fifth grade reading pacing guide - waynesboro.k12.va.us · pdf filefifth grade reading pacing...

Fifth Grade Reading Pacing Guide Revised: June 2015

Waynesboro Public Schools

301 Pine Avenue Waynesboro, Virginia 22980

www.waynesboro.k12.va.us

Important Pacing Guide Information:

This pacing guide represents Waynesboro Public School’s curriculum, based on the 2010 Virginia English Standards of Learning for Virginia Public Schools found in the State Curriculum Framework. Pacing guides are always a work in progress. Please keep notes regarding your experiences with the pacing guides and associated assessments. This information will be used to improve the pacing guides over time. Any information found within [brackets] is listed as a part of the SOL but is not explicitly taught or assessed during the unit.

The purpose of a pacing guide is

• for curriculum alignment with the Standards of Learning (SOL). • so that teachers may make decisions about movement. • to assist with the transient population of students within Waynesboro to ensure their needs are being met. • to connect instruction vertically. • for cross curricular alignment with other content areas during the same time/similar frames.

There are many different components to daily and weekly reading instruction.

Whole Group Reading

• Provides universal exposure of oral language and reading Standards of Learning (SOL) to all students, regardless of reading ability

• Utilizes the reading pacing guide to determine a focus for instruction for all students

Small Group Reading

• Reading instruction, utilizing leveled readers or level appropriate text, should be provided at the students’ instructional level.

• Skills taught during whole group reading time should be reinforced at the students’ reading level using appropriately leveled materials.

• For those students that are below level, instruction should include areas in need of improvement for each child/group based on intervention skills and grade level SOL skills.

• Weaknesses identified by PALS should be addressed during small group reading. • If reading novels with groups of students during small group instruction, please note that in some weeks, at some grade

levels, the focus for instruction may shift to a different type of text (from fiction to nonfiction), please continue to have students read the novels, but also provide opportunities to practice the skills learned during whole group instruction during small group time.

PALS identified student should receive 2 ½ hours of extra support each week in addition to whole group and small group reading instruction provided by the classroom teacher.

The Houghton Mifflin Reading Program is Waynesboro Public Schools’ core reading program. The Houghton Mifflin anthology is the primary resource for whole group reading instruction and should be used for universal exposure of content for all students. Teachers may determine if supplemental materials are needed to adequately instruct the Standards of Learning ,after Houghton Mifflin materials have been used, for each unit/week during whole group reading. These materials should be used along with the Houghton Mifflin anthology, not in replacement of the anthology. Teachers may determine how much time will be spent using primary and supplementary reading materials. Houghton Mifflin leveled readers should be used during small group instruction, but may be supplemented with other leveled resources as needed. Teachers may also determine how much time will be spent using primary (Houghton Mifflin) and supplementary reading materials.

The 2010 English Standards of Learning Curriculum Framework is a companion document to the 2010 English Standards of Learning and amplifies the English Standards of Learning by defining the content knowledge, skills, and understandings that are measured by the Standards of Learning assessments. The Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their students. It assists teachers in their lesson planning by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use. This supplemental framework delineates in greater specificity the content that all teachers should teach and all students should learn. Each topic in the English Standards of Learning Curriculum Framework is developed around the Standards of Learning. The format of the Curriculum Framework facilitates teacher planning by identifying the key concepts, knowledge, and skills that should be the focus of instruction for each standard. The Curriculum Framework is divided into three columns: Understanding the Standard; Essential Understandings; and Essential Knowledge, Skills and Processes. The purpose of each column is explained below.

Understanding the Standard This section includes background information for the teacher. It contains content that may extend the teachers’ knowledge of the standard beyond the current grade level. This section may also contain suggestions and resources that will help teachers plan lessons focusing on the standard. Essential Understandings This section delineates the key concepts and ideas that all students should grasp to demonstrate an understanding of the Standards of Learning. These essential understandings are presented to facilitate teacher planning. Essential Knowledge, Skills, and Processes Each standard is expanded in the Essential Knowledge, Skills, and Processes column. What each student should know and be able to do in each standard is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. It is meant to identify the key knowledge, skills, and processes that define the standard.

The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment items may not and should not be a verbatim reflection of the information presented in the Curriculum Framework. Students are expected to continue to apply knowledge, skills, and processes from Standards of Learning presented in previous grades as they build expertise in English.

Overview

Strand: Communication: Speaking, Listening, Media Literacy

At the fifth-grade level, students will continue to refine their oral-communication skills. They will further develop their ability as active listeners and as effective participants in large- and small-group activities. They will improve their skills in planning oral presentations and using grammatically correct language and specific vocabulary when delivering oral presentations, as well as including visual aids and appropriate gestures to enhance their delivery. Students will be able to summarize their presentations before delivery and summarize the presentations of others after listening to them.

Strand: Reading

At the fifth-grade level, students will become increasingly independent readers of a variety of literary forms. Strategies such as word analysis and the use of context clues and word references will help students increase fluency as well as comprehension. They will begin to read text critically in order to examine implied relationships and understandings, recognize how character and plot are developed, and formulate and justify opinions about the text. They will organize the information they extract from the text and represent their understandings on charts, maps, and graphs.

Resources: VDOE Videos

In this set of video vignettes, Virginia elementary teachers demonstrate vocabulary and comprehension strategies that can be used in elementary classrooms to promote students’ vocabulary development and comprehension skills. Each of the strategies presented is taken from the Enhanced Scope and Sequence for English Standards of Learning. The strategies and activities presented in the vignettes may be adapted and used with students at all grade levels. (The videos on this page link to Flash files which require the Adobe Flash Player plug-in. Download the free player.) http://www.doe.virginia.gov/instruction/english/elementary/reading/reading_vocabulary_strategies.shtml

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Fifth Grade SOL Skills Progression Chart

WEEKS 5.1 Oral Language

5.2 Oral Language

5.3 Media Messages

5.4 Word Analysis

5.5 Fiction

5.6 Nonfiction

ALL YEAR L M L M Back to School -‐2 B D E F D E D E

3 A D C A 4 A D C E B 5 B C E E C 6 B C F C E 7 A B C D E G F 8 A B C D E F B J 9 A D E A 10 F G H B E B K 11 E F G H I E G C F 12 A B C D A G

13-‐14 A B 15 A B C D E F F G H I C D E 16 A B C D E F C E H I 17

Fiction Review A B C D E F G H I J K L M

18 A B C D E F A F G H I C E G H I M 19 A C D F D J 20 A C D C D K 21 A B C D B E A

22-‐23 A B C D A B H J K 24 A B C D E E G D 25 A B C D E A B C D E 26 A B C D E G F 27 E F G H I B C G H 28 A B C D A B I 29 A B C D E F A B J 30

Nonfiction Review A B C D E F G H I J K L M

31-‐38 A B C D E F G A B C D E F G H I J K L M A B C D E F G H I J K L M

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Ongoing All Year Long SOLs: 5.5 l & m 5.6 l & m 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.

l) Use reading strategies throughout the reading process to monitor comprehension. m) Read with fluency and accuracy.

