coach suite implementation and pacing guide...the coach products are designed to provide a flexible...

Program Overview . . . . . . . . . . . . . . . . . . . . . . ii

Addressing Key Features in ELA Learning. . . . . iv

Differentiating Learning . . . . . . . . . . . . . . . . . . vi

Coach® Suite Correlation . . . . . . . . . . . . . . . . vii

Using the Pacing Guide . . . . . . . . . . . . . . . . . . 1

Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Coach® Suite Implementation and Pacing Guide,

English Language Arts, Grade 5 565NA ISBN: 978-1-62928-931-1

Triumph Learning® 136 Madison Avenue, 7th Floor, New York, NY 10016

© 2015 Triumph Learning, LLC. All rights reserved. No part of this publication

may be reproduced in whole or in part, stored in a retrieval system, or

transmitted in any form or by any means, electronic, mechanical, photocopying,

recording or otherwise, without written permission from the publisher.

Printed in the United States of America. 10 9 8 7 6 5 4 3 2

Implementation andPacing Guide

Coach® Suite

English Language Arts GGGGGGGGrrrrrrraaaaaaaddddddddeeeeeee 55555555

Duplicating any part of this book is prohibited by law. © 2015 Triumph Learning, LLCii

Program OverviewWelcome to Triumph Learning’s Coach Suite Implementation and Pacing Guide! You have received this guide because you are using one or more of our Coach products: Instruction Coach, Support Coach, or Performance Coach. This guide provides an organizational structure for implementing these products together.

Use Instruction Coach as your core instruction.

Instruction and Practice

Instruction Coach

Use Performance Coach to extend understanding for your on-level students and provide practice with a variety of item types.

Reinforcement and Test Preparation

Performance Coach

The Coach products are designed to provide a flexible instructional pathway that fits your classroom needs. Use the print and digital components of each product for the blended teaching and learning environment that best suits your teaching style.

The Instructional Pathway

Use Support Coach to fill gaps in student understanding with scaffolded instruction.

Targeted Instruction and Practice

Support Coach

Duplicating any part of this book is prohibited by law. © 2015 Triumph Learning, LLC iii

Teacher-driven Practice and Instructional Resources

Readiness is a digital resource library of proven Triumph Learning content. This online library enables teachers to choose among a variety of instructional approaches, guides interactive practice and discussion, assigns independent work that addresses the individual needs of students, and measures student progress with online assessments.

Readiness

Waggle is Triumph Learning’s new interactive learning system where practice meets differentiated learning. This adaptive platform helps teachers to understand student performance in real time, enabling students to be immediately remediated or accelerated to meet their needs. Waggle includes a digital version of the Triumph Learning Coach Suite print products.

Student-driven Adaptive Practice and Instruction

Waggle

Digital Options for Blended Learning

vdna

Duplicating any part of this book is prohibited by law. © 2015 Triumph Learning, LLCiv

Addressing Key Features in ELA LearningShare and Learn

Ray: The water was warm all year round. Lots of mammoths and other animals went into the pool to drink, but then they couldn’t get out. The sides were too steep. So the animals died, either because they drowned or because they couldn’t get food.

Liz: Where is the water now?

Ray: The pool slowly filled up with dirt. The bones of the trapped animals were protected under the mud for thousands and thousands of years. Now people are digging them out. There were about fifty mammoths trapped here, and lots of other animals, like wolves, and camels, and a giant bear.

Liz: The poor animals! I feel sorry for them, trapped like that. I wouldn’t want to be there!

Ray: I would. I’d give my right arm to see all those mammoths alive. I could use Mom’s cell phone to take a picture. Wow, my school report on mammoths would be awesome!

Liz: Yeah, you’d get an A as long as you didn’t get trapped in the pool.

Ray: Here—look at this! (Ray goes to a diagram that is hanging on a nearby wall. The diagram has a sign that says “Please do not touch.” Ray reads from it.) This diagram shows what happened to the mammoths through the years. (He points to the first part of the diagram. It has a label that says “26,000 years ago.”) That’s when the ground caved in and made the pool.

10

15

NONLITERAL LANGUAGE What does Ray mean when he says “I’d give my right arm” to see the mammoths alive?

SEQUENCE What events led to finding the mammoth bones at Hot Springs? List the sequence of events Ray describes in the dialogue.

CHARACTER TRAITS Liz says she feels sorry for the animals that were trapped in the sinkhole. What does this tell you about Liz’s character?

Lesson 6 • Reading Drama 113

What was the world like thousands of years ago?

How do people today learn about the distant past?Consider

DIALOGUE Which character wanted to go to the museum? What was the character’s motivation for doing that?

ASK AND ANSWER QUESTIONS Ray says he wants to see a living mammoth. What question could you ask about what will happen in the play?

Share and Learn

Cast of Characters

Liz, a seven-year-old girl

Ray, her ten-year-old brother

Mother

Scene 1

SETTING: Liz and Ray are at a museum in Hot Springs, South Dakota.

Ray: I knew this would be a great place to visit to write my report for school.

Liz: (looking up at a huge skeleton) Wow! It’s almost like the real thing.

Ray: That’s why I begged Mom to bring us here. It’s a real skeleton! But I wish I could see a living mammoth.

Liz: Too bad they’re extinct.

Ray: A very big pool of warm water used to be here.

Liz: Is that why it’s called Hot Springs?

Ray: Right. About 26,000 years ago, the spot where this museum now stands was just a grassy hill. But then an underground cave collapsed, and the ground sank. It made a deep sinkhole, and the sinkhole filled up with water from a warm spring.

Liz: How did the mammoths get here?

1

5

A AdventureMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaammmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmooooooooooooooooooooooooooooooooooooooooooooooooooootttttttttttttttttttttttttttttttttttttttttttttttthhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh

112 Lesson 6 • Reading Drama

1 Regular practice with complex texts and their academic languageAs students progress through the grades, they need to read increasingly complex literary and informational texts. Students must also expand their vocabularies through direct instruction, reading, and conversation in order to develop their literacy.

The Coach Suite provides a sequential organization to reading comprehension, exposing students to multiple genres of literature and nonfiction texts. Academic vocabulary is thoroughly covered across reading, writing, and listening strands.

Listen and LearnVocabularyUse the word map below to help you define and use one of the highlighted vocabulary words from the Share and Learn reading or another word your teacher assigns you.

mammoth extinct sinkhole tusk carnivore petrified

My word

SynonymsAntonyms

DefinitionOther forms

My sentence

Lesson 6 • Reading Drama 111

H

H

H

LL

L

L

H

H

H

West Virginia

Oklahoma

California

Arizona

LakeOntario

N

1033

1029

1032 1032

1028

1028

1024

1029

1025

1016

1024

1018

1009

1021

1020

1009

1017

1008

1006

1004987

1800

S

EW

West Virginia

New York

Canada

Montana

Oklahoma

Idaho

California

Arizona

LakeOntario1028

1009

1012

1009

1009

MAKE INFERENCES

Reread paragraph 3.

Do you think storms

occur in high-pressure or

low-pressure areas? What

information supports this

inference?

CITE EVIDENCE On the

day represented on this

map, was the air pressure

in the northwestern

United States mostly high

or mostly low? What

evidence can you cite

from the map to support

your answer?

What to Look for First

One of the first things you should look for when reading a

weather map is areas of high or low pressure. Each is marked

with a large “H” for high or “L” for low. If the map is in color,

the H symbols are normally in blue, and the L symbols are

in red. Where you see an H, the air pressure is high, and

weather in that area is usually clear and fair. Where you see

an L, the pressure is low. The weather in a low-pressure area

is more likely to have stronger winds, sometimes with rain or

snow.

The weather map below shows high-pressure areas in

western Canada, Montana, Idaho, West Virginia, and north

of New York state, near Lake Ontario. It shows low-pressure

areas near the coast of California and in Arizona, Oklahoma,

and eastern Canada.

Share and Learn

Weather Map of the United States

Lesson 6 • Reading Technical Texts 127

Share and Learn

CONTEXT CLUES What

phrases in paragraph 2

help you understand

the meaning of the

word standardized?

Circle them.

CHRONOLOGICAL

ORDER What must

meteorologists do before

they create a weather

map? Which article in

this lesson describes

this first step that

meteorologists take?

PARAPHRASE Reread

paragraph 2. Paraphrase

the information about

how symbols are used on

weather maps.

Meteorologists use the information they gather to create

weather maps. Some weather maps show a small area, such

as a county or part of a state. Other weather maps show a

larger region of the United States, the whole country, or other

areas of the world. In any case, these maps show what the

weather is doing at that moment in the region shown on the

map. They can also tell you what kind of weather to expect in

the next few hours or days.

Getting Started

Like road maps, weather maps include a large amount

of information. They use symbols, or special markings, to

indicate atmospheric conditions such as temperature, air

pressure, the amount of cloud cover, precipitation, and

severe storms. If these symbols are unfamiliar to you, a

weather map may look complicated and confusing. It can

look like a jumble of squiggly lines and numbers. However,

it is not hard to learn what the symbols mean. And most

weather maps use standardized symbols, so once you

understand what the symbols mean, you will be able to read

almost any weather map. Knowing

how to read a weather map can also

help you better understand weather

forecasts. That’s a good thing. If you

want to go to the beach or spend

the day at the park, it’s helpful to

know as much as possible about

what the weather is likely to be.

1

The weather affects us in many

ways. Why is it helpful to know

what the weather is likely to be?

What information is shown on a weather map?

Why is understanding how to read a weather map important?Consider

Reading a Weather Map

126 Lesson 6 • Reading Technical Texts

Listen and Learn

Vocabulary

Use the word map below to help you define and use one of the highlighted vocabulary words from the Share and Learn selection you are about to read or another word you choose.

precipitation standardized isobar

compressed gradient front

My word

Synonyms Antonyms

Definition Other forms

My sentence

Lesson 6 • Reading Technical Texts 125

Instruction Coach, Grade 5


v

3 Knowledge building through content-rich nonfictionStudents must be able to internalize information about the world if they are to be prepared for successful academic, career, and life experiences.

The Coach Suite presents students with challenging, yet engaging examples of informational texts across genres, including historical texts, literary nonfiction, scientific texts, technical texts, and persuasive nonfiction.

2 Reading, writing, and speaking grounded in evidence from textsStudents are expected to answer questions that depend on careful multiple readings of text, helping them develop skills, fluency, and deep comprehension necessary for literacy development and content area knowledge.

The Coach Suite provides multiple opportunities—across genres—for students to practice close reading with different strategies and skills in mind.

Duplicating any part of this book is prohibited by law. © 2015 Triumph Learning, LLC

All would have been well, but Arachne’s success

caused her to be vain and boastful. She could speak

of nothing but her success. She began to bore those

around her. Her friends tried to warn her against her

pride, but she seemed incapable of understanding.

“Pride goes before a fall,” they said. Unfortunately,

the proud girl never noticed, much less listened. She

seemed to be under a spell of her own making.

Arachne even boasted that she could weave better

than Athena, who was the goddess of the arts and a

mighty warrior. Athena was also the favorite daughter

of Zeus, the king of the gods. It was said that Athena,

a beautiful and intelligent goddess, could spin and

weave enchanting pictures that showed the beauty and

kindness of people around her. They caused women

who had never taken up the shuttle and loom to try

their hands.

One day, Arachne became so bold that she said

she wished she could challenge Athena to a contest.

Arachne bragged that if a prize were given, she would

surely win it.

4

5

6

What new character traits do you learn that Arachne has? Write your answers on the Character Traits Web.

Based on what you know about Athena, do you think Arachne’s challenge is a good idea? Why or why not?

Myths and Fables 9The Two Weavers 9

How would you describe Arachne? Write your answer on the Character Traits Web.

Why is Arachne’s talent so important for her family? Underline the parts of the story that tell you.

In ancient Greece lived a young woman named

Arachne (uh rak nee). Arachne lived in a small cottage

with her parents. The family was poor and often had

only bread for their supper. However, Arachne had a

special gift. She could weave with amazing skill. Where

she got this skill, no one knew. Her mother, a kind and

gentle woman, had no such talent.

But oh, how Arachne could weave! She began making

tapestries to give to the family’s friends and neighbors.

News of her talent spread. Soon she was selling the

glorious tapestries at the local market. Each piece of

cloth was so beautiful that people came from far and

wide to watch her skillful hands at work.

As for Arachne’s parents, they couldn’t be more

proud. And they no longer had to worry about putting

food on the table.

1

2

3

The Two Weaversa myth from ancient Greece

Purpose for ReadingRead along with your teacher. Each time, read for a different purpose.

First Read Focus on asking and answering questions about the story.

Second Read Focus on the characters and their traits.

Third Read Focus on evaluating the story critically.

8 Myths and Fables

Support Coach, Grade 3

3

Lesson 5: Writing Fictional Narratives . . . . . . . . . . . . . . . . . . . 67

1. Get Ready: Brainstorm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

2. Organize: Introduction, Plot/Problem, Climax, and Resolution . . . . 76

3. Draft: Using Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

5. Revise: Using Sensory Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

6. Edit: Pronoun Case and Intensifiers . . . . . . . . . . . . . . . . . . . . . . . . . . 86

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Lesson 6: Reading Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Listen and Learn Mission to Mars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Share and Learn The Legend of King Arthur . . . . . . . . . . . . . . . . . . . . . . . 98

Read On Your Own Things That Go Bump in the Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Online Handout

Lesson 7: Reading Scientific and Technical Texts . . . . . . . 105

Listen and Learn Journey to Earth’s Center . . . . . . . . . . . . . . . . . . . . . . . . 106

Share and Learn Geothermal Heating and Cooling . . . . . . . . . . . . . . . . . 112

Read On Your Own Arctic Survival . . . . . . . . . . . . . . Online Handout

Lesson 8: Writing Informative Texts . . . . . . . . . . . . . . . . . . . . 117

1. Get Ready: Take Notes on Research . . . . . . . . . . . . . . . . . . . . . . . . . 123

2. Organize: Topic Sentence, Supporting Details, and Conclusion . . . 130

3. Draft: Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . . . . . . 132

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

5. Revise: Style and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

6. Edit: Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Common CoreState Standards

W.6.3.a–e; W.6.4; W.6.5; W.6.6; W.6.10; SL.6.1.a–d; L.6.1.a, b; L.6.5.a

RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.5; RL.6.10; SL.6.1.a–d; L.6.4.d; L.6.5.a

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RST.6-8.1; RST.6-8.2; RST.6-8.4; RST.6-8.5; RST.6-8.6; RST.6-8.7; RST.6-8.10

W.6.2.a–f; W.6.4; W.6.5; W.6.6; W.6.7; W.6.8; W.6.10; SL.6.1.a–d; L.6.2.b; L.6.3.b; L.6.4.a, c; L.6.6

2

ContentsLesson 1: Reading Literary Nonfiction . . . . . . . . . . . . . . . . . . . . 5

Listen and Learn The Greatest Show on Earth . . . . . . . . . . . . . . . . . . . . . . . 6

Share and Learn “Chapter IV: Old Grizzly Adams” in The Humbugs of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Read On Your Own The Life and Adventures of Alexandre Dumas . . . . . . . . . . . . . . . . . . . . . . . Online Handout

Lesson 2: Writing Personal Narratives . . . . . . . . . . . . . . . . . . . 17

1. Get Ready: Brainstorm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

2. Organize: Introduction, Beginning, Middle, End, and Conclusion . 26

3. Draft: Using Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . 28

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

5. Revise: Using Precise Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

6. Edit: Pronouns: Avoiding Shifts in Number and Person . . . . . . . . . . 36

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Lesson 3: Reading Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Listen and Learn “Chapter VII: A Woman’s Courage” from Journey to the Center of the Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Share and Learn I, Alexander . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Read On Your Own The Lucky Teakettle . . . . . . . . . Online Handout

Lesson 4: Reading Historical Texts . . . . . . . . . . . . . . . . . . . . . . . 55

Listen and Learn How a Bill Becomes a Law . . . . . . . . . . . . . . . . . . . . . . . . 56

Share and Learn How to Become a United States Presidential Candidate 62

Read On Your Own The Impeachment Process . . . . Online Handout

Common CoreState Standards

RI.6.1; RI.6.2; RI.6.3; RI.6.4; RI.6.9; RI.6.10; SL.6.1.a–d; L.6.4.a, c, d; L.6.5.a–c; RH.6-8.1; RH.6-8.2; RH.6-8.9; RH.6-8.10

W.6.3.a–e; W.6.4; W.6.5; W.6.6; W.6.10; SL.6.1.a–d; L.6.1.c; L.6.4.a, c, d; L.6.5.b, c

RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.6; RL.6.9; RL.6.10; SL.6.1.a–d; L.6.4.a, c, d; L.6.5.a–c

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RH.6-8.1; RH.6-8.2; RH.6-8.3; RH.6-8.4; RH.6-8.5; RH.6-8.7; RH.6-8.10


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When authors write articles, they keep their readers in mind. Their purpose is to inform readers about a topic, so they use formal language and present facts in an objective way. This means the author stays neutral and doesn’t express opinions.

