2019-2020 hisd @ h.o.m.e. distance learning …...8 dad smiled as he pulled a box from a suitcase...

2019-2020 HISD @ H.O.M.E. – Distance Learning

English Language Arts – Grade 5

Summer School – Week 4 – June 29 - July 2, 2020

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

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Monday Word Study

Activity / Task

Spelling Homophone Activity

• Today you will practice spelling homophones correctly.

• Say each word aloud and picture it in your mind.

• Practice writing each word.

• Categorize the word cards based on pair. Some homophones may have at least 3 words in a group.

• Draw one card and try to use the word in a sentence.

• Take your time to make sure you’ve spelled and used each word correctly.

Vocabulary Context Clues

• Today you will use context clues to figure out the meaning of unknown words.

• Review the anchor chart on the right for tips on using context clues as you read.

• Use the context clues from Capturing the Knight to help define the bold word.

Reading Workshop

Activity / Task

Read Aloud Choose your own fiction text or use the attached fiction text Capturing the Knight to think about the plot of the text.

http://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/21808/HISD-Graduate-Vision.pdf





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Monday Reading Lesson

Analyzing Plot

• Read the attached text, Capturing the Knight, or you can choose your own fiction text.

• Next, fill in the graphic organizer below as you read a second time.

• Use the anchor chart on the right to help remind you what each term means.

Story Title: ___________________

Exposition

Rising Action:

Climax:

Falling Action:

Resolution:

Independent Reading

Read independently for 20 minutes and think the about evidence that supports the author’s purpose? Why did the author write this selection? How can you tell?

Writing Workshop

Activity / Task

Writing Lesson

Resources • Houston Public Library KIDS Reading Lists

• HMH



http://houstonlibrary.org/kids-book-lists




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Tuesday Word Study

Activity / Task

Spelling Prefix Choice Board

• Today you will strengthen your spelling of prefixes.

• Use previously read text Capturing the Knight and word cards from yesterday.

• Select 2 new activities from the Prefix Spelling Choice Board on the right.

Vocabulary Multiple Meaning Words

• Read about multiple meaning words on the chart below.

• Next, match the definition with the correct sentence by writing your letter choice in the blank.

Reading Workshop

Activity / Task

Read Aloud Choose your own fiction text or use the attached fiction text Capturing the Knight to think about character interaction and changes. Who are the characters in this story? How do the characters interact with each other? What are the characters like at the beginning and at the end of the text?






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Tuesday Reading Lesson

Fiction Text: Character Interaction & Changes

• Today you will use the attached text, Capturing the Knight, to think about character interaction and changes.

• Think about the two characters in the text. What do you know about them? How do they interact?

• Choose one of the characters from the text and complete the graphic organizer below.

Independent Reading

Read independently for 20 minutes and think the about the characters in the books you are reading. What are some traits of the characters in your book? What conflict does the character experience?

Writing Workshop

Activity / Task

Writing Lesson


• HMH







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Wednesday Word Study

Activity / Task

Spelling Prefixes in Sentences

• Today you will spell and use prefixes correctly in sentences.

• Review the meaning of the prefixes un, in, dis, and mis.

• Match the correct prefix with the bold word in the sentence.

• Circle the correct option in the right column.

Sentences Prefixes

1. The teacher did not mean to __-lead his students into thinking they would get extra recess.

un in dis mis

2. What time will you ___miss the class today? un in dis mis 3. There is an ___known source of water getting into the basement. un in dis mis 4. Anthony was __honest when he was asked what happened at the party.

un in dis mis

5. Do not turn in your test with any __complete answers. un in dis mis

6. The children were unhappy that the pizza slices were ___equal. un in dis mis

Vocabulary Word Building Challenge

• Use your knowledge of roots, prefixes, and suffixes to mix and match the cards to see how many words you can make. (If you’re not sure if it is really a word, how can you check to make sure?)

• Record your words on a piece of notebook paper or in your notebook.

un- enjoy -able/-ible

dis- write -less

over- organize -ly

pro- honest -ed

im confident -ion

pre- behave -ful

mis agree -ness

Reading Workshop

Activity / Task

Read Aloud Choose your own text or use the attached fiction texts Capturing the Knight and Summer with Papaji to complete today’s activities.

I know that big words come from

small words. Prefixes are at the

beginning of a word and it carries

clues to the meaning of the word

itself.






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Wednesday Reading Lesson

Author’s Purpose & Theme

• Today you will determine the author’s purpose and theme of a fiction text Summer with Papaji.