UNDERSTANDING THE STANDARD (Background Information for

Instructor Use Only)

ESSENTIAL UNDERSTANDINGS All students should:

ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard,

students are expected to:

• To determine a student’s functional reading level for a specific text consider these word accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS): ° independent level – 98-100% accuracy, or about two of

every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong.

° instructional level – 90-97% accuracy, or three to ten words of every 100 words misread; student reads with modest accuracy and variable fluency and comprehension should be closely monitored.

° frustration level – less than 90% accuracy, or more than ten of every 100 words misread; student reads with neither accuracy nor fluency, and therefore his or her comprehension will be affected.

• The table below presents the results of research on oral reading fluency rates for students at the 90th, 75th and 50th percentiles throughout the school year. These rates are reported as words correct per minute (WCPM) for fifth-grade students reading fifth-grade text:

Percentile Fall WCPM MidyearWCPM Spring WCPM

90 166 182 194

75 139 156 168

50 110 127 139

Hasbrouck, J.E., & Tindal, G.A., 2006

• choose from a variety of comprehension strategies.

• read a variety of fictional texts, narrative nonfiction texts, and poetry.

• become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).

• read familiar text with fluency, accuracy, and expression to support comprehension.

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• When fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension.*

5.6 The student will read and demonstrate comprehension of nonfiction texts. l) Use reading strategies throughout the reading process to monitor comprehension. m) Read with fluency and accuracy.

UNDERSTANDING THE STANDARD (Background Information for Instructor Use Only)


ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are

expected to:

• Prosody refers to the rhythmic and intonational aspect of language, which should be noticeable during oral reading. Prosody contributes to reading fluency and comprehension.


• read familiar text with fluency, accuracy, and prosody.

PRIMARY Resources and Activities

SUPPLEMENTAL Resources and Activities TEACHER NOTES

Please follow your school’s assessment schedule indicating how often to assess fluency throughout the school year.

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Poetry Back to School Week – Week 2 SOLs: 5.1 b, d, e, f; 5.4 d, e; 5.5 d, e; 5.5 m 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.

b) Organize information to present in reports of group activities. d) Communicate new ideas to others. e) Demonstrate the ability to collaborate with diverse teams. f) Demonstrate the ability to work independently.


ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE AND SKILLS

• The intent of this standard is that students will continue to develop the skills necessary to participate in large- and small-group learning activities.

• Students will be active participants in discussions across content areas. They will become able to assume the role of the speaker and the role of the listener.

• participate effectively in subject-related group learning activities.

• use their organizational skills in preparing, presenting, and summarizing information gathered in group activities.

• communicate and collaborate with diverse teams while maintaining the ability to work independently as necessary to accomplish assigned tasks.

• participate in a range of discussions building on others’ ideas and clearly expressing their own (e.g., one-on-one, in groups, teacher-led).

• follow rules for discussions and assigned group roles.

• participate as informed contributors in subject-related group learning activities by: • communicating new ideas to others; • organizing information from group

discussion for presentation; • preparing a prewriting tool (e.g.,

outline, web, or graphic organizer) for presentation prior to delivery; and

• exhibit the ability to collaborate with diverse teams.

• demonstrate that they can work independently on group-related tasks.

5.4 The student will expand vocabulary when reading.. d) Identify an author’s use of figurative language. e) Use dictionary, glossary, thesaurus, and other word-reference materials.




expected to:

• Students will also use word-reference materials to learn new words.

• An author may use a word or phrase figuratively

• apply knowledge of word structure and context clues to determine the meanings of unfamiliar words.

• identify when an author uses language figuratively.

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for purposes of comparison, emphasis, or to provide clarity. Such language requires the reader to comprehend beyond the literal meaning of the text.

• use word references and context clues to determine which meaning is appropriate in a given situation.

• identify the word-reference materials, such as a dictionary, glossary, or thesaurus, that is most likely to contain the information needed.

• develop vocabulary by listening to and reading a variety of texts.

5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. d) Describe the characteristics of free verse, rhymed, and patterned poetry. e) Describe how an author’s choice of vocabulary contributes to the author’s style. m) Read with fluency and accuracy.





students are expected to: • Students will continue to read and

comprehend fictional texts, narrative nonfiction texts, and poetry.


• discuss the similarities and differences between a text and previously read materials (e.g., compare and contrast characters).

• discuss why an author might have used particular words and phrases.

• identify the characteristics of free verse (poetry with neither regular meter nor rhyme scheme), rhymed poetry, and patterned poetry.

• describe how an author’s choice of vocabulary contributes to the author’s style.



• recognize structural elements of poems (e.g., verse, rhythm) and drama (e.g., casts, dialogue).

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Houghton Mifflin Theme 2: Give It All You’ve Got Focus on Genre: Poetry Theme 4: Person to Person Poetry Link (After “Dear Mr. Henshaw”) Theme 6: Animal Encounters Poetry Link (After “The Grizzly Bear Family Book”) NOTE: Use your school’s literacy center and/or library to find appropriately leveled materials for your students’ use in this poetry unit for both whole group and small group instruction.

Popular Poetry Authors: Shel Silverstein Kenn Nesbitt www.gigglepoetry.com www.poetry-4kids.com ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 196 “Using Context Clues” (SOL 5.4 a, b, f) ESS pg. 99-100 “Vocabulary and Comprehension of Fiction” (SOL 5.5 a, b, c, d, e) Ongoing: ESS pg. 117 “Timed Repeated Readings” (SOL 5.5 m; SOL 5.6 m)

Picture Books: Novels:

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Fiction: Making Connections Week 3 SOLs: 5.1 a, d; 5.4 c; 5.5 a 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.

a) Participate in and contribute to discussions across content areas. d) Communicate new ideas to others.








• participate effectively in subject-related group learning activities



• participate as active listeners in group learning activities by:

o listening for main ideas; o listening for sequence of ideas; and o taking notes.