To make information easier to understand, authors carefully organize how they present that information. How an author organizes a text is called structure. The structure helps you connect ideas in a text and better understand how parts of the text relate to the whole passage. Different structures present information in different ways.

Chronological Order The author presents events in the order in which events happened, or in sequence. Authors often use chronological order, or time sequence, to organize their writing. Dates and time-order words, such as first, next, and last, signal when things happen. Read the following passage and circle the words that provide clues about sequence.

Pluto was once the ninth planet in our solar system. Then,

in 2006, scientists defined a planet as an object with a clear

orbit around a star. Since Pluto does not have a clear orbit,

it was reclassified. Today it is classified as a dwarf planet.

Cause and Effect The author shows the cause, or reason something happens, and its effect, or what happens as a result. Signal words, such as because, since, and therefore, can help you understand a cause and its effect. Read the following passage. Underline the cause and circle the effect.

Temperatures are very high beneath Earth’s crust. They

are so high that they can melt rock. This melted rock is

called magma.

Problem and Solution The author states a problem and then presents a solution, or how the problem can be solved. Read the following passage. Underline the problem and circle the solution.

Many pioneers who settled the Great Plains lived in sod

houses built from thick-rooted prairie grasses. This was

because the prairie lacked standard building materials,

such as wood or stone.

Lesson 5: Articles 67

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GETTING THE IDEA1

Nonfiction is writing about real people, places, events, or things. Because it gives readers information or facts, it is sometimes called informational text. There are many types of nonfiction.

Type of Nonfiction Purpose

biography to tell the true story of a person’s life

essay to share the author’s outlook or point of view

speech to present a topic that is shared orally

textbook to give factual information about a topic

One common type of nonfiction is an article. You can find articles in newspapers, magazines, and online. Every nonfiction article has a main idea that tells what the text is mostly about. Evidence is information that supports the main idea. Types of evidence include examples, facts, and quotes. Each paragraph also has a main idea and details that support the main idea of a passage. When you summarize a passage, you retell the main ideas in your own words. Read the following passage. Circle the main idea of each paragraph and underline the evidence used to support the main idea.

Riding a bicycle can be dangerous. More children ages

five to fourteen are injured in cycling accidents than in

any other sport. In fact, nearly three hundred thousand

children are injured each year.

Be safe when you ride. Ride on the right side of the road

with the flow of traffic. Obey all traffic signs and signals.

Most importantly, wear a bike helmet.

When you read informational texts, you can use the available facts and details to make an inference. An inference is a decision based on text evidence and personal knowledge.

Articles

LESSON 5RI.5.2, RI.5.5, L.5.4.b

66 Strand 2: Working with Informational Texts

examples, facts, and quotes. Each paragraph also hasand details that support the main idea of a passage.

n youof ea

main

dren

ts tha

thou

of the

nd sig

the s a d

CONTENTS

Standards

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Letter to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

STRAND 1: WORKING WITH LITERATURE . . . . . . . . . . . 1

Lesson 1 Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 RL.5.2, RL.5.3, RL.5.4, RL.5.6, L.5.4.a

Lesson 2 Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 RL.5.2, RL.5.4, RL.5.5, RL.5.6, L.5.4.a, L.5.5.a

Lesson 3 Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 RL.5.2, RL.5.3, RL.5.4, RL.5.5, L.5.4.a, L.5.5.a, L.5.5.b

Lesson 4 Analyze Literature . . . . . . . . . . . . . . . . . . . . . . 42 RL.5.2, RL.5.3, RL.5.9, L.5.4, L.5.4.a

Strand 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

STRAND 2: WORKING WITH INFORMATIONAL TEXTS 65

Lesson 5 Articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 RI.5.2, RI.5.5, L.5.4.b

Lesson 6 Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . 78 RI.5.6, RI.5.8, RI.5.9, L.5.5.a

Lesson 7 Historical Texts . . . . . . . . . . . . . . . . . . . . . . . . . 92 RI.5.4, RI.5.5, RI.5.6, RI.5.7, L.5.4.a, L.5.6

Lesson 8 Scientific and Technical Texts . . . . . . . . . . . . 108 RI.5.4, RI.5.5, RI.5.6, RI.5.7, L.5.4.a, L.5.6

Lesson 9 Analyze Informational Texts . . . . . . . . . . . . . 122 RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.9, L.5.6

Lesson 10 Analyze Texts Across Genres . . . . . . . . . . . . . 134 RI.5.9, L.5.4.a, L.5.5.c

Strand 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Performance Coach, Grade 5

Lesson 1: Reading Literary Nonfiction . . . . . . . . . . . . . . . . . . . . 5

Listen and Learn The Greatest Show on Earth . . . . . . . . . . . . . . . . . . . . . . . 6

Share and Learn “Chapter IV: Old Grizzly Adams” in The Humbugs of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Read On Your Own The Life and Adventures of Alexandre Dumas . . . . . . . . . . . . . . . . . . . . . . . Online Handout

Lesson 4: Reading Historical Texts . . . . . . . . . . . . . . . . . . . . . . . 55

Listen and Learn How a Bill Becomes a Law . . . . . . . . . . . . . . . . . . . . . . . . 56

Share and Learn How to Become a United States Presidential Candidate 62

Read On Your Own The Impeachment Process . . . . Online Handout

Lesson 7: Reading Scientific and Technical Texts . . . . . . . 105

Listen and Learn Journey to Earth’s Center . . . . . . . . . . . . . . . . . . . . . . . . 106

Share and Learn Geothermal Heating and Cooling . . . . . . . . . . . . . . . . . 112

Read On Your Own Arctic Survival . . . . . . . . . . . . . . Online Handout

STRAND 2: WORKING WITH INFORMATIONAL TEXTS 65

Lesson 5 Articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Lesson 6 Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . 78

Lesson 7 Historical Texts . . . . . . . . . . . . . . . . . . . . . . . . . 92

Lesson 8 Scientific and Technical Texts . . . . . . . . . . . . 108

Lesson 9 Analyze Informational Texts . . . . . . . . . . . . . 122

Lesson 10 Analyze Texts Across Genres . . . . . . . . . . . . . 134

Strand 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

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Diff erentiating LearningOne way to differentiate learning in your classroom is to begin a lesson with the Coach Suite materials. As you assess student needs, you can reach into the Suite for additional resources:

Use Waggle to provide adaptive practice that will individualize the pace at which students master the content.

Use Readiness to provide above level and below level support and to provide different formats for practice.

Use Support Coach to scaffold comprehension skills and strategies.

Use Performance Coach to reinforce skill development by introducing a variety of different examples and assessment formats.

Waggle

als. As you assess student neeeedsds, yoyouu cacan reach into resources:

tont f

Readiness

InstructionCoachTM

Support Coach™

PerformanceCoach™

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Skill

Instruction Coach Lesson(s)

Support Coach Lesson(s)

Performance Coach Lesson(s)

academic vocabulary L8, L10 L8

adapt speech TE: L2, L3, L15

affi xes / roots L1, L2, L9, L12 L5

analyze contribution of visual / multimedia elements L2

analyze multiple accounts L6–L9

analyze point of view L5, L6

analyze points of view of multiple accounts L6, L10

analyze text structures L7, L8

analyze texts for similarities and diff erences L10

Grade 5

Coach® Suite CorrelationThe chart below lists skills for the grade level and their correlations to coverage in the Triumph Learning Coach Suite. If you find that students are struggling with a particular skill, look to the lessons indicated in these Coach programs for review and remediation.

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SkillInstruction

Coach Lesson(s)Support Coach

Lesson(s)Performance

Coach Lesson(s)

apply grade-level word analysis TM: L1–L10

ask and answer questions L5, L10

audience L10 L11

author’s background and culture L1

author’s opinion L10

author’s point of view L4

beginning (writing) L10

capitalization L17

cause and eff ect L11

chapters L1

character L7, L8, L10

character traits L1

chronological order L4, L6

Grade 5

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SkillInstruction



Coach Lesson(s)

citation L14

cite evidence L1, L2, L4, L6, L8,

L9, L11

claim L6, L12, L19

collaborative discussion L1, L2, L4, L6, L7,

L8, L9, L11, L12

TE: L1, L14, L18, L19

commas L7 L13, L17

compare and contrast L2, L4, L10 L1, L3, L5, L7, L8

compare and contrast points of view L4

compare / contrast texts L4 L4–L9

compare / contrast story elements L1, L3, L4

compare the structure of multiple texts L7, L8

compound words L4, L11

conclusion (writing) L5, L7, L10, L12 L11–L13, L15, L16

conjunctions L3 L11

Grade 5

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SkillInstruction



Coach Lesson(s)

connections between ideas L9

connections between story elements L1–L4

consult reference materials / verify meaning L2, L6, L9 L17, L18

context clues L4, L6, L7, L8 L1, L2, L7, L9 L1–L3, L6–L10

correlative conjunctions L12

credible source L14

demonstrate ability to locate information L8, L9

demonstrate understanding of adages and proverbs L5

demonstrate understanding of dramatic structure L3

demonstrate understanding of idioms L4

demonstrate understanding of word relationships L5, L7

describe character traits L1, L6

describe how characters are similar or diff erent L1, L5

describe how speakers refl ect on a topic L2

Grade 5

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SkillInstruction



Coach Lesson(s)

describe how stanzas build L2

describe speaker’s point of view L2

details L7

determine word meaning using Greek and Latin roots and affi xes L1, L3

develop ideas L11, L12, L15, L16

dialect L10 L3

dialogue L7 L13

domain-specifi c vocabulary L8, L10 L7–L9, L15

drama L2

drama: scenes, acts L2

draw conclusions L2–L10

draw inferences L2–L10

edit L11, L17

Grade 5

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SkillInstruction



Coach Lesson(s)

evidence L6, L12, L14, L19

explain poetic structure L2

explain relationships between ideas L7, L9

fact / opinion L6, L12, L16; TE: L14

characters L3

fi ctional narrative L3

fi gurative language L3, L8 L1, L2, L3, L6

formal style TE: L3, L15

gather information / evidence L12, L14

general academic vocabulary L8

glossary L4, L11

grammar L17

graphic novel L9 L4

graphics L9

Grade 5

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SkillInstruction



Coach Lesson(s)

historical nonfi ction L4 L7

how visual elements contribute to meaning, beauty, and tone L4

ideas and details L10

identify and explain reasons and evidence L10

identify character’s feelings / attitudes L1, L6

identify key details L1, L4, L5, L6, L7,

L9

identify main idea/s, identify key events L6, L7, L10

identify theme L1–L4

idiom / adage / proverb L3

illustration L9

inferences L2, L4 L1, L5

information in graphic features L5

information in pictures L5

Grade 5

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SkillInstruction



Coach Lesson(s)

informative / explanatory texts L5

integrate information from texts L4 L6, L9 L6, L9, L10

integrate video / audio TE: L7–L9, L14

interjections 3 L11, L17

interpret fi gurative language L2, L6

introduction (writing) L12 L11–L13, L15

letter-sound correspondence L8

lines L8

linking words and phrases L5, L10, L12

main ideas L4, L5, L10, L11 L5, L9, L11, L12, L15;

TE: L6, L10, L13,

L14, L19

make connections between texts 1, 9

make connections: text-to-text, text-to-self, text-to-world 1

make inferences 2, 4, 6, 8, 9, 11

Grade 5

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SkillInstruction



Coach Lesson(s)

make predictions L3, L6

media / visuals in presentations TE: L10, L11, L13

metaphor L8 L2, L6

multiple-meaning words L4

narration L3

narrator L1

organization L11–L13, L15, L16

paraphrase L2, L4, L6, L8, L9,

L11

L5

persuasive techniques L6

plot L1, L3, L8, L9

plot and setting L1

poetry L8

point of view (literature) L1, L2

Grade 5

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SkillInstruction



Coach Lesson(s)

point of view / perspective (informational texts) L6–L9

precise language L5, L10 L15

prepositions L3 L12

present claims and fi ndings L12, L14, L15, L16;

TE: L6

problem and solution L11

punctuation L12 L13, L14, L17

quotation L11, L14, L15

quotation marks L14

read a variety of informational texts throughout

program

read a variety of literature throughout

program

read prose and poetry orally TM: L1–L10

read with accuracy and fl uency TM: L1–L10

read with purpose and understanding TM: L1–L10

Grade 5

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SkillInstruction



Coach Lesson(s)

reading charts and graphs L4

reading diagrams and charts L6

reading maps L4

reading time lines L4

reasons L12

recognize diff erent forms of literature L1–L10

refer to text L3, L7–L10

report on a topic L6, L14

research L5 L14

revise L11, L17

scientifi c nonfi ction L11

sensory language L3

sentence (expand / combine / reduce) L17

sequence of events L1, L2, L7 L4

Grade 5

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SkillInstruction



Coach Lesson(s)

setting L3, L8

short story L1

simile L8 L2, L6

spelling L10 L17

stanza L8

state an opinion L10, L12

story elements L1, L3

structure (informational texts) L5, L7–L9

structure (literature) L9 L2, L3

summarize L2, L4, L8, L9, L10,

L11

L6, L10 L1, L5, L9, L14, L18,

L19; TE: L2

supporting details L4, L5, L11 L5, L9, L11, L12, L15;

TE: L6, L10, L13,

L14, L19

supporting evidence L10

supporting paragraphs L12

synonyms / antonyms L4 L10

Grade 5

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SkillInstruction



Coach Lesson(s)

technical texts L6

text evidence throughout

program

text features L11

theme L1, L2, L8, L9 L1–L4

titles of works L14

tone L2, L4, L12

transitions L11–L13, L15, L16

transition words and phrases L3, L7, L11

understand nuances in word meaning L6

use domain-specifi c vocabulary L8, L10

use grade-appropriate academic vocabulary L8, L10

use knowledge to understand unfamiliar words TM: L1–L10

use technology to produce / publish writing TE: L16

using dictionaries and glossaries L5

Grade 5

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SkillInstruction



Coach Lesson(s)

varying sentence style L5

verb tenses L7 L15–L17

visualize L2

word roots L6

write informative / explanatory texts L5 L15

write narratives L7 L13

write opinion pieces L12 L16

write responses to literature L10 L1–L10 L12

write routinely throughout

program

writing process L11, L17

Grade 5

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Using the Pacing GuideYou can use the Pacing Guide on the following pages to plan the delivery of your curriculum over the school year. There are several assumptions built into the organization of the Pacing Guide:

The Pacing Guide is designed for 32 weeks of instruction. If your instructional year is longer or shorter than 32 weeks, make adjustments for the difference.