• Review the anchor charts to recall what you know about theme and author’s purpose.

• Read the text and complete the questions in the graphic organizer.

Independent Reading

Read independently for 20 minutes and think the about the author’s purpose and theme found within the text.

Writing Workshop

Activity / Task

Writing Lesson


• HMH







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Thursday Word Study Activity / Task

Spelling Suffixes

• Today you will create a list of words that use the suffixes -ology, -ly, -able, and -ion.

• Review the meaning of the suffixes -ology, -ly, -able, and -ion.

• Think of 3 more words that end with one of the suffixes below.

• Combine each of the words with one or more of the suffixes.

• Look at each new word. Write a sentence with at least 5 new words.

1. care

2.

3.

4.

1. amaze

2.

3.

4.

1. bold

2.

3.

4.

-ful

-less

-ment

-ness

Vocabulary Context Clues

• Today we will use context clues to determine the correct meaning of a word in a text.

• Use the steps on the diagram to the right to know how to use clues to help you determine the best definition of a word.

• For each of the 3 questions below, ask yourself:

o Which definition of the underlined word in the paragraph is correct?

A glance from him was enough to keep my sisters and me in line. Yet every summer I looked forward to seeing Papaji. It was a family tradition to visit his farm in the heart of Punjab in India.

The rest of the summer I’d hear the sounds of typewriter keys and wander toward them, timidly at first but more confidently when I realized Papaji didn’t seem to mind

When Miguel saw a description of a chess set on the box, he opened it eagerly. Think about the root scrip. What does description mean above?

A belief B custom C duty D task

A cautiously B carefully C certainly D cleverly

A a price tag on something B a picture that shows something C a symbol of a brand name on something D a written message that tells about something

Reading Workshop

Activity / Task

Read Aloud Choose your own text or use the attached fiction texts Capturing the Knight and Summer with Papaji to think about how these two stories are similar and different. Think about the characteristics of each.






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Thursday Reading Lesson

Making Connections Across Texts

• Today you will make connections by comparing two different fiction texts.

• Read the Capturing the Knight and Summer with Papaji to compare and complete the chart below.

• Share the contrasts between the two stories. Discuss what both texts have in common.

Independent Reading

Read independently for 20 minutes and think about the theme of your book or what inferences you can make about the characters.

Writing Workshop

Activity / Task

Writing Lesson


• HMH







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Capturing the Knight HMH Module 8 Assessment

1 “Dad!” shouted Miguel, as he hurried across the airport baggage claim area and threw himself into his father’s welcoming arms. “I’m glad you’re back. I missed you!”

2 His father hugged him, and Miguel felt the comforting warmth. “I missed you, too, Miguel.”

3 As they wound their way through the crowd, Dad inquired, “How’s your chess game?”

4 “Chess is great, and according to Ms. Lambert, I’m the best chess player in the entire school!” Miguel replied eagerly.

5 That evening, Miguel helped his dad unpack his suitcase, but when Miguel started to empty the shaving kit, his father stopped him. “Miguel, please return that to my suitcase; I’m leaving on another trip tomorrow morning.”

6 “But, Dad, you just arrived,” Miguel protested.

7 Then staring silently at the suitcase, Miguel remembered how as a younger boy, he had curled up inside the suitcase, hoping his dad would take him along. Sometimes his dad traveled so far that it was daytime where he was while it was nighttime for Miguel, and then Miguel and his dad couldn’t even share a phone call.

8 Dad smiled as he pulled a box from a suitcase pocket and handed it to Miguel. When Miguel saw a description of a chess set on the box, he opened it eagerly. Nested inside was a set of shiny, black figures and another set of white: pawns, bishops, rooks (which look like castle towers), knights, kings, and queens. Then he unfolded the chessboard with chocolate and cream checkered squares. “Oh, Dad, it’s so much nicer than my old chess set!” Miguel exclaimed.

9 They proceeded to set up the board: white pieces on one side and black on the opposite side. Dad grasped a pawn of each color, put them behind his back, and then held out both fists. After Miguel tapped the fist that held the white pawn, Miguel turned the board, so the white chess pieces stood on his side, and he took the first turn by moving a pawn forward two squares. “Hmmm . . . pawn to d4,” Dad observed, “a wise opening move.”