• participate as informed contributors in subject-related group learning activities by:

o asking and answering questions at appropriate times;

o responding to specific questions by making comments that contribute to the discussion and elaborating on the remarks of others;

o communicating new ideas to others;

o clarifying confusing points.

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5.4 The student will expand vocabulary when reading. c) Use knowledge of roots, affixes, [synonyms, antonyms], and homophones.






• The intent of this standard is that students will continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words.

• Students will use combined knowledge of all letter-sound correspondences, syllabication patterns, roots, and affixes to read accurately multisyllabic words in context and out.

• Students will build their knowledge of word origins by learning about Greek and Latin affixes.

• Homophones are words that are pronounced the same and have different meanings regardless of their spelling (e.g., principle/ principal, prince/prints).


• use context as a clue to infer the correct meanings of unfamiliar words and phrases.

• use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

• apply knowledge of roots, affixes (prefixes and suffixes), synonyms, antonyms, and homophones.

• begin to learn about Greek and Latin affixes.

• understand that often a word can be divided into root word, prefix, and suffix in order to determine its pronunciation.

• understand how a prefix changes the meaning of a root word.

5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. a) Describe the relationship between text and previously read materials.






• The intent of this standard is that students will continue to demonstrate comprehension of a selection by using before-, during-, and after-reading strategies.

• Students will continue to read and comprehend fictional texts, narrative nonfiction texts, and poetry.




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Houghton Mifflin Theme 2: Give It All You’ve Got “Fear Place” Level T

Houghton Mifflin Leveled Readers ESS p.44 “Science Talk” (SOL 5.1a) ESS pg. 45 “Taking Notes & Preparing a Summary” (SOL 5.1) ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4c) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4, SOL 5.5 a) ESS pg. 141 “Concept Sort” (SOL 5.4) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4c) ESS pg. 195 “Guess the Word” (SOL 5.4c) ESS pg. 137 “Word Splash” (SOL 5.4c, 5.5a) ESS pg. 138 “Frayer Model” (SOL 5.5a) Reading Strategies in ESS: ESS pg. 121 “KWL” (SOL 5.5) ESS pg. 122 “Think, Pair, Share” (SOL 5.5) ESS pg. 123 “Sticky Notes” (SOL 5.5) ESS pg. 124 “Think Alouds” (SOL 5.5) ESS pg. 127-127 “Reciprocal Teaching” (SOL 5.5)


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Fiction: Character Development Week 4 SOLs: 5.1 a, d; 5.4 c, e; 5.5 b 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.




ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are expected to:



• participate effectively in subject-related group learning activities









o clarifying confusing points; 5.4 The student will expand vocabulary when reading.

c) Use knowledge of roots, affixes, [synonyms, antonyms], and [homophones]. e) Use [dictionary, glossary], thesaurus, and [other word-reference materials].




• The intent of this standard is that students will continue to build

• apply knowledge of word structure and context clues to determine the


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vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words.




meanings of unfamiliar words. • begin to learn about Greek and Latin affixes.





5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b) Describe character development.



ESSENTIAL KNOWLEDGE AND SKILLS To be successful with this standard, students are expected

to: • The intent of this standard is that students will

continue to demonstrate comprehension of a selection by using before-, during-, and after-reading strategies.


• Students will become critical readers by analyzing point of view, word choice, plot, beginnings and endings, and character development.

• Students will continue to further their knowledge of plot and character and their understanding of how each is developed in a literacy selection.



• describe character and plot development.

• understand that characters are developed by:

o what is directly stated in the text; o their speech and actions; and o what other characters in the story

say or think about them. • understand that some characters change

during the story or poem and some characters stay the same.

• understand that the main character has a conflict that usually gets resolved.



Houghton Mifflin Houghton Mifflin Leveled Readers

Picture Books:

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Theme 1: Nature’s Fury “Earthquake Terror” Level S

ESS p.44 “Science Talk” (SOL 5.1a) ESS pg. 45 “Taking Notes & Preparing a Summary” (SOL 5.1)

ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4c) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4, SOL 5.5 a) ESS pg. 141 “Concept Sort” (SOL 5.4) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4c) ESS pg. 195 “Guess the Word” (SOL 5.4c) ESS pg. 137 “Word Splash” (SOL 5.4c, 5.5a) ESS pg. 138 “Frayer Model” (SOL 5.5)

ESS pg. 99-100 “Vocabulary and Comprehension of Fiction” (SOL 5.5 a, b, c, d, e) ESS pg. 129 “Story Face” (SOL 5.5 b, c) ESS pg. 132 “Literary Report Card” (SOL 5.5 b, c) ESS pg. 199 “Identifying Story Elements” (SOL 5.5 b, c, d)

Reading Strategies in ESS: ESS pg. 119 “SQ3R” (SOL 5.5 f, k) ESS pg. 121 “DRTA” (SOL 5.5 k, SOL 5.6 g) ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification

Ongoing: ESS pg. 117 “Timed Repeated Readings” (SOL 5.5 m; SOL 5.6 m)

Novels:

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Fiction: Plot and Resolution Week 5 SOLs: 5.1 b, c, e; 5.4 e; 5.5 c 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.

b) Organize information to present in reports of group activities. c) Summarize information gathered in group activities. e) Demonstrate the ability to collaborate with diverse teams.






• Students will refine their organizational skills in preparing, presenting, and summarizing information gathered in group activities.

• Students will also be able to summarize their own material prior to delivering a presentation.











o clarifying confusing points; o summarizing main ideas; o summarizing a presentation orally prior

to delivery. • exhibit the ability to collaborate with diverse teams.

5.4 The student will expand vocabulary when reading. e) Use dictionary, [glossary, thesaurus, and other word-reference materials].




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5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. c) Describe the development of plot and explain the resolution of conflict(s).





• Students will continue to read and comprehend fictional texts.





• identify the conflict or problem of the plot.

• understand that plot is developed through a series of events.

• identify the events in sequence that lead to resolution of the conflict.