Units that focus on Reading and Writing topics have been created using the lessons from Instruction Coach, Support Coach, and Performance Coach, as well as the additional support of Readiness content. See the Contents at right. Typically, reading units last 3 weeks and writing units last 2 weeks.

Suggestions for Waggle practice goal assignments are listed for each week. Waggle reading goals are arranged in order of complexity, starting with goals that offer practice with the literal understanding of texts and ending with goals that offer practice with the higher-order analysis of texts. Waggle grammar and language goals are also arranged in order of complexity, starting with items that offer practice with grammar concepts and ending with items that offer practice with the application of grammar concepts.

Each day is planned around 90–120 minutes of instructional activities. However, the amount of time needed for the core lesson and the differentiation options will differ based on the needs of your class.

Skills and strategies are listed for each core lesson. Non-assessed skills are marked with a ✔, and assessed skills with a ✔.

Suggestions for review and assessments are at the end of each unit. You may use print- or digital-based Instruction Coach Benchmark Assessments and/or Support Coach for formative assessments.

The sequence of topics may be re-ordered to align with the curriculum maps used in your state or district.

Optional Speaking and Listening Projects from Instruction Coach are suggested in some units. Alternative lessons from Instruction Coach and Support Coach are sometimes offered if you wish to focus on a different set of ELA skills/strategies and standards.

ContentsUnit/Title . . . . . . . . . . . . . . . . . . . Weeks

1 Reading Short Stories. . . . . . . . . . 1–3

2 Reading Literature in Graphic Form . . . . . . . . . . . . . . . . 4–6

3 Writing Fictional Narratives. . . . . . 7–8

4 Reading Historical Nonfiction . . . 9–11

5 Reading Technical Texts . . . . . . 12–14

6 Writing Informative/ Explanatory Texts . . . . . . . . . . . 15–16

7 Reading Drama . . . . . . . . . . . . 17–19

8 Reading Poetry . . . . . . . . . . . . . 20–22

9 Writing Responses to Literature. . 23–24

10 Reading Scientific Nonfiction . . 25–27

11 Reading Persuasive Nonfiction. . . 28–30

12 Writing Opinion Pieces . . . . . . . 31–32

2 ✔ Non–Assessed Skills/Strategies ✔ Assessed Skills/Strategies

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Unit: Reading Short Stories

LESSON FOCUSInstruction CoachLesson 1: Reading Short Stories● Student Edition pp. 5–11● Teacher’s Manual pp. 3–9

Skills✔ Short Story✔ Engage in Collaborative

Discussion✔ Create a Visual Essay

Listen and LearnA Snare for SrayosiIntroduce short stories and discuss questions, TM p. 3, focusing on the Essential Question, What are the important parts of a good short story? Then read A Snare for Srayosi with students.

DIFFERENTIATION OPTIONS● Instruction Coach Use the

Think Alouds to teach the parts of a short story, focusing on plot, in A Snare for Srayosi.

● Instruction Coach Reread A Snare for Srayosi and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Instruction Coach Use Speaking and Listening Project, TM pp. 16–17, during this unit.

● Performance Coach Have students read SE pp. 282–284 and identify ways to listen carefully to literature.

● Readiness


Skills✔ Make Connections between

Texts✔ Short Story✔ Root Words and Affixes✔ Engage in Collaborative

Discussion

Listen and LearnA Snare for SrayosiReread the passage with students using Think Alouds. Use the Make Connections Between Texts Think Aloud to focus strategy instruction, TM p. 8. Then have students complete the Comprehension Check on character traits, SE p. 12.

DIFFERENTIATION OPTIONS● Instruction Coach Reread

A Snare for Srayosi, SE pp. 5–11, noting the features of a short story.

● Instruction Coach Review the focus skills and teach the vocabulary words, SE p. 13.

● Instruction Coach Teach Word Analysis, TM p. 8, to address root words and affixes.

● Performance Coach Work with the class to do the Coached Example, SE pp. 285–287

● Readiness

LESSON FOCUSInstruction CoachLesson 1: Reading Short Stories● Student Edition pp. 13–22, 24● Teacher’s Manual pp. 11–14

Skills✔ Character Traits✔ Engage in Collaborative

Discussion

Share and LearnInto the MazePreview Vocabulary, SE p. 13. Then have students read and discuss the passage, SE pp. 14–22.

DIFFERENTIATION OPTIONS● Instruction Coach Teach

character traits in Into the Maze and guide students through Comprehension Check, SE p. 24.

● Instruction Coach Teach vocabulary and guide students through Vocabulary. Use highlighted words in Into the Maze to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 2–4 and identify the features of a short story also used in A Snare for Srayosi and Into the Maze.

● Readiness


Skills✔ Character Traits✔ Make Connections between

Texts✔ Sequence of Events✔ Engage in Collaborative

Discussion

Share and LearnInto the MazeHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 23–24.

DIFFERENTIATION OPTIONS● Instruction Coach Reread Into

the Maze, guiding students to make connections between this story and A Snare for Srayosi.

● Instruction Coach Reread Into the Maze and guide students to identify character traits.

● Performance Coach Have accelerating students work in pairs to do Coached Example, SE pp. 5–9.

● Readiness


Skills✔ Short Story✔ Write about Literature✔ Engage in Collaborative

Discussion

RereadA Snare for Srayosi or Into the MazeHave students choose a passage and write a paragraph responding to the Essential Question, What are the important parts of a good short story? Tell them to use two features of a short story to support their response.

DIFFERENTIATION OPTIONS● Instruction Coach Guide

students through Anchor Standard Discussion Questions, SE p. 23.

● Instruction Coach Have students work in pairs to complete the Comprehension Check, SE p. 24.

● Readiness

No goal assignment

✔ Non–Assessed Skills/Strategies ✔ Assessed Skills/Strategies 3

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LESSON FOCUSInstruction CoachLesson 1: Reading Stories● Instruction Coach Independent

Leveled Practice Resource Book, pp. 12–20

Skills✔ Plot and Setting✔ Point of View

Read on Your OwnThe Famous MerkelHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.

DIFFERENTIATION OPTIONS● Instruction Coach Independent

Leveled Practice Resource Book Teach challenging vocabulary. Then students choose one word and write about its meaning in the text.

● Instruction Coach Independent Leveled Practice Resource Book Have students identify the point of view used in the story and events in the plot and explain them to each other.

● Readiness

LESSON FOCUSSupport CoachLesson 1: Short Stories● Student Edition pp. 5–6, 8–12,

253● Teacher’s Manual pp. 3–4, 6–10

Skills✔ Compare and Contrast✔ Close Reading

The StarDiscuss the features of a short story, SE p. 5, and the skills that will be reviewed. Review Compare and Contrast, SE p. 6. Read the passage (first read) . Have students complete the Close Reading Worksheet, SE p. 253.

DIFFERENTIATION OPTIONS● Support Coach Review Try It,

SE p. 6. Reread The Star using the first read annotations to focus on comparing and contrasting. Guide students to complete the Character Web.

● Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 4, 6. Help students find clues to allow them to compare and contrast settings and characters.

● Support Coach As an alternate, use Lesson 5: Traditional Literature.

● Readiness

LESSON FOCUSSupport CoachLesson 1: Short Stories● Student Edition pp. 7–13, 253● Teacher’s Manual pp. 5–11

Skills✔ Characters

The StarReview characters, SE p. 7. Read the passage (second read) . Then have students complete the relevant questions on the Character Web, SE p. 254.


SE p. 7. Reread The Star using the second read annotations to focus on characters. Guide students to complete the Character Web.

● Support Coach Focus on context clues using SE p. 13 and TM p. 10. Preview Vocabulary, SE p. 13.

● Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 5, 9. Help students find clues to allow them to see how the characters are changing in the story.

● Performance Coach Work with students to do the Lesson Practice, questions 1–4, SE pp. 288–290.

● Readiness


Skills✔ Characters✔ Compare and Contrast✔ Context Clues✔ Close Reading✔ Write about Literature

The StarRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 253. Follow with Vocabulary, SE p. 13.

DIFFERENTIATION OPTIONS● Support Coach After discussing

the third read annotations, have students choose one of the questions in the annotations, write their answer, and discuss with the group.

● Performance Coach Guide students through the Coached Example, SE pp. 2–9.

● Performance Coach Do shared writing with students in Lesson Practice, SE p. 291 (question 5).

● Readiness

LESSON FOCUSSupport CoachLesson 1: Short Stories● Student Edition pp. 14, 16–20,

255● Teacher’s Manual pp. 12, 14–18

Skills✔ Summarize

Sing Me a FriendReview summarizing, SE p. 14. Read the passage (first read) . Have students complete the Summary Chart, SE p. 255.

DIFFERENTIATION OPTIONS● Support Coach Review Try

It, SE p. 14. Reread Sing Me a Friend using the first read annotations to focus on summarizing. Guide students to complete the Summary Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 12. Help students distinguish between main ideas and minor details.

● Performance Coach Use Discussion Questions, TE p. 2, to review the characteristics of fiction. Have students write about specific characteristics in the stories they have read.

● Readiness

No goal assignment


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Skills✔ Plot and Setting✔ Greek and Latin Roots✔ Close Reading

Sing Me a Friend Review plot and setting, SE p. 15. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 256, and Vocabulary, SE p. 21.


SE p. 15. Reread Sing Me a Friend using the second read annotations to focus on plot and setting. Guide students to complete the Close Reading Worksheet.

● Support Coach Review Vocabulary, SE p. 21.

● Support Coach Have students find the root of another word from this story, such as transporting, SE p. 18.

● Readiness


Skills✔ Characters ✔ Plot and Setting✔ Compare and Contrast✔ Close Reading✔ Write about Literature

Respond to TextSing Me a FriendRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 256. Follow with Respond to Text, SE pp. 22–23.

DIFFERENTIATION OPTIONS● Support Coach Guide students

through Respond to Text using support, TM pp. 20–21.

● Support Coach Have students read The Railway Children, SE pp. 24–26 (first read) .

● Performance Coach Use Language Spotlight, SE p. 4 and TE p. 4, to focus on context clues. Have students point out context clues that helped them understand an unfamiliar word.

● Readiness

LESSON FOCUSSupport CoachLesson 1: Short Stories● Student Edition pp. 22–23● Teacher’s Manual pp. 20–21

Skills✔ Compare and Contrast✔ Close Reading✔ Write about Literature

Respond to TextReview SE p. 22 and discuss the writing task on p. 23 before students draft and complete their writing.


through Respond to Text using support, TM pp. 20–21. Have them work with partners and write.

● Support Coach Have students read The Railway Children, SE pp. 24–26 (second read) .

● Readiness

REVIEW Instruction CoachLesson 1: Reading Stories● Student Edition p. 5● Teacher’s Manual p. 3

Skills✔ Characters✔ Plot ✔ Greek and Latin Roots✔ Short Story

Listen and LearnReview and discuss the Essential Question and the following focus skills:• how to identify short stories• the elements of short stories:

plot, characters, narrator, sequence of events, chapters

• how to make connections between texts

• root words

DIFFERENTIATION OPTIONS● Support Coach Have students

read The Railway Children (third read) and do Comprehension Check, SE pp. 27–28.

● Performance Coach Have students work in pairs to complete Lesson Practice, questions 1–5, SE pp. 10–14.

● Readiness

REVIEW AND ASSESS OPTIONS:Support CoachQuiz 1 (also in Readiness)

Skills✔ Characters✔ Compare and Contrast✔ Context Clues✔ Plot and Setting✔ Summarize✔ Greek and Latin Roots

Support CoachLesson 1: Short Stories ● Student Edition pp. 24–28● Teacher’s Manual p. 22

Read on Your OwnThe Railway ChildrenReview Comprehension Check, SE pp. 27–28. Have students share answers and discuss the text, pointing out evidence that they find.

DIFFERENTIATION OPTIONS● Performance Coach Do shared

writing with students in Lesson Practice, SE p. 15 (question 6).

● Support Coach Review answers to Quiz 1 with students.

● Readiness

No goal assignment

Week 3


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Unit: Reading Literature in Graphic Form

LESSON FOCUSInstruction CoachLesson 9: Reading Literature in Graphic Form● Student Edition pp. 177–181● Teacher’s Manual pp. 131–135

Skills✔ Illustrations✔ Engage in Collaborative

Discussion

Listen and LearnSir Gawain and the Green Knight, Part 1 Introduce reading literature in graphic form and discuss questions, TM p. 131, focusing on the Essential Question, How can pictures help to tell a story? Then read Sir Gawain and the Green Knight, Part 1 with students.

DIFFERENTIATION OPTIONS● Instruction Coach Teach the

features of a graphic novel in Sir Gawain and the Green Knight, including structure and illustrations.

● Instruction Coach Reread Sir Gawain and the Green Knight, Part 1, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Readiness

LESSON FOCUSInstruction CoachLesson 9: Reading Literature in Graphic Form● Student Edition pp. 178–183● Teacher’s Manual pp. 131–136

Skills✔ Make Inferences✔ Illustrations✔ Root Words and Affixes✔ Engage in Collaborative

Discussion

Listen and LearnSir Gawain and the Green Knight, Part 1Reread the passage with students. Use the Think Alouds to focus on making inferences to support them, TM pp. 132–133. Then have students complete the Comprehension Check on citing evidence, SE p. 182.

DIFFERENTIATION OPTIONS● Instruction Coach Reread Sir

Gawain and the Green Knight, Part 1, SE pp. 178–181, noting the features of a graphic novel.

● Instruction Coach Preview and teach the vocabulary words and review the skills, SE p. 183.

● Instruction Coach Teach Word Analysis, TM p. 134, to address root words and affixes.

● Performance Coach Have accelerating students work in pairs to complete the Coached Example, SE pp. 45–47.

● Readiness

LESSON FOCUSInstruction CoachLesson 9: Reading Literature in Graphic Form● Student Edition pp. 183–190,

192● Teacher’s Manual pp. 137–140

Skills✔ Make Inferences✔ Engage in Collaborative

Discussion

Share and LearnSir Gawain and the Green Knight, Part 2Preview Vocabulary, SE p. 183. Then have students read and discuss the passage, SE pp. 184–190, using the Think Alouds and margin notes to focus on the targeted skills.


making inferences in Sir Gawain and the Green Knight, Part 2 and guide students through Comprehension Check, SE p. 192.

● Instruction Coach Teach vocabulary and guide students through Vocabulary. Use highlighted words in Sir Gawain and the Green Knight, Part 2 to reinforce meanings.

● Readiness

LESSON FOCUSInstruction CoachLesson 9: Reading Literature in Graphic Form ● Student Edition pp. 184–192● Teacher’s Manual pp. 138–140

Skills✔ Illustrations✔ Make Inferences✔ Engage in Collaborative

Discussion

Share and LearnSir Gawain and the Green Knight, Part 2Have students continue to read and discuss the passage. Then have them respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 191–192.

DIFFERENTIATION OPTIONS● Instruction Coach Reread Sir

Gawain and the Green Knight, Part 2, guiding students to make inferences as they read.

● Instruction Coach Reread Sir Gawain and the Green Knight, Part 2, and guide students to describe the features of a graphic novel.

● Performance Coach Have accelerating students work in pairs to do the Lesson Practice, questions 1–5, SE pp. 48–52.