10 As the game progressed, their chess pieces fought a fierce battle across the board: first Dad’s pawn fell to Miguel’s bishop, then Miguel lost a rook, and later, Miguel captured Dad’s knight. They played until Miguel’s bedtime, when Dad suggested, “Let’s leave the chess pieces on the board and keep it in your room so we can continue the game when I come home again—and it’ll be your turn.”

11 Miguel carefully carried the loaded board to his room where he stared at it, desperately wishing the game could continue sooner. Then, he suddenly smiled, hurried to locate the smartphone, and snapped a picture of the chessboard.

12 Miguel sent the photo to his Dad’s phone; then he tiptoed back to the suitcase and slipped the old chess set into one of its pockets.

13 When Miguel awakened the next morning, Dad had left for the airport. After studying the new chessboard, Miguel moved a white piece to another square. Then he dialed his father’s smartphone and heard Dad’s recorded voice






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say, “Please leave a message after the beep.”

14 “Dad,” Miguel directed, “check your other message from me and then look into the pocket of your suitcase tonight. My next move is queen to h6, so I capture your other knight.”

15 The next morning, there was a message for Miguel on the smartphone.

16 “Excellent move, Miguel,” said Dad’s voice. “My move is bishop to g3, so leave another message because I’m really anxious to see what you’ll do . . . and I miss you.”

17 Miguel laughed happily as he rushed to his bedroom to plot his next move.

HMH. Used with Permission. All Rights Reserved.






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Summer with Papaji HMH Module 7, Assessment

1 Papaji, my grandfather, was a stern man. He always stood

straight, his body lean and strong from the physical work of farming. When I was young, I thought he seemed awfully big. His mustache curled at the ends, and his turban made him appear larger than life. A glance from him was enough to keep my sisters and me in line. Yet every summer I looked forward to seeing Papaji. It was a family tradition to visit his farm in the heart of Punjab in India.

2 The overnight train trip was always followed by a joyful ride on a tonga, a horse-drawn carriage that would bring us to the farm. Our arrival signaled the end of a school year and the freedom to do what we liked with our time. After greeting our grandparents and drinking lassi (buttermilk), we’d run to see the animals.

3 There were cows and buffaloes, especially bhuri bhains (the blond buffalo), sheep, chickens, and Billo, the beautiful horse. Being city slickers, we enjoyed every moment of feeding and washing the animals. We played with the newborn calves and lambs; their soft skin felt wonderful against our cheeks.

4 Papaji tolerated us. We were like flies that hovered around him all day. He was not a man who showed emotion easily. There were times he caught us red-handed touching some of his possessions or exploring places we weren’t supposed to, and his quiet scolding left us well-behaved for the rest of our stay

5 One morning on my way to the animal sheds, I heard clickety-clack, clickety-clack, clickety-click, ping.

6 It stopped me in my tracks. I hid behind a pillar and peered at the source of the sound: Papaji in his study, typing a letter. A plain sheet of paper was wrapped around the cylinder. With two fingers, he tapped the keys at a fair speed. I leaned farther to see better, then tripped and fell through the door.

7 For a while I lay in a heap on the floor of the study. I was sorry. I stood up, red in the face and trying to make myself invisible.

8 Papaji called me over and asked what I was doing. I told him that I’d been fascinated by the sound of the typewriter and wanted to get a better look.

9 Without saying anything else, he started typing again.

10 Not sure what to do, I stood near his elbow watching him type. I longed to touch the beautiful yellow keys with steel rims and the lovely black space bar. The keys hit the ribbon, and letters appeared on the paper as if by magic.

11 The rest of the summer I’d hear the sounds of typewriter keys and wander toward them, timidly at first but more confidently when I realized Papaji didn’t seem to mind. I stood silently, admiring the wonder of the words forming on the page.






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12 After going home, I spent the year writing poems, letters, and stories in longhand . . . and thinking of ways to convince Papaji to let me use the typewriter when I returned to his house. After all, I planned to be a writer, and writers used typewriters.

13 But the next summer, my dream weakened and faded away. I continued to stand at his elbow as he typed, hoping he would offer me a chance to try it. But he never did.

14 On returning home that year, I received a letter from the post office telling me to come and collect a package. The whole family made the trip to the post office. Mia poked her brother and whispered, “That’s the wrong money!”

15 When I opened the box, I found the typewriter! Papaji had given me permission to use it at last. My big stern grandfather wasn’t such an unaffectionate man after all.

HMH. Used with Permission. All Rights Reserved.



2019-2020 hisd @ h.o.m.e. distance learning …...8 dad smiled as he pulled a box from a suitcase...

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