Houghton Mifflin Theme 4: Person to Person “Mariah Keeps Cool” Level S

Houghton Mifflin Leveled Readers

ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 142-143 “Concept Definition Map”

Picture Books:

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(SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e)

ESS pg. 99-100 “Vocabulary and Comprehension of Fiction” (SOL 5.5 a, b, c, d, e) ESS pg. 129 “Story Face” (SOL 5.5 b, c) ESS pg. 132 “Literary Report Card” (SOL 5.5 b, c) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e) ESS pg. 199 “Identifying Story Elements” (SOL 5.5 b, c, d)

ESS pg. 101-103 “Vocabulary Comprehension of Nonfiction” (SOL 5.6 a, c, f, g, h, j, k)

Reading Strategies in ESS: 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification ESS pg. 124 “Think Alouds” (SOL 5.5) Vocabulary, context clues, predictions, figurative language


Reading Strategies in ESS: ESS pg. 122 “Think, Pair, Share” (SOL 5.5) ESS pg. 123 “Sticky Notes” (SOL 5.5) ESS pg. 124 “Think Alouds” (SOL 5.5) ESS pg. 125-126 “QAR” (SOL 5.5, SOL 5.6)

Novels:

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Fiction: How Author’s Voice Contributes to Style Week 6 SOLs: 5.1 b, c, f; 5.4 c; 5.5 e 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.

b) Organize information to present in reports of group activities. c) Summarize information gathered in group activities. f) Demonstrate the ability to work independently.




to:








o summarizing main ideas; o organizing information from group

discussion for presentation;



5.4 The student will expand vocabulary when reading. c) Use knowledge of roots, affixes, [synonyms, antonyms, and homophones].




to:







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5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. e) Describe how an author’s choice of vocabulary contributes to the author’s style.




to:








Houghton Mifflin Theme 4: Person to Person “Dear Mr. Henshaw” Level U

Houghton Mifflin Leveled Readers ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 99-100 “Vocabulary and Comprehension of Fiction” (SOL 5.5 a, b, c, d, e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) Reading Strategies in ESS: ESS pg. 119 “SQ3R” (SOL 5.5 f, k) Make predictions, generate questions, locate answers ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification Ongoing: ESS pg. 117 “Timed Repeated Readings” (SOL 5.5 m; SOL 5.6 m)


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Fiction: Asking Questions Week 7 SOLs: 5.1 a, b, c, d; 5.4 e, g; 5.5 f 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.

a) Participate in and contribute to discussions across content areas. b) Organize information to present in reports of group activities. c) Summarize information gathered in group activities. d) Communicate new ideas to others.


















o communicating new ideas to others; o clarifying confusing points; o summarizing main ideas; o organizing information from group

discussion for presentation; o preparing a prewriting tool (e.g.,


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o summarizing a presentation orally prior to delivery.



5.4 The student will expand vocabulary when reading. e) Use dictionary, glossary, thesaurus, and other word-reference materials. g) Study word meanings across content areas.









• study cross-curricular vocabulary.

5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. f) Identify and ask questions that clarify various points of view









• identify and ask questions that clarify various points of view

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Houghton Mifflin Theme 5: One Land, Many Trails “Black Cowboy, Wild Horses” Level U


ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e)

Reading Strategies in ESS: ESS pg. 121 “DRTA” (SOL 5.5 k, SOL 5.6 g) Predict, read, prove ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification ESS pg. 124 “Think Alouds” (SOL 5.5) Vocabulary, context clues, predictions, figurative language



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Fiction: Story Structure & Cause and Effect Week 8 SOLs: 5.1 a, b, c, d; 5.4 e, f; 5.5 b, j 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.




















discussion for presentation; o preparing a prewriting tool (e.g.,



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5.4 The student will expand vocabulary when reading. e) Use dictionary, glossary, thesaurus, and other word-reference materials. f) Develop vocabulary by listening to and reading a variety of texts.









5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b) Describe character development. j) Identify cause and effect relationships.




to: • Students will continue to read and comprehend

fictional texts, narrative nonfiction texts, and poetry.






• understand that characters are developed by: ° what is directly stated in the text; ° their speech and actions; and ° what other characters in the story say or think

about them. • understand that some characters change during the

story or poem and some characters stay the same. • identify cause and effect relationships.

PRIMARY SUPPLEMENTAL TEACHER NOTES

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Resources and Activities Resources and Activities Houghton Mifflin Theme 4: “Yang the Second and Her Secret Admirers” Level T

Houghton Mifflin Leveled Readers ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL5.4 a, b, c, e) Reading Strategies in ESS: ESS pg. 121 “DRTA” (SOL 5.5 k, SOL 5.6 g) Predict, read, prove ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification ESS pg. 124 “Think Alouds” (SOL 5.5) Vocabulary, context clues, predictions, figurative language Ongoing: ESS pg. 117 “Timed Repeated Readings” (SOL 5.5 m; SOL 5.6 m)


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Text Organizers in Nonfiction Week 9 SOLs: 5.1 a, d; 5.4 e; 5.6 a 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.





expected to: • The intent of this standard is that students will

continue to develop the skills necessary to participate in large- and small-group learning activities.










o listening for main ideas; o listening for sequence of ideas;

and o taking notes.





o clarifying confusing points; o summarizing main ideas; o organizing information from

group discussion for presentation;

o preparing a prewriting tool (e.g., outline, web, or graphic organizer) for presentation prior

29

to delivery; and o summarizing a presentation

orally prior to delivery. • exhibit the ability to collaborate with diverse

teams. • demonstrate that they can work independently

on group-related tasks. 5.4 The student will expand vocabulary when reading.

e) Use dictionary, [glossary, thesaurus], and other word-reference materials. UNDERSTANDING THE STANDARD

(Background Information for Instructor Use Only) ESSENTIAL UNDERSTANDINGS

All students should: ESSENTIAL KNOWLEDGE AND SKILLS

To be successful with this standard, students are expected to:


• apply knowledge of word structure and context clues to determine the meanings of unfamiliar words



• study cross-curricular vocabulary. 5.6 The student will read and demonstrate comprehension of nonfiction texts.

a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. UNDERSTANDING THE STANDARD




• The intent of this standard is that students will read and demonstrate comprehension of nonfiction texts across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics.

• Students will demonstrate comprehension of a selection by using before-, during-, and after-reading strategies (e.g., using graphic organizers, question generation, and summarization).

• Before reading, students will use

• preview, pose questions, and make predictions before reading.

• understand how the organizational patterns make the information easier to comprehend.

• use text features, such as type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital texts.

• identify structural and organizational patterns such as cause and effect, comparison/contrast, problem/solution, and chronological order.

• become aware of when they do not understand (e.g., by reflecting

30

text organizers to predict and categorize information.

upon and articulating what exactly is causing difficulty).