● Readiness

LESSON FOCUSInstruction CoachLesson 9: Reading Literature in Graphic Form● Student Edition pp. 178–181,

184–190● Teacher’s Manual pp. 184–190,

138–139

Skills✔ Illustrations✔ Write about Literature✔ Engage in Collaborative

Discussion

RereadSir Gawain and the Green Knight, Part 1 or Part 2Have students choose Part 1 or Part 2 and write a paragraph responding to the Essential Question, How can pictures help to tell a story? Tell them to use two examples of text features to support their response.


students through Anchor Standard Discussion Questions, SE p. 191. Point out that the questions ask them to cite evidence to support their answers.


● Readiness

� Goal Literary Elements

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LESSON FOCUSInstruction CoachLesson 9: Reading Literature in Graphic Form● Instruction Coach Independent


Skills✔ Illustration✔ Make Inferences✔ Graphic Novel

Read On Your OwnAn Actor/Toyonobu/Woman Standing by a Gate with an UmbrellaHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups. Encourage them to cite evidence to support their answers.


Leveled Practice Resource Book Teach challenging vocabulary. Then have students choose one word and write about its meaning in the text.

● Instruction Coach Independent Leveled Practice Resource Book Have students identify how the illustration relates to the text.

● Readiness

LESSON FOCUSSupport CoachLesson 4: Graphic Novel● Student Edition pp. 75–76,

78–82, 265● Teacher’s Manual pp. 65–66,

68–73

Skills✔ Sequence of Events

The Last Training Mission, Part 1Discuss the features of a graphic novel and the skills that will be reviewed, SE p. 75. Review sequence of events, SE p. 76. Read the passage (first read) . Have students complete the Sequence of Events Chart, SE p. 265.


It, SE p. 76. Reread The Last Training Mission, Part 1, using the first read annotations to focus on sequence of events. Guide students to complete the Sequence of Events Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 66, to help students understand the sequence of events.

● Performance Coach Have accelerating students work in pairs to do the Lesson Practice, question 6, SE p. 53.

● Readiness

LESSON FOCUSSupport CoachLesson 4: Graphic Novel● Student Edition pp. 77–83, 266● Teacher’s Manual pp. 67–73

Skills✔ Visual Elements✔ Close Reading

The Last Training Mission, Part 1Review visual elements, SE p. 77. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 266.


It, SE p. 77. Reread The Last Training Mission, Part 1, using the second read annotations to focus on visual elements. Guide students to complete the Close Reading Worksheet.

● Support Coach Focus on synonyms and antonyms in The Last Training Mission, Part 1 using TM p. 72. Preview Vocabulary, SE p. 83.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 67. Help students find clues to allow them to identify author’s tone.

● Readiness


Skills✔ Synonyms and Antonyms✔ Close Reading✔ Write about Literature

The Last Training Mission, Part 1Read the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 266. Follow with Vocabulary, SE p. 83.



● Performance Coach Use Discussion Questions, TE p. 14, to compare types of fiction. Have students write about specific characteristics in the passages they have read.

● Readiness

LESSON FOCUSSupport CoachLesson 4: Graphic Novel● Student Edition pp. 84, 86–90,


Skills✔ Make Inferences

The Last Training Mission, Part 2Review drawing inferences, SE p. 84. Read the passage (first read) . Have students complete the Draw Inferences Chart, SE p. 267.


It, SE p. 84. Reread The Last Training Mission, Part 2, using the first read annotations to focus on drawing inferences. Guide students to complete the Draw Inferences Chart.

● Support Coach Use Supporting Struggling Learners, TM p. 76, to help students practice making inferences.

● Readiness

� Goal Literary Elements

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Skills✔ Theme✔ Idioms✔ Close Reading

The Last Training Mission, Part 2Review theme, SE p. 85. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 268, and Vocabulary, SE p. 91.


It, SE p. 85. Reread The Last Training Mission, Part 2, using the second read annotations to focus on the theme. Guide students to complete the Close Reading Worksheet.


● Support Coach Have students each write a sentence containing an idiom. Ask them to explain the idiom to a partner.

● Readiness


Skills✔ How Visual Elements

Contribute to Meaning, Beauty, and Tone

✔ Close Reading✔ Write about Literature

Respond to TextThe Last Training Mission, Part 2Read the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 268. Follow with Respond to Text, SE pp. 92–93.



● Support Coach Have students read (first read) Sammy Gets His Act Together, SE pp. 94–96.

● Performance Coach Use Language Spotlight, SE p. 44 and TE p. 16, to teach multiple-meaning words. Have students choose a vocabulary word to write about.

● Readiness

LESSON FOCUSSupport CoachLesson 4: Graphic Novel● Student Edition pp. 92–96● Teacher’s Manual pp. 82–84

Skills✔ How Visual Elements

Contribute to Meaning, Beauty, and Tone

✔ Close Reading✔ Write about Literature




● Support Coach Have students read (second read) Sammy Gets His Act Together, SE pp. 94–96.

● Readiness

REVIEW Instruction CoachLesson 9: Reading Literature in Graphic Form● Student Edition p. 177● Teacher’s Manual p. 131

Skills✔ Make Inferences✔ Illustrations✔ Graphic Novel

Listen and LearnReview and discuss the Essential Question and the following focus skills:• how to make inferences • the purpose of illustrations• how to identify characteristics

of a graphic novel


read (third read) Sammy Gets His Act Together and do Comprehension Check, SE pp. 97–98.

● Readiness


Skills✔ Theme✔ Make Inferences ✔ Synonyms and Antonyms✔ Idioms✔ Graphic Novel

Support CoachLesson 4: Graphic Novel● Student Edition pp. 94–98● Teacher’s Manual p. 84

Read on Your OwnSammy Gets His Act TogetherReview Comprehension Check, SE pp. 97–98. Have students share answers and discuss the text, making inferences about events and characters in the story.

DIFFERENTIATION OPTIONS● Performance Coach Have

students work in pairs to complete the Standards Focus, TM p. 16.


● Readiness

� Goal Informational Text Elements

Week 6



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Unit: Writing Fictional Narratives

LESSON FOCUSInstruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 45–48● Teacher’s Manual pp. 35–38

Skills✔ Write a Fictional Narrative✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce writing fictional narratives and discuss questions, TM p. 35, focusing on the Essential Question, What makes a fictional narrative interesting? Then read SE p. 45 with students.

DIFFERENTIATION OPTIONS● Instruction Coach Use notes,

TM p. 36, to introduce the purpose and audience for a fictional narrative.

● Instruction Coach Review A Snare for Srayosi, SE pp. 6–11, and identify and discuss the beginning, middle, and ending of that text.

● Instruction Coach For an alternative writing lesson, Use Lesson 7: Writing Personal Narratives.

● Performance Coach Have students read SE pp. 160–162 to learn about the writing process. Have students complete the Coached Example, SE pp. 163–165.

● Readiness


Skills✔ Write a Fictional Narrative✔ Character✔ Plot✔ Narration✔ Setting

Analyze a Mentor TextRead aloud the mentor text using the annotations. Help students analyze the text and mark up as noted.


graphic on SE p. 46 to help students understand the characteristics and structure of a fictional narrative.

● Instruction Coach Have students identify the beginning, middle, and ending of the mentor text.

● Performance Coach Have students complete the Lesson Practice, SE pp. 166–169.

● Readiness


Skills✔ Write a Fictional Narrative✔ Figurative Language✔ Character✔ Plot✔ Narration✔ Setting

Analyze a Mentor TextVocabulary StudyDiscuss the Think About It questions, TM p. 38. Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 49.


students to complete the charts on SE p. 49 to practice identifying and using figurative language.

● Instruction Coach Review the writing process, SE p. 50, for students who need extra support.

● Readiness


Skills✔ Write a Fictional Narrative✔ Plot✔ Character

Writing Process: Step 1After reviewing the steps in the writing process, read the Writing Assignment. Discuss the task along with the purpose and audience. Then guide students through SE pp. 51–53 using the annotations. Students complete SE p. 53.

DIFFERENTIATION OPTIONS● Instruction Coach Have

students work in pairs or small groups to generate questions about someone who learns something that changes his or her view of a situation. Allow students time to discuss these questions and generate ideas for their writing assignment.

● Readiness


Skills✔ Write a Fictional Narrative✔ Transitional Words and

Phrases✔ Beginning, Middle, End

Writing Process: Steps 2, 3Read SE pp. 54–55 with students to help them understand how the writer of the mentor text organized the beginning, middle, and end of the narrative. Then read and discuss the drafting process, SE pp. 56–57, before students begin to write.

DIFFERENTIATION OPTIONS● Instruction Coach Allow

time for students to draft independently or in pairs. Conference with students who need extra support.

● Readiness

� Goal Informational Text Elements

Week 7



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Unit: Writing Fictional Narratives


Skills✔ Write a Fictional Narrative✔ Transitional Words and

Phrases✔ Beginning, Middle, Ending

Writing Process: Steps 3, 4With students, read the Writer’s Craft section, SE p. 56. Have students share their efforts to use transition words and phrases. Then read SE pp. 58–61.

DIFFERENTIATION OPTIONS● Instruction Coach For students

who need extra support with SE pp. 58–61, spend less time on pp. 56–57. Model responses for Try It sections.

● Performance Coach Have students read SE pp. 192–194 to learn about the features of narrative writing. Have students complete the Coached Example, SE pp. 195–198.

● Readiness


Skills✔ Transitional Words and

Phrases✔ Revise a Fictional Narrative✔ Sensory Language

Writing Process: Steps 4, 5With students, read the Writer’s Craft section, SE p. 62, focusing on sensory language. Allow time for students to complete their peer reviews and record their peer comments before they begin to revise. Read SE pp. 62–63.

DIFFERENTIATION OPTIONS● Instruction Coach Identify

sentences that students should revise in order to use sensory language and transitional words and phrases. Provide students with support as they revise.

● Performance Coach Have students complete the Lesson Practice, questions 1–5, SE pp. 199–203.

● Readiness


Skills✔ Conjunctions✔ Prepositions✔ Interjections✔ Edit a Fictional Narrative

Writing Process: Steps 5, 6Read SE pp. 64–67. Have students complete the Language Focus activity and Try It, SE pp. 65–66. Provide time for students to finish revising and begin editing.


students read aloud portions of their writing. Model Think Alouds about the beginning, middle, and ending to demonstrate how to talk about writing.

● Instruction Coach Guide students to complete the Language Focus activity and Try It, SE pp. 65–66, to practice using conjunctions, prepositions, and interjections.

● Readiness


Skills✔ Write a Fictional Narrative✔ Prepositions✔ Interjections

Writing Process: Steps 6, 7Read SE pp. 66–67. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 68.

DIFFERENTIATION OPTIONS● Instruction Coach Use SE

pp. 56–67 as a springboard for students to discuss strategies for improving the sensory language, transitions, and other parts of their writing.

● Performance Coach Have students complete the Lesson Practice, question 5, pp. 170–173.

● Readiness

PUBLISH AND ASSESS OPTIONInstruction CoachLesson 3: Writing Fictional Narratives● Student Edition p. 68● Teacher’s Manual p. 49

Skills✔ Transitional Words and

Phrases✔ Conjunctions✔ Prepositions✔ Interjections ✔ Sensory Language

Writing Process: Step 7This stage of the process should allow students to share their writing in a meaningful way. If possible, designate a time and/or space for reading aloud, posting or displaying writing, and sharing with family members and/or the school community.

DIFFERENTIATION OPTIONS● Instruction Coach Students

may use alternative media for their writing, especially if it includes images and text features.

● Performance Coach Have students complete the Lesson Practice, question 6, SE pp. 204–207.

● Readiness

� Goal Parts of Speech

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Unit: Reading Historical Nonfiction

LESSON FOCUSInstruction CoachLesson 4: Reading Historical Nonfiction● Student Edition pp. 69–77● Teacher’s Manual pp. 51–59

Skills✔ Chronological Order✔ Historical Nonfiction ✔ Engage in Collaborative

Discussion✔ Historical Biography Sketch

Listen and LearnTenochtitlán: Life in the Aztec Capital Introduce reading historical nonfiction and discuss questions, TM p. 51, focusing on the Essential Question, How does historical nonfiction help us understand the world today? Then read Tenochtitlán: Life in the Aztec Capital with students.


text features in Tenochtitlán, including chronological order, maps, and illustrations.

● Instruction Coach Reread Tenochtitlán, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Instruction Coach Have students complete the Speaking and Listening Project for this unit, TM pp. 66–67.

● Readiness


Skills✔ Chronological Order✔ Historical Nonfiction ✔ Engage in Collaborative

Discussion

Listen and LearnTenochtitlán: Life in the Aztec CapitalReread the passage with students using Think Alouds to aid strategy instruction. Focus on main idea and detail, TM pp. 54, 57. Then have students complete the Comprehension Check on compare and contrast, SE p. 78.


Tenochtitlán, SE pp. 70–77, noting the text features and their purposes.

● Instruction Coach Preview and teach the vocabulary words, SE p. 79.

● Instruction Coach Teach Word Analysis, TM p. 54, to address compound words.

● Readiness

LESSON FOCUSInstruction CoachLesson 4: Reading Historical Nonfiction● Student Edition pp. 80–88, 90● Teacher’s Manual pp. 61–64

Skills✔ Compare and Contrast Points

of View✔ Engage in Collaborative

Discussion

Share and LearnThe Rise and Fall of TenochtitlánPreview Vocabulary, SE p. 79. Then have students read and discuss the passage, SE pp. 80–88.


compare and contrast and guide students through Comprehension Check, SE p. 90.

● Instruction Coach Teach vocabulary and guide students through Vocabulary. Use highlighted words in The Rise and Fall of Tenochtitlán to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 92–95 and identify the text features also used in Tenochtitlán: Life in the Aztec Capital and The Rise and Fall of Tenochtitlán.

● Readiness


Skills✔ Compare and Contrast✔ Cite Evidence✔ Make Inferences✔ Engage in Collaborative

Discussion

Share and LearnThe Rise and Fall of TenochtitlánHave students continue to read and discuss the passage. Then have them respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 89–90.

DIFFERENTIATION OPTIONS● Instruction Coach Reread The

Rise and Fall of Tenochtitlán, guiding students to compare and contrast and support their ideas with evidence from the text.

● Instruction Coach Reread The Rise and Fall of Tenochtitlán and guide students as they study the inferences and evidence to support inferences.

● Performance Coach Have students work in pairs to do Coached Example, SE pp. 96–100.

● Readiness


Skills✔ Chronological Order✔ Historical Nonfiction✔ Write about Informational Text✔ Engage in Collaborative

Discussion

RereadTenochtitlán: Life in the Aztec Capital or The Rise and Fall of TenochtitlánHave students choose a passage and write a paragraph responding to the Essential Question, How does historical nonfiction help us understand the world today? Tell them to use two examples of text features to support their response.


students through Anchor Standard Discussion Questions, SE p. 89. Point out that the first question is about citing evidence; the second question is about comparing and contrasting.


● Readiness

� Goal Parts of Speech

Week 9



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LESSON FOCUSInstruction CoachLesson 4: Reading Historical Nonfiction ● Instruction Coach Independent


Skills✔ Make Inferences✔ Chronological Order✔ Historical Nonfiction

Read on Your OwnMachu PicchuHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Instruction Coach Independent Leveled Practice Resource Book Have students identify details that help them make inferences about the text.

● Readiness

LESSON FOCUSSupport CoachLesson 7: Historical Nonfiction● Student Edition pp. 147–148,


134–139


Alaska and Hawaii: Struggling for StatehoodDiscuss historical nonfiction and the skills that will be reviewed, SE p. 147. Review making inferences, SE p. 148. Read the passage (first read) . Have students complete the Draw Inferences Chart, SE p. 277.


