Standards: Identify and analyze the purpose of a media message (to inform, persuade and entertain). Use age appropriate technologies to locate, collect, organize content from media collection for specific purposes, citing sources.
M- Work on Slides for Smart TV in the commons
T- Work on Slides for Smart TV in the commons
W- Work on Slides for Smart TV in the commons
Th- Work on Slides for Smart TV in the commons
F- Incentive Day- Play Kahoot!
Week #3 Date 9/24- 9/28
Standard: RF.5.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. Recognize letter-sound correspondences and syllabication patterns to decode words in and out of context.
M- continue typing words on Google Docs, print and glue on DOTS and BOXES game board
T- Play DOTS and BOXES. Players must use the root word to decode and to tell infer what the word means. Write the word and the meaning in your journal.
W- Continue DOTS and BOXES game
Th- PROVE IT DAY Post Assessment- Give students the same 8 words and have them circle the Latin/Greek words, then define the root.
F- Play the Dictionary Game with Latin/Greek root words
Standard: RF.5.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. Recognize letter-sound correspondences and syllabication patterns to decode words in and out of context.
M- continue typing words on Google Docs, print and glue on DOTS and BOXES game board
T- Play DOTS and BOXES. Players must use the root word to decode and to tell infer what the word means. Write the word and the meaning in your journal.
W- Continue DOTS and BOXES game
Th- PROVE IT DAY Post Assessment- Give students the same 8 words and have them circle the Latin/Greek words, then define the root.
F- Play the Dictionary Game with Latin/Greek root words
Week #2 Date 9/17- 9/21
Standard: RF.5.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
M- Finish the Pre-Assessment on Lesson 1 on Tpg42 on Decoding Words using Greek or Latin Roots. I Learn using Reading Guidebooks Spg33 AND I Practice on Tpg34.
T- I Practice 2 Spg35 and I Practice 3 Spg36
W- Research 10 Root words. Find 6 of each. Add them to the DOTS and BOXES game Board
Th- No Group (getting ready for student lead conferences)
F- type words on Google Docs, print and glue on DOTS and BOXES game board
Standard: RF.5.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
M- Finish the Pre-Assessment on Lesson 1 on Tpg42 on Decoding Words using Greek or Latin Roots. I Learn using Reading Guidebooks Spg33 AND I Practice on Tpg34.
T- I Practice 2 Spg35 and I Practice 3 Spg36
W- Research 10 Root words. Find 6 of each. Add them to the DOTS and BOXES game Board
Th- No Group (getting ready for student lead conferences)
F- type words on Google Docs, print and glue on DOTS and BOXES game board
Week #1 Date 9/10- 9/14
Standard: RF.5.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
M- 1st Day- Play M&M Game (only 15 minutes today)
T- Continue Playing M&M Game. Go Over Classroom Expectations and start setting up Data Folders.
W- Continue Setting Up Data Folders
Th- Growth Mindset Emoji Code
F- Pre-Assess on Lessons 1 on Tpg42 on Decoding Words using Greek or Latin Roots
Standard: RF.5.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
M- 1st Day- Play M&M Game (only 15 minutes today)
T- Continue Playing M&M Game. Go Over Classroom Expectations and start setting up Data Folders.
W- Continue Setting Up Data Folders
Th- Growth Mindset Emoji Code
F- Pre-Assess on Lessons 1 on Tpg42 on Decoding Words using Greek or Latin Roots