Houghton Mifflin Theme 1: Nature’s Fury “Eye of the Storm” Level T


ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; SOL 5.6 a, b, c, j) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 196 “Using Context Clues” (SOL 5.4 a, b, f)

ESS pg. 101-103 “Vocabulary Comprehension of Nonfiction” (SOL 5.6 a, c, f, g, h, j, k) ESS pg. 135 “Anticipation Guides” (SOL 5.6 a, b) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; SOL 5.6 a, b, c, j) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 202-203 “Magazine Research” (SOL 5.6 a, d, e, g, k)

Reading Strategies in ESS: ESS pg. 119 “SQ3R” (SOL 5.5 f, k) Make predictions, generate questions, locate answers ESS pg. 120 “KWL” (SOL 5.5 a, SOL 5.6 a, b, k) ESS pg. 121 “DRTA” (SOL 5.5 k, SOL 5.6 g) Predict, read, prove ESS pg. 127-127 “Reciprocal Teaching” (SOL 5.5) Predict, question, summarize



31

Nonfiction: Using Prior Knowledge and Locating New Information Week 10 SOLs: 5.2 f, g, h; 5.4 b, e; 5.6 b, k 5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.

f) Organize content sequentially around major ideas. g) Summarize main points as they relate to main idea or supporting details. h) Incorporate visual media to support the presentation.




to:

• The intent of this standard is that students will learn to plan and deliver oral presentations.

• Students will enhance their oral presentations with appropriate body language, correct posture, and eye contact with listeners.

• Students will begin to use dramatic gestures and facial expressions that are suitable to the content and the audience.

• select and organize information when preparing for an oral presentation.

• use visual aids when preparing for an oral presentation.

• organize content sequentially and group together related information.

• put information in order, providing an overview of the information at the beginning or a summary of the information at the end.

• create and/or use visual aids in presentations when appropriate to enhance development of themes and/or main ideas (e.g., graphics, sound).

5.4 The student will expand vocabulary when reading. b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c) Use knowledge of roots, affixes, [synonyms, antonyms, and homophones]. e) Use dictionary, glossary, [thesaurus, and other word-reference materials].












• begin to learn about Greek and Latin affixes. • understand that often a word can be divided into

root word, prefix, and suffix in order to determine its pronunciation.


32





b) Use prior knowledge and build additional background knowledge as context for new learning. k) Identify new information gained from reading.




to: • The intent of this standard is that students will

read and demonstrate comprehension of nonfiction texts across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics.


• Before reading, students will use text organizers to predict and categorize information.

• During reading, students will formulate questions and make and revise ongoing predictions and inferences, using given information.

• After reading, students will confirm or dismiss previous predictions and inferences. Students will also summarize content, identify important ideas, provide details, formulate opinions, and use writing to clarify their thinking (e.g., graphic organizers, responsive journaling).


• make connections between what they read in the selection and their prior knowledge.

• apply prior knowledge to make predictions and build additional background knowledge as context for learning.

• skim material from print and digital texts to develop a general overview or to locate specific information..

• identify new information learned from reading.

33



Houghton Mifflin Theme 1: Nature’s Fury “Volcanoes” Level T


ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; SOL 5.6 a, b, c, j) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 196 “Using Context Clues” (SOL 5.4 a, b, f)

ESS pg. 101-103 “Vocabulary Comprehension of Nonfiction” (SOL 5.6 a, c, f, g, h, j, k) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e) ESS pg. 130-131 “Two-Column Notes” (SOL 5.6 a, c, d, e, g) ESS pg. 133 “Questioning the Author” (SOL 5.6f) ESS pg. 135 “Anticipation Guides” (SOL 5.6 a, b) ESS pg. 136 “Graphic Organizers” (SOL 5.6 a) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 202-203 “Magazine Research”(SOL 5.6 a, d, e, g, k)

Reading Strategies in ESS: ESS pg. 120 “KWL” (SOL 5.5 a, SOL 5.6 a, b, k) ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification



34

Nonfiction: Understanding Structural Patterns Week 11 SOLs: 5.2 e, f, g, h, i; 5.4 e, g; 5.6 c, f 5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.

e) Determine appropriate content for audience. f) Organize content sequentially around major ideas. g) Summarize main points as they relate to main idea or supporting details. h) Incorporate visual media to support the presentation. i) Use language and style appropriate to the audience, topic, and purpose.






• use visual aids when preparing for an oral presentation.

• select information that develops the topic and is appropriate for the audience.

• report on a topic or text sequencing ideas logically and using relevant facts and descriptive details to support main ideas or themes.

• narrow the topic. • organize content sequentially and group together

related information. • put information in order, providing an overview

of the information at the beginning or a summary of the information at the end.


• use grammatically correct language. • expand, combine, and reduce sentences for

meaning, interest, and style. • use specific vocabulary and style to enhance oral

presentations. 5.4 The student will expand vocabulary when reading.

e) Use dictionary, glossary, [thesaurus, and other word-reference materials]. g) Study word meanings across content areas.




35


• Homophones are words that are pronounced the same and have different meanings regardless of their spelling (e.g., principle/ principal, prince/prints).

• An author may use a word or phrase figuratively for purposes of comparison, emphasis, or to provide clarity. Such language requires the reader to comprehend beyond the literal meaning of the text.






5.6 The student will read and demonstrate comprehension of nonfiction texts. c) Skim materials to develop a general overview of content and to locate specific information. f) Identify structural patterns found in nonfiction.




to: • The intent of this standard is that students will read

and demonstrate comprehension of nonfiction texts across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics.




• Interactions between reader and text will become more sophisticated and deliberate as students make inferences, formulate opinions, and write to clarify their thinking.




• skim material from print and digital texts to develop a general overview or to locate specific information.


• locate details to support opinions, predictions, and conclusions.

36



Houghton Mifflin Theme 6: Animal Encounters “Tuning in On Animals” (Technology Link) NOTE: Teachers will need to locate additional resources for this week.

ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 141 “Concept Sort”(SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 101-103 “Vocabulary Comprehension of Nonfiction” (SOL 5.6 a, c, f, g, h, j, k) ESS pg. 130-131 “Two-Column Notes”(SOL 5.6 a, c, d, e, g) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) Reading Strategies in ESS: ESS pg. 119 “SQ3R” (SOL 5.5 f, k) Make predictions, generate questions, locate answers ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification Ongoing: ESS pg. 117 “Timed Repeated Readings” (SOL 5.5 m; SOL 5.6 m)


37

Nonfiction: Locating Information Week 12 SOLs: 5.1 a, b, c, d; 5.4 a; 5.6 g 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.














• participate as active listeners in group learning activities by: o listening for main ideas; o listening for sequence of ideas; and o taking notes.