SE p. 148. Reread Alaska and Hawaii using the first read annotations to focus on making inferences. Guide students to complete the Make Inferences Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 132, 135, to help students practice using clues to make inferences.

● Support Coach As an alternate, use Lesson 6: Literary Nonfiction.

● Readiness



Skills✔ Relationships between Ideas✔ Close Reading

Alaska and Hawaii: Struggling for StatehoodReview looking for relationships between ideas, SE p. 149. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 278.


It, SE p. 149. Reread Alaska and Hawaii using the second read annotations to focus on relationships between ideas. Guide students to complete the Close Reading Worksheet.

● Support Coach Preview Vocabulary, SE p. 155.

● Performance Coach Have students complete the Lesson Practice, SE pp. 101–106.

● Readiness



Skills✔ Context Clues✔ Cause-and-Effect Relationships✔ Close Reading✔ Write about Informational Text✔ Historical Biography Sketch

Alaska and Hawaii: Struggling for StatehoodRead the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 278. Follow with Vocabulary, SE p. 155.



● Performance Coach Do shared writing with students in Lesson Practice, SE p. 107 (item 6).

● Instruction Coach Have students continue working on the Speaking and Listening Project for this unit, TM pp. 66–67.

● Readiness

LESSON FOCUSSupport CoachLesson 7: Historical Nonfiction● Student Edition pp. 156,

158–162, 279● Teacher’s Manual pp. 140,

142–146

Skills✔ Main Idea and Details

The American Flag: A Long, Colorful HistoryReview main idea and details, SE p. 156. Read the passage (first read) . Have students complete the Main Idea and Details Chart, SE p. 279.


It, SE p. 156. Reread The American Flag using the first read annotations to focus on main ideas and details. Guide students to complete the Main Idea and Details Chart.

● Support Coach Use Supporting Struggling Learners, TM p. 145, to help students identify main ideas and details.

● Performance Coach Have accelerating students read SE pp. 134–136 to identify the process of analyzing texts.

● Readiness

� Goal Literary Structure

Week 10



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Skills✔ Text Structure✔ Homographs✔ Close Reading

The American Flag: A Long, Colorful HistoryReview text structure, SE p. 157. Read the passage (second read) Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 280, and Vocabulary, SE p. 163.


SE p. 157. Reread The American Flag using the second read annotations to focus on text structure. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners note, TM p. 141, to reread and discuss the passage. Review Vocabulary, SE p. 163.


● Readiness



Skills✔ Compare the Text Structure of

Two Selections✔ Close Reading✔ Write about Informational Text

Respond to TextThe American Flag: A Long, Colorful HistoryRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 280. Follow with Respond to Text, SE pp. 164–165.



● Support Coach Have students read (first read) The Heavenly Horses of Han Wudi, SE pp. 166–168.

● Performance Coach Use Language Spotlight, SE p. 95 and TE p. 32, to teach domain-specific vocabulary. Have students choose a vocabulary word to write about.

● Readiness

LESSON FOCUSSupport CoachLesson 7: Historical Nonfiction● Student Edition pp. 164–170● Teacher’s Manual pp. 148–150

Skills✔ Compare the Text Structure of

Two Selections✔ Close Reading✔ Write about Informational Text




● Support Coach Have students read The Heavenly Horses of Han Wudi, SE pp. 166–168 (second read) .

● Performance Coach Have students complete the Lesson Practice, questions 1–5, SE pp. 141–146

● Readiness

REVIEW Instruction CoachLesson 4: Reading Historical Nonfiction● Student Edition p. 69● Teacher’s Manual p. 51

Skills✔ Make Inferences✔ Main Idea and Details✔ Chronological Order✔ Compare and Contrast✔ Context Clues

Listen and LearnReview and discuss the Essential Question and the following focus skills:• how to make inferences.• how to identify main idea and

details.• how to identify chronological

order.• how to use context clues.


read The Heavenly Horses of Han Wudi (third read) and do Comprehension Check, SE pp. 169–170.

● Performance Coach Do shared writing with students for Lesson Practice, SE p. 147.

● Readiness


Skills✔ Relationships between Ideas✔ Make Inferences✔ Main Idea and Details ✔ Text Structure✔ Context Clues✔ Homographs

Support CoachLesson 7: Historical Nonfiction ● Student Edition pp. 166–170● Teacher’s Manual p. 150

Read on Your OwnThe Heavenly Horses of Han WudiReview Comprehension Check, SE pp. 169–170. Have students share answers and discuss the text, pointing out inferences they make in their responses.

DIFFERENTIATION OPTIONS● Support Coach Review answers

to Quiz 7 with students. Alternative Quiz: 6.

● Readiness

� Goal Literary Structure

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Unit: Reading Technical Texts

LESSON FOCUSInstruction CoachLesson 6: Reading Technical Texts● Student Edition pp. 117–123● Teacher’s Manual pp. 85–91

Skills✔ Chronological Order✔ Engage in Collaborative

Discussion

Listen and LearnHow a Meteorologist Predicts the WeatherIntroduce technical texts and discuss questions, TM p. 85, focusing on the Essential Question, What are some ways that technical texts present information? Then read How a Meteorologist Predicts the Weather with students.


technical text features in How a Meteorologist Predicts the Weather, noting the charts, diagrams, and other graphics.

● Instruction Coach Reread How a Meteorologist Predicts the Weather, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Readiness


Skills✔ Chronological Order✔ Technical Text✔ Engage in Collaborative

Discussion

Listen and LearnHow a Meteorologist Predicts the WeatherReread the passage with students using Think Alouds to address targeted skills. Focus on the Chart and Diagram Think Alouds, TM pp. 87, 90. Then have students complete the Comprehension Check on charts and diagrams, SE p. 124.


How a Meteorologist Predicts the Weather, SE pp. 118–123, noting text features and their purposes. Complete a list of text features used.


● Instruction Coach Teach Word Analysis, TM p. 87, to help students use word roots to figure out unfamiliar words.

● Readiness

LESSON FOCUSInstruction CoachLesson 6: Reading Technical Texts● Student Edition pp. 125–132,


Skills✔ Reading Diagrams and Charts✔ Cite Evidence✔ Make Inferences✔ Engage in Collaborative

Discussion

Share and LearnReading a Weather MapPreview Vocabulary, SE p. 125. Then have students read and discuss the passage, SE pp. 126–132.


features of technical texts using Reading a Weather Map and guide students through Comprehension Check, SE p. 134.

● Instruction Coach Teach vocabulary and guide students through Vocabulary. Use highlighted words in Reading a Weather Map to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 108–111 and identify the text features also used in How a Meteorologist Predicts the Weather and Reading a Weather Map.

● Readiness


Skills✔ Reading Diagrams and Charts✔ Cite Evidence✔ Make Inferences✔ Engage in Collaborative

Discussion

Share and LearnReading a Weather MapHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 133–134.


Reading a Weather Map, guiding students to focus on using context clues to make inferences.

● Instruction Coach Reread Reading a Weather Map and guide students as they unpack the text features.


● Readiness


Skills✔ Reading Diagrams and Charts✔ Cite Evidence✔ Make Inferences✔ Write about Informational Text✔ Engage in Collaborative

Discussion

RereadHow a Meteorologist Predicts the Weather or Reading a Weather Map Have students choose a passage and write a paragraph responding to the Essential Question, What are some ways that technical texts present information? Tell them to use two examples of text features to support their response.


students through Anchor Standard Discussion Questions, SE p. 133.


● Readiness

� Goal Informational Text Structure

Week 12



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LESSON FOCUSInstruction CoachLesson 6: Reading Technical Texts● Instruction Coach Independent


Skills✔ Reading Diagrams and Charts✔ Context Clues

Read on Your OwnTropical Storms Have students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Instruction Coach Independent Leveled Practice Resource Book Have students explain to each other what they learned from the charts and other text features in the passage.

● Performance Coach Use Making Comparisons, TE p. 39, to help students compare and contrast different kinds of texts by asking questions.

● Readiness

LESSON FOCUSSupport CoachLesson 8: Technical Texts● Student Edition pp. 171–172,


156–160

Skills✔ Compare and Contrast

How to Start a Community GardenDiscuss technical texts and the skills that will be reviewed, SE p. 171. Review Compare and Contrast, SE p. 172. Read the passage (first read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 281.


SE p. 171. Reread How to Start a Community Garden using the first read annotations to focus on compare and contrast. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 154, 156, to help students practice comparing and contrasting different things.

● Performance Coach Have accelerating students read SE pp. 122–124 to learn about analyzing informational texts.

● Readiness



Skills✔ Text Structure: Problem and

Solution

How to Start a Community GardenReview the problem and solution type of text structure, SE p. 173. Read the passage (second read) . Have students complete the Problem-and-Solution Chart, SE p. 282.


It, SE p. 173. Reread How to Start a Community Garden using the second read annotations to focus on the problem and solution type of text structure. Guide students to complete the Problem-and-Solution Chart.

● Support Coach Preview Vocabulary, SE p. 179.

● Performance Coach Guide students through the Lesson Practice, questions 1–5, SE pp. 116–120.

● Readiness



Skills✔ Academic Vocabulary✔ Close Reading✔ Write about Informational Text

How to Start a Community GardenRead the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 281. Follow with Vocabulary, SE p. 179.



● Performance Coach Use Discussion Questions, TE p. 34. Review the characteristics of scientific and technical texts. Have students write about specific characteristics in the passages they have read.

● Readiness

LESSON FOCUSSupport CoachLesson 8: Technical Texts● Student Edition pp. 180,


164–168

Skills✔ Preview, Skim, and Scan✔ Close Reading

The Art of Video GamesReview preview, skim, and scan, SE p. 180. Read the passage (first read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 283.


SE p. 180. Reread The Art of Video Games using the first read annotations to focus on previewing, skimming, and scanning.

● Support Coach Use Supporting Struggling Learners, TM pp. 164, 167, to help students practice previewing a passage.


● Readiness

� Goal Informational Text Structure

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Skills✔ Text Structure: Cause and

Effect✔ Domain-Specific Vocabulary

The Art of Video GamesReview cause and effect, SE p. 181. Read the passage (second read) . Have students complete the Cause and Effect Chart, SE p. 284. Then have students complete the relevant questions and Vocabulary, SE p. 187.


It, SE p. 181. Reread The Art of Video Games using the second read annotations to focus on cause and effect. Guide students to complete the Cause and Effect Chart.



● Readiness



Skills✔ Comparing Text Structures✔ Close Reading✔ Write about Informational Text

Respond to TextThe Art of Video GamesRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 283. Follow with Respond to Text, SE pp. 188–189.



● Support Coach Have students read From Snurfers to Snowboards, SE pp. 190–194 (first read) .

● Performance Coach Use Language Spotlight, SE p. 111 and TE p. 35, to teach academic vocabulary. Have students choose a vocabulary word to write about.

● Readiness

LESSON FOCUSSupport CoachLesson 8: Technical Texts● Student Edition pp. 188–194● Teacher’s Manual pp. 164–172

Skills✔ Comparing Text Structures✔ Close Reading✔ Write about Informational Text




● Support Coach Have students read From Snurfers to Snowboards, SE pp. 190–194 (second read) .

● Performance Coach Use Discussion Questions, TE p. 38. Review ways two informational texts about the same topic may differ. Have students write about strategies they used to analyze the informational texts they have read.

● Readiness

REVIEW Instruction CoachLesson 6: Reading Technical Texts● Student Edition p. 117● Teacher’s Manual p. 85

Skills✔ Context Clues✔ Chronological Order

Listen and LearnReview and discuss the Essential Question and the following focus skills: • how context clues can help in

understanding terms and ideas.• how to identify chronological

order.

DIFFERENTIATION OPTIONS● Support Coach Have

students read From Snurfers to Snowboards (third read) and do Comprehension Check, SE pp. 195–196.

● Performance Coach Do shared writing with students, Lesson Practice question 6, SE p. 121.

● Performance Coach Do shared writing with students, question 6, SE p. 133.

● Readiness


Skills✔ Domain-Specific Vocabulary ✔ Text Structure: Compare and

Contrast✔ Academic Words

Lesson 8: Technical Texts ● Student Edition pp. 190–196● Teacher’s Manual p. 172

Read on Your OwnFrom Snurfers to Snowboards Review Comprehension Check, SE pp. 195–196. Have students share answers and discuss the text, pointing out evidence that they find.

DIFFERENTIATION OPTIONS● Support Coach Review answers

to Quiz 8 with students.● Readiness

� Goal Sentences

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Unit: Writing Informative/Explanatory Texts

LESSON FOCUSInstruction CoachLesson 5: Writing Informative/Explanatory Texts● Student Edition pp. 91–94● Teacher’s Manual pp. 69–72

Skills✔ Write an Informative/

Explanatory Text✔ Engage in Collaborative

Discussion✔ Multigenre Research Project

Essential QuestionIntroduce writing informative/explanatory texts and discuss questions, TM p. 69, focusing on the Essential Question, How does an informative/explanatory text convey information? Then read SE p. 92 with students.

DIFFERENTIATION OPTIONS● Instruction Coach Use TM p. 70

to introduce the purpose and audience for an informative/explanatory text.

● Instruction Coach Review The Rise and Fall of Tenochtitlán, SE pp. 80–88, and identify and discuss the introduction, body, and conclusion of that text.

● Instruction Coach Guide students through the Speaking and Listening Project, TM pp. 98–99.

● Readiness



Explanatory Text✔ Topic✔ Supporting Details



graphic on SE p. 92 to help students understand the characteristics and structure of informative/explanatory text.

● Instruction Coach Have students identify the introduction, body, and conclusion of the mentor text.

● Performance Coach Have students read SE pp. 226–228 to learn how to write an informative or explanatory text. Have students complete the Coached Example, SE pp. 229–231.

● Readiness



Explanatory Text✔ Topic✔ Supporting Details

Analyze a Mentor TextDiscuss the Think About It questions, TM p. 72. Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 95.

DIFFERENTIATION OPTIONS● Instruction Coach Open the

Glossary in the SE and show students how to use it. Help students find the entries for main idea, supporting details, and topic.


● Performance Coach Have students complete the Lesson Practice, questions 1–5 SE pp. 232–235.

● Readiness



Explanatory Text✔ Research


DIFFERENTIATION OPTIONS● Instruction Coach Take a

deeper dive into SE pp. 97–98 with students who need extra support as they use the research provided to complete Try It.

● Instruction Coach Have students work in pairs or small groups to generate questions about the yeti crab topic. Allow students time to research and find the answers to these questions so they can add relevant information to their writing.

● Readiness


Skills✔ Informative/Explanatory Text✔ Introduction ✔ Supporting Details and

Paragraphs✔ Conclusion✔ Multigenre Research Project

Writing Process: Steps 2, 3Read SE p. 102 with students to help them understand how the writer of the mentor text organized the introduction (introducing the topic), the supporting paragraphs (containing the main ideas and details), and the conclusion. Then read and discuss the drafting process before students begin to write.



● Instruction Coach Continue with the Speaking and Listening Project, TM pp. 98–99.

● Readiness

� Goal Sentences

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Unit: Writing Informative/Explanatory Texts


Skills✔ Informative/Explanatory Texts✔ Linking Words and Phrases

Writing Process: Steps 3, 4With students, read the Writer’s Craft section, SE p. 104. Have students share their efforts to use linking words. Then read SE pp. 104–109.



● Performance Coach Have students read SE pp. 254–256 to learn about revising and editing. Have students complete the Coached Example, SE pp. 257–260.

● Readiness



Explanatory Text✔ Precise Language

Writing Process: Steps 4, 5Allow time for students to complete their peer reviews and record their peer comments before they begin to revise. Read SE pp. 110–111.

DIFFERENTIATION OPTIONS● Instruction Coach Identify

sentences that students should revise in order to improve the introduction, the body, and/or the conclusion. Provide students with support as they examine precise language.


● Readiness


Skills✔ Varying Sentence Style✔ Edit an Informative/

Explanatory Text

Writing Process: Steps 5, 6With students read the Writer’s Craft section, SE p. 110. Have students share their efforts to use precise language. Then read SE pp. 112–115. Provide time for students to finish revising and begin editing.


students read aloud portions of their writing. Model Think Alouds about the introduction, the body, and/or the conclusion, to demonstrate how to talk about writing.

● Instruction Coach Ask students to read and complete the Language Focus, SE pp. 113–114, to help them vary their sentence style.

● Readiness


Skills✔ Informative/Explanatory Texts✔ Varying Sentence Style✔ Multigenre Research Project

Writing Process: Steps 6, 7Read SE p. 116. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 116.


pp. 104–115 as a springboard for students to discuss strategies for improving specific sentences in their writing.

● Instruction Coach Speaking and Listening Project, TM pp. 98–99.

● Performance Coach Do shared writing with students, question 6, SE pp. 236–239.

● Readiness

PUBLISH AND ASSESS OPTIONS:Instruction Coach● Teacher’s Manual p. 83

Skills✔ Informative/Explanatory Texts✔ Multigenre Research Project




● Performance Coach Do shared writing with students, Lesson Practice, question 6, SE pp. 266–269.

● Instruction Coach Speaking and Listening Project, TM pp. 98–99.

● Readiness

� Goal Literary Style

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Unit: Reading Drama

LESSON FOCUSInstruction CoachLesson 2: Reading Drama● Student Edition pp. 25–33● Teacher’s Manual pp. 19–27

Skills✔ Drama: Scenes ✔ Engage in Collaborative

Discussion

Listen and LearnStage FrightIntroduce dramatic texts and discuss questions, TM p. 19, focusing on the Essential Question, How is a play a special way of telling a story? Then read Stage Fright with students.


dramatic text features in Stage Fright, noting and listing text features, including stage directions.

● Instruction Coach Reread Stage Fright, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Readiness


Skills✔ Make Inferences✔ Drama: Structure✔ Root Words and Affixes✔ Engage in Collaborative

Discussion

Listen and LearnStage FrightReread the drama with students using Think Alouds. Use Drama: Scenes Think Aloud to focus strategy instruction, TM p. 20. Then have students complete the Comprehension Check, SE p. 34.

DIFFERENTIATION OPTIONS● Instruction Coach Reread Stage

Fright, SE pp. 26–33, noting text features and their purposes. Complete the list of text features used.

● Instruction Coach Use Word Analysis, TM p. 22, to teach root words and affixes.

● Instruction Coach Preview and teach the vocabulary words in context. Complete Word Map, SE p. 35. Help students complete word maps.

● Readiness


Skills✔ Compare and Contrast✔ Vocabulary✔ Engage in Collaborative

Discussion

Share and LearnHeave, Ho!Preview Vocabulary, SE p. 35. Then have students read and discuss the drama, SE pp. 36–42.


dramatic plot structure in Stage Fright and guide students through the Comprehension Check, SE p. 34.

● Instruction Coach Teach vocabulary and guide students through Vocabulary. Use highlighted words in Heave, Ho! to reinforce meanings.

● Instruction Coach Use Compare and Contrast annotation guide on SE p. 37 to help students compare and contrast characters.

● Performance Coach Have accelerating students read SE pp. 28–30, noting text elements, and then respond to the journal prompt, TM p. 11.

● Readiness


Skills✔ Theme✔ Engage in Collaborative

Discussion

Share and LearnHeave, Ho!Have students continue to read and discuss the drama. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 43–44.

DIFFERENTIATION OPTIONS● Instruction Coach Reread SE

p. 40, guiding students to note the sequence of events that show how a character responds to challenges.

● Instruction Coach Reread Heave, Ho! and guide students as they unpack the key supporting details that help them infer the overall theme of the drama.


● Readiness


Skills✔ Dramatic Structure✔ Write about Literature✔ Engage in Collaborative

Discussion

RereadStage Fright or Heave, Ho!Have students choose a drama and write a paragraph responding to the Essential Question, How is a play a special way of telling a story? Tell them to use two examples of text features to support their response.


students through Anchor Standard Discussion Questions, SE p. 43. Point out that the first question is about dramatic structure. The second question is about making inferences.


● Performance Coach Use TE p. 11, Putting It All Together, to teach how paying attention to all elements of a drama can help students understand the characters and plot. Support students as they read SE p. 30.

● Readiness

� Goal Literary Style

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Unit: Reading Drama

LESSON FOCUSInstruction CoachLesson 2: Reading Drama● Instruction Coach Independent


Skills✔ Make Inferences✔ Compare and Contrast

Read on Your OwnBright MistakesHave students read the drama at their levels and answer the questions independently. Then have students discuss the questions and their answers in small groups.



● Instruction Coach Independent Leveled Practice Resource Book Have students identify and explain the relationships between dialogue, character, and plot to each other.

● Readiness

LESSON FOCUSSupport CoachLesson 3: Drama● Student Edition pp. 49–50,


46–51


Let Freedom Ring, Act 1Discuss drama and the skills that will be reviewed, SE p. 49. Review Draw Inferences, SE p. 50. Read the passage (first read) . Have students complete the Inferences Chart, SE p. 261.


SE p. 50. Reread Let Freedom Ring, Act 1 with the first read annotations, showing students that these focus on inferences. Guide students to complete the Inferences Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 44, to help students identify clues that help them make inferences in Let Freedom Ring, Act 1.

● Readiness

LESSON FOCUSSupport CoachLesson 3: Drama● Student Edition pp. 51–56, 262● Teacher’s Manual pp. 45, 46–50,

51

Skills✔ Theme✔ Close Reading

Let Freedom Ring, Act 1Review theme SE p. 51. Read the drama (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 262.


It, SE p. 51. Reread Let Freedom Ring, Act 1 with the second read annotations, showing students that these focus on theme. Guide students to complete the Close Reading Worksheet.

● Support Coach For students who need extra support, focus on the vowel combination –ou in Let Freedom Ring, Act 1 using Word Study, TM p. 49. Preview Vocabulary, SE p. 57.

● Readiness

LESSON FOCUSSupport CoachLesson 3: Drama● Student Edition pp. 52–57, 262● Teacher’s Manual pp. 45–51

Skills✔ Greek and Latin Prefixes ✔ Close Reading✔ Write about Literature

Let Freedom Ring, Act 1Read the drama (third read) . Then have students complete the Close Reading Worksheet, SE p. 262. Follow with Vocabulary, SE p. 57.




● Performance Coach Use Discussion Questions, TE p. 10. Review the elements of drama. Have students write about specific elements in the passages they have read.

● Readiness

LESSON FOCUSSupport CoachLesson3: Drama● Student Edition pp. 58, 60–64,


Skills✔ Make Predictions✔ Write about Literature

Let Freedom Ring, Act 2Review making predictions, SE p. 58. Read the drama (first read) . Have students complete the Predictions Chart, SE p. 263.


It, SE p. 58. Reread Let Freedom Ring, Act 2 with the first read annotations, focusing on making predictions. Guide students to complete the Predictions Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 54. Help students understand the concept of making predictions about the next scene in Let Freedom Ring, Act 2 by guiding them to make text-to-self connections.

● Readiness

� Goal Informational Text Style

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Unit: Reading Drama


Skills✔ Dramatic Structure✔ Greek and Latin Suffixes✔ Close Reading

Let Freedom Ring, Act 2Review dramatic structure, SE p. 59. Read the drama (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 264, and Vocabulary, SE p. 65.


It, SE p. 59. Reread Let Freedom Ring, Act 2 with the second read annotations, showing students that these focus on dramatic structure. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners note, TM p. 53 to reread and discuss the drama. Review Vocabulary, SE p. 65.

● Readiness


Skills✔ Compare Characters✔ Close Reading✔ Write about Literature

Respond to TextLet Freedom Ring, Act 2Read the drama (third read) . Then have students complete the Close Reading Worksheet, SE p. 264. Follow with Respond to Text, SE pp. 66–67.



● Support Coach Have students read (first read) The Red Shadow, SE pp. 68–72.

● Performance Coach Use Language Spotlight, SE p. 30 and TE p. 11, to teach figurative language. Have students choose a vocabulary word to write about.

● Readiness

LESSON FOCUSSupport CoachLesson 3: Drama● Student Edition pp. 66–67 ● Teacher’s Manual pp. 60–61

Skills✔ Compare Characters✔ Close Reading✔ Write about Literature




● Support Coach Have students read (second read) The Red Shadow, SE pp. 68–72.

● Readiness

REVIEW Instruction CoachLesson 2: Reading Drama● Student Edition p. 25● Teacher’s Manual p. 19

Skills✔ Dramatic Structure✔ Compare and Contrast✔ Theme

Listen and LearnReview and discuss the Essential Question and the following focus skills:• identify elements of drama,

such as setting, dialogue, and stage direction.

• explain how a series of scenes fits together to provide the overall structure of a drama.

• compare and contrast characters or events in a drama, using evidence from the text.


read (third read) The Red Shadow and do Comprehension Check, SE pp. 73–74.

● Performance Coach Have students complete Lesson Practice, questions 1–5, SE pp. 35–40.

● Readiness

REVIEW AND ASSESS OPTIONS:Instruction CoachBenchmark Assessment 1 (also in Readiness)Support Coach Quiz 3 (also in Readiness)

Skills✔ Dramatic Structure ✔ Make Inferences✔ Compare and Contrast

Characters ✔ Theme ✔ Greek and Latin Suffixes ✔ Greek and Latin Prefixes

Support CoachLesson 3: Reading Drama● Student Edition pp. 68–74 ● Teacher’s Manual p. 62

Read on Your OwnThe Red ShadowReview Comprehension Check, SE pp. 73–74. Have students share answers and discuss the text, pointing out evidence that they find.


writing with students in Lesson Practice, SE pp. 41 (question 6).

● Instruction Coach Review answers to Benchmark Assessment 1 with students.


● Readiness

� Goal Informational Text Style

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Unit: Reading Poetry

LESSON FOCUSInstruction CoachLesson 8: Reading Poetry● Student Edition pp. 159–165 ● Teacher’s Manual pp.117–123

Skills✔ Poetry Structure✔ Engage in Collaborative

Discussion

Listen and LearnHiawatha’s FishingIntroduce poetry and discuss questions, TM p. 117, focusing on the Essential Question, How can a poem tell a story in a unique way? Then read Hiawatha’s Fishing with students.

DIFFERENTIATION OPTIONS● Instruction Coach Teach poetry

features in Hiawatha’s Fishing, noting and listing text features.

● Instruction Coach Reread Hiawatha’s Fishing, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Readiness

LESSON FOCUSInstruction CoachLesson 8: Reading Poetry● Student Edition pp. 160–166● Teacher’s Manual pp. 118–124

Skills✔ Figurative Language✔ Poetry Structure✔ Engage in Collaborative

Discussion

Listen and LearnHiawatha’s FishingReread the poem with students using Think Alouds. Use Poetry Think Aloud to focus strategy instruction, TM p. 118. Then have students complete the Comprehension Check, SE p. 166.


Hiawatha’s Fishing, SE pp. 160–165, noting text features and their purposes. Complete the list of text features used.

● Instruction Coach Preview and teach the vocabulary words in context. Complete the word map on SE p. 167.

● Instruction Coach Teach Word Analysis, TM p. 119, to address letter-sound correspondence.

● Readiness

LESSON FOCUSInstruction CoachLesson 8: Reading Poetry● Student Edition pp. 167–176 ● Teacher’s Manual pp. 125–127

Skills✔ Figurative Language✔ Engage in Collaborative

Discussion

Share and LearnHiawatha’s Fishing (cont.)Preview Vocabulary, SE p. 167. Then have students read and discuss Hiawatha’s Fishing (cont.), SE pp. 168–174.

DIFFERENTIATION OPTIONS● Instruction Coach Teach using

context clues to determine the meaning of figurative language, TM p. 126 and SE pp. 172–173. Then guide students through Comprehension Check, SE p. 176.

● Instruction Coach Teach vocabulary and guide students through SE p. 167. Use highlighted words in Hiawatha’s Fishing to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 16–19 and identify the features also used in Hiawatha’s Fishing.

● Readiness


Skills✔ Make Inferences✔ Cite Evidence✔ Theme✔ Engage in Collaborative

Discussion

Share and LearnHiawatha’s Fishing (cont.)Have students continue to read and discuss Hiawatha’s Fishing (cont.). Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 175–176.


Hiawatha’s Fishing (cont.), guiding students to make inferences and cite the evidence within the poem. Chart the inferences along with the text evidence.

● Instruction Coach Reread Hiawatha’s Fishing (cont.) and guide students as they unpack the relevant details that support the theme.


● Readiness


Skills✔ Poetry Structure✔ Write about Literature✔ Engage in Collaborative

Discussion

RereadHiawatha’s Fishing or Hiawatha’s Fishing (cont.)Have students choose a poem and write a paragraph responding to the Essential Question, How can a poem tell a story in a unique way? Tell them to use two examples of text features to support their response.


students through Anchor Standard Discussion Questions, SE p. 175. Point out that the first question is about the speaker’s point of view; the second question is about character’s motives.


● Readiness

� Goal Paragraphs

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LESSON FOCUSInstruction CoachLesson 8: Reading Poetry● Instruction Coach Independent


Skills✔ Theme✔ Poetic Structure

Read on Your OwnHave students read the poem at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Instruction Coach Independent Leveled Practice Resource Book Have students identify theme and show the relationships between text features and the main text and explain them to each other.

● Readiness

LESSON FOCUSSupport CoachLesson 2: Poetry● Student Edition pp. 29–30,


28–31

Skills✔ Visualize

The Road Not Taken/By the ArnoDiscuss poetry and the skills that will be reviewed, SE p. 29. Review visualizing, SE p. 30. Read the poems (first read) . Have students complete the Visualize Chart, SE p. 257.


SE p. 30. Reread The Road Not Taken/By the Arno with the first read annotations, showing students that these focus on visualization. Guide students to complete the Visualize Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 26. Help students understand the visualization in The Road Not Taken/By the Arno by building background with pictures or photographs.

● Readiness

LESSON FOCUSSupport CoachLesson 2: Poetry● Student Edition pp. 31–34, 258● Teacher’s Manual pp. 27–31

Skills✔ Poetic Structure✔ Close Reading

The Road Not Taken/By the ArnoReview poetic structure, SE p. 31. Read the poems (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 258.


It, SE p. 31. Reread The Road Not Taken/By the Arno with the second read annotations, showing students that these focus on poetic structure. Guide students to complete the Close Reading Worksheet.

● Support Coach Focus on connotation and unfamiliar language in The Road Not Taken/By the Arno using Word Study and Supporting ELLs, TM pp. 29, 28. Preview Vocabulary, SE p. 35.

● Readiness

LESSON FOCUSSupport CoachLesson 2: Poetry● Student Edition pp. 30, 32–34,


Skills✔ Consult a Dictionary✔ Close Reading✔ Write about Literature

The Road Not Taken/By the ArnoRead the poems (third read) . Then have students complete the Close Reading Worksheet. SE p. 258. Follow with Vocabulary, SE p. 35.




● Performance Coach Use Discussion Questions, TE p. 6. Review the characteristics of poetry. Have students write about specific characteristics in the passages they have read.

● Readiness

LESSON FOCUSSupport CoachLesson 2: Poetry● Student Edition pp. 36, 38–40,


Skills✔ Figurative Language✔ Visualize

My CastleReview figurative language, SE p. 36. Read the poem (first read) . Have students complete relevant questions on the Figurative Language Chart, SE p. 259.