• participate as informed contributors in subject-related group learning activities by: o asking and answering questions at appropriate

times; o responding to specific questions by making

comments that contribute to the discussion and elaborating on the remarks of others;

o communicating new ideas to others; o clarifying confusing points; o summarizing main ideas; o organizing information from group discussion

for presentation; o preparing a prewriting tool (e.g., outline, web,

or graphic organizer) for presentation prior to delivery; and



38


5.4 The student will expand vocabulary when reading. a) Use context to clarify meaning of unfamiliar words and phrases.











5.6 The student will read and demonstrate comprehension of nonfiction texts. g) Locate information to support opinions, predictions, and conclusions.








• After reading, students will confirm or dismiss previous predictions and inferences. Students will also summarize content, identify important ideas, provide details, formulate opinions, and use writing



• use text features, such as type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital texts..


• identify specific information in text that supports predictions.

• form opinions and draw conclusions from the selection.


39

to clarify their thinking (e.g., graphic organizers, responsive journaling).




Houghton Mifflin Theme 2: Give It All You’ve Got “Into the Deep” (Science Link)


ESS pg. 44 “Science Talk” (SOL 5.1a) ESS pg. 45 “Taking Notes & Preparing a Summary” (SOL 5.1a)

ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 196 “Using Context Clues” (SOL 5.4 a, b, f)

ESS pg. 101-103 “Vocabulary Comprehension of Nonfiction” (SOL 5.6 a, c, f, g, h, j, k) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e) ESS pg. 202-203 “Magazine Research” (SOL 5.6 a, d, e, g, k)

Reading Strategies in ESS: ESS pg. 119 “SQ3R” (SOL 5.5 f, k) Make predictions, generate questions, locate answers ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification



40

Media Messages Weeks 13-15 SOLs: 5.3 a, b 5.3 The student will learn how media messages are constructed and for what purposes.

a) Differentiate between auditory, visual, and written media messages. b) Identify the characteristics and effectiveness of a variety of media messages.




expected to: • The intent of this standard is that students will learn

all media messages are constructed and that to understand the whole meaning of the message they can deconstruct it, looking at the following attributes:

° Authorship (Who constructed the message?) ° Format (This is not just the medium being used

but also how the creators used specific elements for effect, i.e., color, sound, emphasis on certain words, amateur video, children’s voices.)

° Audience (Who is the person or persons meant to receive the message? How will different people interpret the message?)

° Content (This is not just the visible content but the embedded content as well which includes underlying assumptions of values or points of view; facts and opinions may be intermixed.)

° Purpose (Why is the message being sent—is it meant to persuade, inform, entertain, sell, or a combination of these?)

• Auditory media can be heard (e.g., music, radio shows, podcasts).

• Visual media can be viewed (e.g., television, video, Web-based materials, print ads).

• Written media includes text (e.g., newspapers, magazines, books, blogs).

• understand media messages are constructed and students have the ability to deconstruct messages by looking at several attributes: authorship, format, audience, content, and purpose.

• understand how to evaluate the effectiveness of a media message by examining the various attributes of messages.

• access media messages and identify what

types of media are used. • identify the attributes of a constructed

message (i.e., authorship, format, audience, content, and purpose).

• deconstruct several types of media messages

by addressing the main question(s) raised by the media attributes.

• create age-appropriate media messages (e.g.,

videos, podcasts, print advertisements) for evaluation, focusing on effectiveness of the message.

41



Teacher created/found resources and materials. ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; SOL 5.6 a, b, c, j) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 196 “Using Context Clues” (SOL 5.4 a, b, f)

ESS pg. 101-103 “Vocabulary Comprehension of Nonfiction” (SOL 5.6 a, c, f, g, h, j, k) ESS pg. 135 “Anticipation Guides” (SOL 5.6 a, b) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; SOL 5.6 a, b, c, j) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg.202-203 “Magazine Research” (SOL 5.6 a, d, e, g, k)

Reading Strategies in ESS: ESS pg. 119 “SQ3R” (SOL 5.5 f, k) Make predictions, generate questions, locate answers ESS pg. 120 “KWL” (SOL 5.5 a, SOL 5.6 a, b, k) ESS pg. 121 “DRTA” (SOL 5.5 k, SOL 5.6 g) Predict, read, prove ESS pg. 127-127 “Reciprocal Teaching” (SOL 5.5) Predict, question, summarize



42

Nonfiction: Main Idea, Summarize Supporting Details (Biography) Week 16 SOLs: 5.1 a, b, c, d, e, f; 5.2 f, g, h, i; 5.4 c; 5.6 d, e 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.

a) Participate in and contribute to discussions across content areas. b) Organize information to present in reports of group activities. c) Summarize information gathered in group activities. d) Communicate new ideas to others. e) Demonstrate the ability to collaborate with diverse teams. f) Demonstrate the ability to work independently.












• follow rules for discussions and assigned group roles. • participate as active listeners in group learning activities by:


• participate as informed contributors in subject-related group learning activities by: o asking and answering questions at appropriate times; o responding to specific questions by making comments

that contribute to the discussion and elaborating on the remarks of others;

o communicating new ideas to others; o clarifying confusing points; o summarizing main ideas; o organizing information from group discussion for

presentation; o preparing a prewriting tool (e.g., outline, web, or

graphic organizer) for presentation prior to delivery; and o summarizing a presentation orally prior to delivery.

• exhibit the ability to collaborate with diverse teams. • demonstrate that they can work independently on group-

related tasks.

43

5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations. f) Organize content sequentially around major ideas. g) Summarize main points as they relate to main idea or supporting details. h) Incorporate visual media to support the presentation. i) Use language and style appropriate to the audience, topic, and purpose.






• use visual aids when preparing for an oral presentation




related information. • put information in order, providing an overview of

the information at the beginning or a summary of the information at the end.





c) Use knowledge of roots, affixes, [synonyms], antonyms, and [homophones]. UNDERSTANDING THE STANDARD



To be successful with this standard, students are expected to: • Students will build their knowledge of word origins

by learning about Greek and Latin affixes.



• begin to learn about Greek and Latin affixes. • understand that often a word can be divided into root

word, prefix, and suffix in order to determine its pronunciation.


44

5.6 The student will read and demonstrate comprehension of nonfiction texts. d) Identify the main idea of nonfiction texts. e) Summarize supporting details in nonfiction texts.







All students should • understand how the organizational patterns

make the information easier to comprehend.

• determine the main idea of a text and summarize supporting key details.