SE p. 36. Reread My Castle with the first read annotations, focusing on figurative language. Guide students to complete the relevant questions on the Figurative Language Chart.

● Support Coach Use Supporting Struggling Learners, TM p. 32. Help students understand how figurative language helps them visualize the poem My Castle by having students relate pictures to the poem.

● Readiness

� Goal Paragraphs

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Skills✔ Speaker’s Point of View✔ Context Clues✔ Close Reading

My CastleReview the speaker’s point of view, SE p. 37. Read the poem (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 260, and Vocabulary, SE p. 41.


SE p. 37. Reread My Castle with the second read annotations, showing students that these focus on the speaker. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting English Language Learners note, TM p. 34, to reread and discuss the poem. Review Vocabulary, SE p. 41.

● Readiness


Skills✔ How Speakers Reflect on a

Topic✔ Close Reading✔ Write about Literature

Respond to TextMy CastleRead the poem (third read) . Then have students complete the Close Reading Worksheet, SE p. 260. Follow with Respond to Text, SE pp. 42–43.



● Support Coach Have students read (first read) Lady Icicle/Snow-Flakes, SE pp. 44–46.

● Performance Coach Use Language Spotlight, SE p. 19 and TE p. 8, to teach about antiquated language.

● Readiness

LESSON FOCUSSupport CoachLesson 2: Poetry● Student Edition pp. 38–43 ● Teacher’s Manual pp. 34–39

Skills✔ How Speakers Reflect on a

Topic✔ Close Reading✔ Write about Literature




● Support Coach Have students read (second read) Lady Icicle/Snow-Flakes, SE pp. 44–46.

● Readiness

REVIEW Instruction CoachLesson 8: Reading Poetry● Student Edition p. 159● Teacher’s Manual p. 117

Skills✔ Poetic Structure ✔ Figurative Language ✔ Context Clues

Listen and LearnReview and discuss the Essential Question and the following focus skills:• explain how a series of stanzas

fits together to provide the overall structure of a poem.

• interpret figurative language, including similes and metaphors, in context.

• use context or reference materials to understand antiquated language.


read (third read) Lady Icicle/Snow-Flakes and do Comprehension Check, SE pp. 47–48.

● Performance Coach To review poetry structure and figurative language, have students complete Lesson Practice, questions 1–6, SE pp. 23–26.

● Readiness

REVIEW AND ASSESS OPTIONS:Benchmark Assessment 2 (also in Readiness)Support Coach Quiz 2 (also in Readiness)

Skills✔ Poetic Structure✔ Figurative Language✔ Context Clues✔ Use a Dictionary✔ Speaker

Support CoachLesson 2: Poetry● Student Edition pp. 44–48 ● Teacher’s Manual p. 40

Read on Your OwnLady Icicle/Snow-FlakesReview Comprehension Check, SE pp. 47–48. Have students share answers and discuss the text, pointing out evidence that they find.





● Readiness

� Goal Literary Analysis

Week 22



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Unit: Writing Responses to Literature

LESSON FOCUSInstruction CoachLesson 10: Writing Responses to Literature● Student Edition pp. 193–194 ● Teacher’s Manual pp. 143–144

Skills✔ Write a Response to Literature✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce writing responses to literature and discuss questions, TM p. 143, focusing on the Essential Question, How do you write a compelling response to a piece of literature? Allow students 5 to 7 minutes to free-write a response to the Essential Question. Then read SE p. 194 with students.


TM p. 144, to introduce the purpose and audience for a response to literature.

● Instruction Coach Review Stage Fright, SE pp. 26–33, to identify and discuss the problem and resolution as well as examples of why a play is a unique way of telling a story. Have students discuss the reasons for the examples given.

● Readiness


Skills✔ Write a Response to Literature✔ Main Ideas✔ Idea and Details



graphic on SE p. 194 to help students understand the characteristics and structure of responses to literature.

● Instruction Coach Have accelerating students identify the main idea and supporting details of the mentor text.

● Performance Coach Initiate a whole class discussion about the Discuss Questions, TE p. 54, with students to talk about what makes an effective response to literature.

● Readiness


Skills✔ Write a Response to Literature✔ Dialect✔ Conclusion

Analyze a Mentor TextDiscuss what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 199.

DIFFERENTIATION OPTIONS● Instruction Coach Using the

chart, SE p. 199, discuss other dialects with which they may be familiar and add them to the chart. Guide students in completing the activity.

● Instruction Coach Use Know Your Audience, TE p. 150, to help students understand the importance of writing to a target audience.


● Readiness


Skills✔ Write a Response to Literature✔ Character Traits


DIFFERENTIATION OPTIONS● Instruction Coach Take a deeper

dive into SE pp. 201–203 with students who need extrasupport as they use the brainstorm graphic organizers provided to complete Try It.

● Instruction Coach Have students work in pairs or small groups to generate possible questions about the characters and their traits in “Rip Van Winkle.” Allow students time to research and find the answers to these questions so they can add relevant information to their writing.

● Readiness

LESSON FOCUSInstruction CoachLesson 10: Writing Responses to Literature● Student Edition pp. 204–206● Teacher’s Manual pp. 152–153

Skills✔ Write a Response to Literature✔ Main Ideas and Details

Writing Process: Steps 2, 3Read SE p. 204 with students to help them understand how the writer of the mentor text organized the introduction, the supporting paragraphs and the conclusion. Complete Try It, SE p. 205. Then read and discuss drafting process before students begin to write.



● Performance Coach Have students read and complete the interactive Getting the Idea, SE pp. 174–176. Have students list the features of responses to literature that are also found in the mentor text.

● Readiness

� Goal Literary Analysis

Week 23



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Unit: Writing Responses to Literature


Skills✔ Write a Response to Literature✔ Linking Words

Writing Process: Steps 3, 4With students, read the Writer’s Craft section, SE p. 206. Have students share their efforts to use linking words and phrases. Then read SE pp. 208–210.



● Performance Coach Have students complete the Coached Example, SE pp. 177–181.

● Performance Coach Have students complete the Journal Prompt, TE p. 55.

● Readiness

LESSON FOCUSInstruction CoachLesson 10: Writing Responses to Literature● Student Edition pp. 208–213● Teacher’s Manual pp. 155–157

Skills✔ Revise a Response to Literature✔ Using Precise Language


DIFFERENTIATION OPTIONS● Instruction Coach Review Try

It, SE p. 213. Then identify sentences that students should revise using more precise language. Provide students with support as they revise.


● Performance Coach Review the Language Spotlight, SE p. 176, TE p. 55, to teach about prepositions.

● Readiness


Skills✔ Edit a Response to Literature✔ Spelling Rules

Writing Process: Steps 5, 6Read SE pp. 214–215. Provide time for students to finish revising and begin editing.


students read aloud portions of their writing. Model thinking aloud about using precise language and correct spelling to demonstrate how to talk about writing.

● Performance Coach Review the Finishing Up checklist, SE p. 176, and Common Errors feature, TE p. 55, to show students examples of what to look for when they revise their writing.

● Readiness


Skills✔ Write a Response to Literature✔ Spelling Rules

Writing Process: Steps 6, 7Read SE pp. 216–217. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 218.


pp. 214–215 as a springboard for students to discuss strategies for improving specific sentences in their writing.

● Performance Coach Review the Discussion Questions, TE p. 54 about the process of responding to literature.

● Readiness

PUBLISH AND ASSESS OPTIONS:Instruction CoachBenchmark Assessment 3 (also in Readiness)● Teacher’s Manual p. 159

Skills✔ Write a Response to Literature




● Performance Coach Do shared writing with students to complete the Lesson Practice, SE pp. 188–191 (question 6).


● Readiness

� Goal Informational Text Analysis

Week 24



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Unit: Reading Scientific Nonfiction

LESSON FOCUSInstruction CoachLesson 11: Reading Scientific Nonfiction● Student Edition pp. 219–223 ● Teacher’s Manual pp. 161–165

Skills✔ Identify Science Fiction✔ Engage in Collaborative

Discussion

Listen and LearnLeafcutter AntsIntroduce scientific texts and discuss questions, TM p. 161, focusing on the Essential Question, How do articles about science and nature differ from narrative stories? Then read Leafcutter Ants with students. Have students free write in response to one of the Consider questions, SE p. 220.


scientific text features in Leafcutter Ants, noting and listing text features.

● Instruction Coach Reread Leafcutter Ants, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Performance Coach Have accelerating students read SE pp. 66–68.

● Readiness

LESSON FOCUSInstruction CoachLesson 11: Reading Scientific Nonfiction● Student Edition pp. 220–224● Teacher’s Manual pp. 162–166

Skills✔ Identify Science Fiction✔ Text Structure: Problem and

Solution✔ Compound Words✔ Engage in Collaborative

Discussion

Listen and LearnLeafcutter AntsReread the article with students using Think Alouds. Use the Problem and Solution Think Aloud to focus strategy instruction, TM p. 164. Then have students complete the Comprehension Check, SE p. 224.

DIFFERENTIATION OPTIONS● Instruction Coach Use Word

Analysis, TE p. 162, to teach compound words. Have students read SE pp. 220–223 to locate and then break apart compound words.


● Instruction Coach Teach Text Structure: Problem and Solution in Leafcutter Ants and guide students through the Comprehension Check, SE p. 224.

● Readiness


Skills✔ Using Glossaries✔ Engage in Collaborative

Discussion

Share and LearnElephant SealsPreview Vocabulary, SE p. 225. Then have students read and discuss the article, SE pp. 226–232.


Glossary Think Alouds to teach students to how to use context clues to determine the definition that best fits the context.

● Instruction Coach Teach vocabulary and guide students through Vocabulary. Use highlighted words in Elephant Seals to reinforce meanings.

● Readiness


Skills✔ Make Inferences✔ Text Structure: Problem and

Solution✔ Engage in Collaborative

Discussion

Share and LearnElephant SealsHave students continue to read and discuss the article. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 233–234.


Elephant Seals, guiding students to make inferences and cite evidence to support their inferences.

● Instruction Coach Reread Elephant Seals, SE pp. 226–232, and guide students as they unpack the problems and solutions.

● Performance Coach Have accelerating students work in pairs to do the Coached Example, SE pp. 69–72.

● Readiness

LESSON FOCUSInstruction CoachLesson 11: Reading Scientific Nonfiction● Student Edition pp. 220–234● Teacher’s Manual pp. 162–170

Skills✔ Identify Science Fiction✔ Write about Informational Text✔ Engage in Collaborative

Discussion

RereadLeafcutter Ants or Elephant SealsHave students choose an article and write a paragraph responding to the Essential Question, How do articles about science and nature differ from narrative stories? Tell students to use two examples of text features to support their response.


students through Anchor Standard Discussion Questions, SE p. 233. Point out that the first question is about inferences. Question 2 focuses on citing evidence.


● Readiness

� Goal Informational Text Analysis

Week 25



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LESSON FOCUSInstruction CoachLesson 11: Reading Scientific Nonfiction● Instruction Coach Independent


Skills✔ Interaction between Ideas/

Concepts in Text

Read on Your OwnThe Record HoldersHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Instruction Coach Independent Leveled Practice Resource Book Have student pairs compare two records and discuss reasons people would want to know about them.

● Readiness

LESSON FOCUSSupport CoachLesson 9: Scientific Nonfiction● Student Edition pp. 197–198,

200–204, 285 ● Teacher’s Manual pp. 175–176,

178–183

Skills✔ Locate Information✔ Close Reading

Using Silver in MedicineDiscuss scientific nonfiction and the skills that will be reviewed, SE p. 197. Review locating information, SE p. 198. Read the passage (first read) . Have students complete the relevant questions on the Close Reading Worksheet, SE p. 285.


SE p. 198. Reread Using Silver in Medicine with the first read annotations, showing students that these focus on locating information. Guide students to complete the relevant questions on the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 176. Help students understand how to differentiate the title from the subheading.

● Readiness



Skills✔ Interaction between Ideas/

Concepts in Text

Using Silver in MedicineReview interaction between ideas and concepts in a text, SE p. 199. Read the passage (second read) . Then have students complete the relevant questions on the Interaction between Ideas Chart, SE p. 286.


SE p. 199. Reread Using Silver in Medicine with the second read annotations, showing students that these focus on interaction between ideas. Guide students to complete the Interaction between Ideas Chart.

● Support Coach Focus on word meanings in Using Silver in Medicine using Supporting ELLs, TM pp. 179, 182. Preview Vocabulary, SE p. 205.

● Readiness



Skills✔ Context Clues✔ Close Reading✔ Write about Informational Text

Using Silver in MedicineRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 285. Follow with Vocabulary, SE p. 205.




● Performance Coach Use Discussion Questions, TE p. 22. Review the characteristics of scientific nonfiction texts. Have students write about specific characteristics in the passages they have read.

● Readiness

LESSON FOCUSSupport CoachLesson 9: Scientific Nonfiction● Student Edition pp. 206,


185–191

Skills✔ Draw Conclusions✔ Use Text Evidence and

Personal Knowledge

Titanium: Metal of the FutureReview drawing conclusions, SE p. 206. Read the passage (first read) . Have students complete the relevant questions on the Draw Conclusions Chart, SE p. 287.


SE p. 206. Reread Titanium: Metal of the Future with the first read annotations, focusing on paragraph structure. Guide students to complete the Draw Conclusions Chart.

● Support Coach Use Supporting Struggling Learners, TM p. 184. Help students understand how to use their personal knowledge and text evidence to draw a conclusion by guiding students to tap into their prior knowledge as they reread Titanium: Metal of the Future.

● Readiness

� Goal Write About Literature

Week 26



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Skills✔ Graphics✔ Consult Dictionaries and

Glossaries✔ Close Reading

Titanium: Metal of the FutureReview graphics, SE p. 207. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 288, and Vocabulary, SE p. 213.


SE p. 207. Reread Titanium: Metal of the Future with the second read annotations, showing students that these focus on graphics. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 185, to assess students’ ability to read diagrams. Read and discuss the diagram.

● Support Coach Re-teach consulting dictionaries and glossaries, TM p. 190. Review Vocabulary, SE p. 213

● Readiness



Skills✔ Use Information from Multiple

Texts✔ Close Reading ✔ Write about Informational Text

Respond to TextTitanium: Metal of the FutureRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 288. Follow with Respond to Text, SE p. 214.



● Support Coach Have students read (first read) Sleep and Dreams, SE pp. 216–218.

● Readiness

LESSON FOCUSSupport CoachLesson 9: Scientific Nonfiction● Student Edition pp. 214–215 ● Teacher’s Manual pp. 192–193

Skills✔ Use Information from Multiple

Texts✔ Close Reading ✔ Write about Informational Text




● Support Coach Have students read (second read) Sleep and Dreams, SE pp. 216–218.

● Readiness

REVIEWInstruction CoachLesson 11:Reading Scientific Nonfiction● Student Edition p. 219● Teacher’s Manual p. 161

Skills✔ Context Clues✔ Use Glossaries

Listen and LearnReview and discuss the Essential Question and the following focus skills:• Use context as clues to

determine meaning of words and phrases

• Consult a glossary to define unknown words


read (third read) Sleep and Dreams and do the Comprehension Check, SE pp. 219–220.

● Performance Coach Review text structure and then have students complete Lesson Practice, questions 1–5, SE pp. 73–76.