Houghton Mifflin Theme 3: Voices of the Revolution “James Forten” Level U

ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l)

Reading Strategies in ESS: ESS pg. 121 “DRTA” (SOL 5.5 k, SOL 5.6 g) Predict, read, prove ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 127-127 “Reciprocal Teaching” (SOL 5.5) Predict, question, summarize


45

Fiction: Supporting Details and Drawing Conclusions Week 17 SOLs: 5.1 a, b, c, d, e, f; 5.4 c, e; 5.5 h, i 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.


















o communicating new ideas to others; o clarifying confusing points; o summarizing main ideas; o organizing information from group discussion for

presentation; o preparing a prewriting tool (e.g., outline, web, or

graphic organizer) for presentation prior to

46

delivery; and o summarizing a presentation orally prior to

delivery. • exhibit the ability to collaborate with diverse teams. • demonstrate that they can work independently on

group-related tasks. 5.4 The student will expand vocabulary when reading.

c) Use knowledge of [roots], affixes, [synonyms, antonyms, and homophones]. UNDERSTANDING THE STANDARD











5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. h) Summarize supporting details from text. i) Draw conclusions and make inferences from text.




expected to:


• Students will then locate information in the text to support their predictions and conclusion.


• summarize supporting details from text.

• draw conclusions/make inferences from text.



Houghton Mifflin Theme 5: “A Boy Called Slow” Level S


Picture Books:

47

NOTE: Use the compare and contrast structure to note details for fiction.

ESS pg. 46 “See, Hear, Feel” (SOL 5.2 a,b,c,d) ESS pg. 47 “Press Conference” (SOL 5.2 a,b,c,d)

ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 196 “Using Context Clues” (SOL5.4 a, b, f)

ESS pg. 129 “Story Face” (SOL 5.5 b, c) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e)

Reading Strategies in ESS: ESS pg. 119 “SQ3R” (SOL 5.5 f, k) Make predictions, generate questions, locate answers ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL ESS pg. 127-127 “Reciprocal Teaching” (SOL 5.5) Predict, question, summarize


Novels:

48

Fiction Review Week Week 18 SOLs: 5.5 a, b, c, d, e, f, g, h, i, j, k, l, m 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.

a) Describe the relationship between text and previously read materials. b) Describe character development. c) Describe the development of plot and explain the resolution of conflict(s). d) Describe the characteristics of free verse, rhymed, and patterned poetry. e) Describe how an author’s choice of vocabulary contributes to the author’s style. f) Identify and ask questions that clarify various points of view. g) Identify main idea. h) Summarize supporting details from text. i) Draw conclusions and make inferences from text. j) Identify cause and effect relationships. k) Make, confirm, or revise predictions. l) Use reading strategies throughout the reading process to monitor comprehension. m) Read with fluency and accuracy.






• Narrative nonfiction is a retelling in story format about real people, animals, places or events. It contains facts and is usually in chronological order (e.g., autobiographies and biographies).



• Students will then locate information in the text to

All students should




To be successful with this standard, students are expected to


• understand that characters are developed by: ° what is directly stated in the text; ° their speech and actions; and ° what other characters in the story say or think

about them.

• understand that some characters change during the story or poem and some characters stay the same.


• identify the conflict or problem of the plot.

• understand that plot is developed through a series of events.

49

support their predictions and conclusion.

• To determine a student’s functional reading level for a specific text consider these word accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS): ° independent level – 98-100% accuracy, or

about two of every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong.

° instructional level – 90-97% accuracy, or three to ten words of every 100 words misread; student reads with modest accuracy and variable fluency and comprehension should be closely monitored.

° frustration level – less than 90% accuracy, or more than ten of every 100 words misread; student reads with neither accuracy nor fluency, and therefore his or her comprehension will be affected.

• The table below presents the results of research on oral reading fluency rates for students at the 90th, 75th and 50th percentiles throughout the school year. These rates are reported as words correct per minute (WCPM) for fifth-grade students reading fifth-grade text:

Percentile Fall

WCPM Midyear

WCPM

Spring WCPM

90 166 182 194

75 139 156 168

50 110 127 139

Hasbrouck, J.E., & Tindal, G.A., 2006

• identify the events in sequence that lead to resolution of the conflict.


• identify the characteristics of free verse (poetry with neither regular meter nor rhyme scheme), rhymed poetry, and patterned poetry.


• identify and ask questions that clarify various points of view.

• identify main idea or theme.

• summarize supporting details from text.

• draw conclusions/make inferences from text.

• identify cause and effect relationships.

• make, confirm, or revise predictions.



• recognize structural elements of poems (e.g., verse, rhythm) and drama (e.g., casts, dialogue).

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• When fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension.*



Teacher found/created resources and materials. ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 137 “Word Splash” (SOL 5.5 a, k; SOL 5.6 a, b, k) Reading Strategies in ESS: ESS pg. 119 “SQ3R” (SOL 5.5 f, k) Make predictions, generate questions, locate answers ESS pg. 121 “DRTA” (SOL 5.5 k, SOL 5.6 g) Predict, read, prove ESS pg. 124 “Think Alouds” (SOL 5.5) Vocabulary, context clues, predictions, figurative language ESS pg. 127-127 “Reciprocal Teaching” (SOL 5.5) Predict, question, summarize Ongoing: ESS pg. 117 “Timed Repeated Readings” (SOL 5.5 m; SOL 5.6 m)


51

Fiction: Main Idea, Supporting Details, and Draw Conclusions (Historical Fiction) Week 19 SOL: 5.1 a, b, c, d, e, f; 5.2 a, f, g, h, i; 5.4 c, e; 5.5 g, h, i, m 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.















• participate as informed contributors in subject-related group learning activities by: o asking and answering questions at

appropriate times; o responding to specific questions by making



for presentation; o preparing a prewriting tool (e.g., outline,

web, or graphic organizer) for presentation prior to delivery; and

52




5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations. a) Maintain eye contact with listeners. f) Organize content sequentially around major ideas. g) Summarize main points as they relate to main idea or supporting details. h) Incorporate visual media to support the presentation. i) Use language and style appropriate to the audience, topic, and purpose.








• demonstrate appropriate eye contact with listeners.









presentations.

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5.4 The student will expand vocabulary when reading. c) Use knowledge of [roots, affixes], synonyms, [antonyms, and homophones]. e) Use [dictionary, glossary,] thesaurus, and other word-reference materials.













5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. g) Identify main idea. h) Summarize supporting details from text.

i) Draw conclusions and make inferences from text. m) Read with fluency and accuracy.







• identify main idea or theme. • summarize supporting details from text. • discuss why an author might have used

particular words and phrases. • draw conclusions/make inferences from text.