● Readiness

REVIEW AND ASSESS OPTIONS:Support Coach Quiz 9 (also in Readiness)

Skills✔ Relationship between Ideas ✔ Dictionaries and Glossaries✔ Context Clues✔ Locate Information✔ Make and Support Inferences✔ Integrate Information

Support CoachLesson 9: Scientific Nonfiction● Student Edition pp. 216–220● Teacher’s Manual p. 194

Read on Your OwnSleep and DreamsReview Comprehension Check, SE pp. 219–220. Have students share answers and discuss the text, pointing out evidence that they find.




● Readiness


Week 27



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Unit: Reading Persuasive Nonfiction

LESSON FOCUSPerformance CoachLesson 6: Persuasive Texts● Student Edition pp. 78–80 ● Teacher’s Edition pp. 26–28

Skills✔ Persuasive Structure✔ Engage in Collaborative

Discussion✔ Analyzing a Speech

Listen and LearnGetting the IdeaIntroduce persuasive nonfiction and discuss questions, TM p. 26. Read the interactive lesson Getting the Idea with students.

DIFFERENTIATION OPTIONS● Performance Coach Teach

persuasive nonfiction features in Getting the Idea, noting and listing text features.

● Performance Coach Reread Getting the Idea, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Performance Coach Preview shared text with readers, SE pp. 81–82.

● Instruction Coach Speaking and Listening Project, Use TM pp. 190–191.

● Readiness

LESSON FOCUSPerformance CoachLesson 6: Persuasive Texts● Student Edition pp. 81–84 ● Teacher’s Edition pp. 26–29

Skills✔ Persuasive Structure✔ Reasons and Evidence✔ Engage in Collaborative

Discussion

Listen and Learn: Coached ExampleDigital Textbooks Are the Way of the FutureRead the passage with students using Structure subheading to focus strategy instruction, TM p. 27. Then have partners complete the Coached Example questions, SE pp. 82–84.

DIFFERENTIATION OPTIONS● Performance Coach Direct

students to read Digital Textbooks Are the Way of the Future, SE pp. 81–82, charting the reasons and evidence.

● Performance Coach Scaffold instruction by showing students how to distinguish among opinion, reasons, and evidence, using TE p. 27, ELL Support.

● Readiness

LESSON FOCUSPerformance CoachLesson 6: Persuasive Texts● Student Edition pp. 85–87 ● Teacher’s Edition p. 29

Skills✔ Author’s Point of View✔ Persuasive Techniques✔ Engage in Collaborative

Discussion

Share and Learn: Lesson PracticePrint Textbooks Belong in the ClassroomReview author’s point of view. Then have students read and discuss the passage, SE pp. 85–87, using the Reading Guide to help them annotate the text.

DIFFERENTIATION OPTIONS● Performance Coach Teach

persuasive structure in Digital Textbooks Are the Way of the Future and guide students through Coached Example questions, SE pp. 81–84.

● Performance Coach Have accelerating students write an advertisement for their favorite product using at least one persuasive technique from SE p. 80.

● Readiness

LESSON FOCUSPerformance CoachLesson 6: Persuasive Texts● Student Edition pp. 88–91 ● Teacher’s Edition p. 29

Skills✔ Bias✔ Figurative Language✔ Engage in Collaborative

Discussion

Share and LearnPrint Textbooks Belong in the ClassroomHave students continue to read and discuss the passage. Then have students respond to the Lesson Practice questions, SE pp. 88–91.

DIFFERENTIATION OPTIONS● Performance Coach Reread

Print Textbooks Belong in the Classroom, guiding students to find examples of authors using figurative language to appeal to emotion. Chart other examples of emotional and biased language.

● Performance Coach Reread Print Textbooks Belong in the Classroom and guide students as they unpack the author’s claim and the supporting evidence.

● Performance Coach Have accelerating students work in pairs to do Lesson Practice, SE pp. 85–90.

● Readiness

LESSON FOCUSPerformance CoachLesson 6: Persuasive Texts● Student Edition pp. 81–82,

85–87● Teacher’s Edition p. 26

Skills✔ Persuasive Structure✔ Write about Informational Text✔ Engage in Collaborative

Discussion

RereadDigital Textbooks Are the Way of the Future or Print Textbooks Belong in the Classroom.Have students choose a passage and write a paragraph responding to the Discussion Question, What makes a persuasive text successful? Tell them to use two examples of text features to support their response.


students through Lesson Practice questions, SE pp. 90–91. Point out that the first question is about biased and emotional language; the second question is about author’s point of view and evidence.

● Instruction Coach Have students work in pairs to complete the Lesson Practice questions, SE pp. 88–91.

● Readiness


Week 28



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LESSON FOCUSInstruction CoachSpeaking and Listening● Teacher’s Manual pp. 190–191

Skills✔ Evaluate Evidence, Arguments

Claims, and Beliefs✔ Analyzing a Speech

Read on Your OwnAnalyzing a SpeechUsing the procedure outlined in TM pp. 190–191, have students listen to or watch a portion of a speech, debate, or news program to analyze its effectiveness.

DIFFERENTIATION OPTIONS● Instruction Coach Provide

headings such as Claim, Reason 1, Reason 2, and Reason 3 for students requiring support with note taking.

● Instruction Coach Support students who have difficulty concentrating by stopping after 2 to 3 minutes to ask guiding questions from discussion points. “What is the speaker’s main message so far?” “What are the facts of the speech?”

● Readiness

LESSON FOCUSSupport CoachLesson 10: Persuasive Nonfiction● Student Edition pp. 221–222,


200–202, 203

Skills✔ Ask and Answer Questions✔ Close Reading

Let’s Serve Healthier School MealsDiscuss persuasive nonfiction and the skills that will be reviewed, SE p. 221. Review asking and answering questions, SE p. 222. Read the passage (first read) . Have students complete the relevant question on the Close Reading Worksheet, SE p. 289.


SE p. 222. Reread Let’s Serve Healthier School Meals with the first read annotations, showing students that these focus on asking and answering questions. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 198. Help students identify details that reveal the author’s purpose by identifying details that support opposing sides of the argument.

● Readiness



Skills✔ Reasons and Evidence

Let’s Serve Healthier School MealsReview reasons and evidence, SE p. 223. Read the passage (second read) . Then have students complete the Reasons and Evidence Chart, SE p. 290.


SE p. 223. Reread Let’s Serve Healthier School Meals with the second read annotations, showing students that these focus reasons and evidence. Guide students to complete the Reasons and Evidence Chart.

● Support Coach Focus on defining words in context in Let’s Serve Healthier School Meals using Vocabulary and Supporting ELLs, TM pp. 201–202. Preview Vocabulary, SE p. 227.

● Readiness



Skills✔ Domain-Specific Vocabulary✔ Close Reading✔ Write about Informational Text

Let’s Serve Healthier School MealsRead the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 289. Follow with Vocabulary, SE p. 227.



● Performance Coach Have accelerating students read SE pp. 208–210.

● Performance Coach Use Discussion Questions, TE p. 62. Review appropriate sources and taking notes, TE p. 63. Guide students to focus on information relevant to the topic, SE p. 209.

● Readiness

LESSON FOCUSSupport CoachLesson 10: Persuasive Nonfiction● Student Edition pp. 228,


206–211

Skills✔ Summarize✔ Main Idea and Details✔ Close Reading

No More Supersized Sodas!/Let Me Drink What I Want!Review identifying the main idea and details, SE p. 228. Read the passages (first read) . Have students complete the Close Reading Worksheet, SE p. 291.


SE p. 228. Reread No More Supersized Sodas!/Let Me Drink What I Want! with the first read annotations, focusing on identifying the main idea and details. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners, TM p. 204. Help students understand how to identify the main ideas in No More Supersized Sodas!/Let Me Drink What I Want! by modeling self-questioning strategy.

● Readiness

� Goal Write About Informational Text

Week 29



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292● Teacher’s Manual pp. 197–205,

210

Skills✔ Author’s Opinion✔ Academic Vocabulary✔ Close Reading

No More Supersized Sodas!/Let Me Drink What I Want!Review Author’s Opinion, SE p. 229. Read the passages (second read) . Then have students complete the relevant questions on the Opinion Chart, SE p. 292, and Vocabulary, SE p. 235.


SE p. 229. Reread No More Supersized Sodas!/Let Me Drink What I Want! with the second read annotations, showing students that these focus on author’s opinion. Guide students to complete the Opinion Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 205, 207, 208, to reread and discuss the opinions in the passages. Review Vocabulary, SE p. 235.

● Readiness

LESSON FOCUSSupport CoachLesson 10: Persuasive Nonfiction● Student Edition pp. 230–237 ● Teacher’s Manual pp. 206–213

Skills✔ Analyze Texts for Similarities

and Differences✔ Close Reading✔ Write about Informational Text

Respond to TextNo More Supersized Sodas!/Let Me Drink What I Want!Read the passages (third read) . Then have students complete the Close Reading Worksheet, SE p. 291. Follow with Respond to Text, SE pp. 236–237.



● Support Coach Have students read (first read) A Use for Community Land, SE pp. 238–242.

● Performance Coach Use Language Spotlight, SE p. 210 and TE p. 63, to teach students the correct styles for indicating source titles in their writing.

● Readiness

LESSON FOCUSSupport CoachLesson 10: Persuasive Nonfiction● Student Edition pp. 236–237● Teacher’s Manual pp. 212–213

Skills✔ Analyze Texts for Similarities

and Differences✔ Write about Informational Text




● Support Coach Have students read (second read) A Use for Community Land, SE pp. 238–242.

● Readiness

REVIEW Performance CoachLesson 6: Persuasive Texts● Student Edition pp. 78–91● Teacher’s Manual pp. 26–29

Skills✔ Persuasive Techniques✔ Figurative Language ✔ Reasons and Evidence✔ Persuasive Text Structure

Listen and LearnReview and discuss the Discussion Question and the following focus skills:• read and analyze persuasive

texts.• recognize the purpose and

structure of persuasive texts.• distinguish fact from opinion.• examine how reasons and

evidence support claims.• demonstrate an understanding

of figurative language that writers of persuasive texts use.


read (third read) A Use for Community Land and do Comprehension Check, SE pp. 243–244.

● Performance Coach To review persuasive techniques and persuasive text structure, have students complete Lesson Practice, SE pp. 215–221.

● Readiness

REVIEW AND ASSESS OPTIONS:Support Coach Quiz 10 (also in Readiness)

Skills✔ Author’s Viewpoint✔ Reasons and Evidence✔ Academic Words✔ Analyze Two Accounts✔ Domain-Specific Words

Support CoachLesson 10: Persuasive Nonfiction● Student Edition pp. 238–244● Teacher’s Manual p. 214

Read on Your OwnA Use for Community LandReview Comprehension Check, SE pp. 243–244. Have students share answers and discuss the text, pointing out evidence that they find.


writing with students in Lesson Practice, SE pp. 222–225 (question 6).


● Readiness


Week 30



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Unit: Writing Opinion Pieces

LESSON FOCUSInstruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 235–236 ● Teacher’s Manual pp. 175–176

Skills✔ Write Opinion Pieces✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce opinion pieces and discuss questions, TM p. 175, focusing on the Essential Question, What makes an opinion piece effective? Then read SE p. 236 with students.


TM p. 176, to introduce the purpose and audience for an opinion piece.

● Support Coach Review Let’s Serve Healthier School Meals, SE pp. 224–226, and identify and discuss the introduction, support, and conclusion of that text.

● Performance Coach Have students read Getting the Idea, SE pp. 240–242.

● Readiness

LESSON FOCUSInstruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 237–238● Teacher’s Manual pp. 177–178

Skills✔ Write Opinion Pieces✔ Opinion✔ Supporting Reasons✔ Conclusion✔ Debate



graphic on SE p. 236 to help students understand the characteristics and structure of an opinion piece.

● Instruction Coach Have accelerating students identify the opinion in the introduction, support for the opinion, and conclusion of the mentor text.

● Instruction Coach Speaking and Listening Project: Debate TM pp. 172–173.

● Performance Coach Have students complete the Coached Example, SE pp. 243–245.

● Readiness


Skills✔ Write Opinion Pieces✔ Supporting Reasons✔ Conclusion✔ Latin Roots and Affixes

Analyze a Mentor TextVocabulary StudyDiscuss the Think About It questions, TM p. 178. Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 239.


Know Your Audience activity, TE p. 180, to help students understand the significance of a target audience.


● Performance Coach Have students read Organize Your Ideas under Getting the Idea, SE p. 241, to remind them to list their strongest reasons first.

● Readiness

LESSON FOCUSInstruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 241–243 ● Teacher’s Manual p. 181

Skills✔ Write Opinion Pieces✔ Opinions, Reasons, and Details


DIFFERENTIATION OPTIONS● Instruction Coach Take

a deeper dive into SE pp. 242–243 with students who need extra support as they use the graphic organizer provided to complete the Try It.

● Instruction Coach Have students work in pairs or small groups to generate questions about the claim they are making. Allow students time to research and find the answers to these questions so they can add relevant information to their writing.

● Readiness


Skills✔ Write Opinion Pieces✔ Organize Introduction,

Supporting Paragraphs, and Conclusion

Writing Process: Steps 2, 3Read SE p. 244 with students to help them understand how the writer of the mentor text organized the introduction (introducing the topic and claim), the support (containing reasons and relevant facts), and the conclusion. Then read and discuss the drafting process before students begin to write.



● Performance Coach Have students complete the Lesson Practice, Questions 1–5, SE pp. 246–249.

● Performance Coach Have accelerating students read SE pp. 292–294 to learn about listening strategies.

● Readiness


Week 31



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Unit: Writing Opinion Pieces

LESSON FOCUSInstruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 246,

248–251● Teacher’s Manual pp.184–186

Skills✔ Write Opinion Pieces✔ Using Linking Words and

Phrases

Writing Process: Steps 3, 4With students read the Writer’s Craft section, SE p. 246. Have students share their efforts to use linking words and phrases in their draft. Then read SE pp. 248–249.


who need extra support with SE pp. 250–251 spend less time on pp. 248–249. Model responses for Try It sections.

● Instruction Coach Have students continue to work on the Speaking and Listening Project: Debate, TM pp. 172–173.

● Performance Coach Have students respond to the Journal Prompt, TE p. 71.

● Readiness

LESSON FOCUSInstruction CoachLesson 12: Writing Opinion pieces● Student Edition pp. 250–253● Teacher’s Manual pp. 186–187

Skills✔ Revise Opinion Pieces✔ Using Correlative Conjunctions



students to identify ideas that can be combined using a correlative conjunction to make the opinion piece more convincing. Provide students with support as they revise.


● Readiness

LESSON FOCUSInstruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 254–255● Teacher’s Manual p. 188

Skills✔ Edit Opinion Pieces✔ Using Punctuation to Clarify

Writing Process: Steps 5, 6Read SE pp. 254–255. Provide time for students to finish revising and begin editing.


students read aloud portions of their writing. Model Think Alouds about the claim, supporting evidence, and conclusion to demonstrate how to talk about writing.


● Performance Coach Use Language Spotlight, SE p. 242, TE p. 71, to teach about the perfect tense.

● Readiness

LESSON FOCUSInstruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 254–258● Teacher’s Manual pp. 184–185

Skills✔ Write Opinion Pieces✔ Using Punctuation to Clarify

Writing Process: Steps 6, 7Complete SE pp. 254–255. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 258.


p. 257 as a springboard for students to discuss strategies for improving specific sentences in their writing.

● Performance Coach Do shared writing with students, question 6, SE pp. 250–253.

● Readiness

PUBLISH AND ASSESS OPTIONS:Instruction CoachBenchmark Assessment 4 (also in Readiness)● Teacher’s Manual p. 189

Skills✔ Write Opinion Pieces




● Performance Coach Have students complete the Lesson Practice, question 6, SE p. 301.


● Readiness

No goal assignment

Week 32

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