Houghton Mifflin Houghton Mifflin Leveled Readers Picture Books:

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Theme 3: Voices of the Revolution “And Then What Happened, Paul Revere?” Level S

ESS pg. 46 “See, Hear, Feel” (SOL 5.2 a,b,c,d) ESS pg. 47 “Press Conference” (SOL 5.2 a,b,c,d) ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 196 “Using Context Clues” (SOL 5.4 a, b, f) ESS pg. 129 “Story Face” (SOL 5.5 b, c) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e) Reading Strategies in ESS: ESS pg. 119 “SQ3R” (SOL 5.5 f, k) Make predictions, generate questions, locate answers ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL ESS pg. 127-127 “Reciprocal Teaching” (SOL 5.5) Predict, question, summarize Ongoing: ESS pg. 117 “Timed Repeated Readings” (SOL 5.5 m; SOL 5.6 m)

Novels:

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Fiction: Cause and Effect Week 20 SOLs: 5.1 a, c, d, f; 5.4 d; 5.5 j 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.

a) Participate in and contribute to discussions across content areas. c) Summarize information gathered in group activities. d) Communicate new ideas to others. f) Demonstrate the ability to work independently.
















o communicating new ideas to others; o clarifying confusing points; o summarizing main ideas;


5.4 The student will expand vocabulary when reading. d) Identify an author’s use of figurative language.




• An author may use a word or phrase figuratively for purposes of comparison, emphasis, or to provide

• apply knowledge of word structure and context clues to determine the


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clarity. Such language requires the reader to comprehend beyond the literal meaning of the text.

meanings of unfamiliar words • develop vocabulary by listening to and reading a variety of texts.

5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. j) Identify cause and effect relationships.








• identify cause and effect relationships.



Houghton Mifflin Theme 3: Voices of the Revolution “Katie’s Trunk” Level T


ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; SOL 5.6 a, b, c, j) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS p.196 “Using Context Clues” (SOL5.4 a, b, f)

ESS pg. 99-100 “Vocabulary and Comprehension of Fiction” (SOL 5.5 a, b, c, d, e) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; SOL 5.6 a, b, c, j)

Reading Strategies in ESS: ESS pg. 121 “DRTA” (SOL 5.5 k, SOL 5.6 g) Predict, read, prove ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy



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Fiction: Making Predictions Week 21 SOLs: 5.1 a, c, d; 5.4 c, d; 5.5 k 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.

a) Participate in and contribute to discussions across content areas. c) Summarize information gathered in group activities. d) Communicate new ideas to others.




to:










appropriate times; o responding to specific questions by

making comments that contribute to the discussion and elaborating on the remarks of others;


discussion for presentation; o preparing a prewriting tool (e.g., outline,



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5.4 The student will expand vocabulary when reading. c) Use knowledge of roots, affixes, [synonyms, antonyms, and homophones]. d) Identify an author’s use of figurative language.







• An author may use a word or phrase figuratively for purposes of comparison, emphasis, or to provide clarity. Such language requires the reader to comprehend beyond the literal meaning of the text.



• begin to learn about Greek and Latin affixes. • understand that often a word can be divided

into root word, prefix, and suffix in order to determine its pronunciation.




5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. h) Summarize supporting details from text. j) Identify cause and effect relationships. k) Make, confirm, or revise predictions.









• make, confirm, or revise predictions. • become aware of when they do not understand

(e.g., by reflecting upon and articulating what exactly is causing difficulty).

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Houghton Mifflin Theme 6: Animal Encounters “My Side of the Mountain” Level U

Houghton Mifflin Leveled Readers ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e)

ESS pg. 137 “Word Splash” (SOL 5.5 a, k; SOL 5.6 a, b, k)

Reading Strategies in ESS: ESS pg. 119 “SQ3R” (SOL 5.5 f, k) Make predictions, generate questions, locate answers ESS pg. 121 “DRTA” (SOL 5.5 k, SOL 5.6 g) Predict, read, prove ESS pg. 124 “Think Alouds” (SOL 5.5) Vocabulary, context clues, predictions, figurative language ESS pg. 127-127 “Reciprocal Teaching” (SOL 5.5) Predict, question, summarize



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Narrative Nonfiction Week 22 SOLs: 5.1 a, b, c, d; 5.4 b, e; 5.5 a 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.








•














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5.4 The student will expand vocabulary when reading. b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. e) Use dictionary, glossary, thesaurus, and other word-reference materials.




to: • Students will build their knowledge of word

origins by learning about Greek and Latin affixes.








5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. a) Describe the relationship between text and previously read materials.




to: • Students will continue to read and comprehend

fictional texts, narrative nonfiction texts, and poetry.

• Narrative nonfiction is a retelling in story format about real people, animals, places or events. It contains facts and is usually in chronological order (e.g., autobiographies and biographies).





SUPPLEMENTAL Resources and Activities

TEACHER NOTES

Houghton Mifflin Theme 5: One Land, Many Trails “Pioneer Girl” Level U

ESS pg. 45 “Taking Notes & Preparing a Summary” (SOL 5.1a) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL

Picture Books:

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5.5 a,e; 5.6 b, j, k, l) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; SOL 5.6 a, b, c, j) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 129 “Story Face” (SOL 5.5 b, c) ESS pg. 132 “Literary Report Card” (SOL 5.5 b, c) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e) ESS pg. 199 “Identifying Story Elements” (SOL 5.5 b, c, d) Reading Strategies in ESS: ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification ESS pg. 124 “Think Alouds” (SOL 5.5) Vocabulary, context clues, predictions, figurative language Ongoing: ESS pg. 117 “Timed Repeated Readings” (SOL 5.5 m; SOL 5.6 m)

Novels:

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Fiction: Summarize, Cause and Effect, & Predictions Week 23 - 24 SOLs: 5.1 a, b, c, d; 5.4 a, b; 5.5 h, j, k 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.








•














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5.4 The student will expand vocabulary when reading. a) Use context to clarify meaning of unfamiliar words and phrases. b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.










5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. h) Summarize supporting details from text. j) Identify cause and effect relationships. k) Make, confirm, or revise predictions.




expected to: • The intent of this standard is that students will continue to demonstrate comprehension of a selection by using before-, during-, and after-reading strategies. • Students will continue to read and comprehend fictional texts, narrative nonfiction texts, and poetry. • Students will then locate information in the text to support their predictions and conclusion.


• summarize supporting details from text. • identify cause and effect relationships. • make, confirm, or revise predictions



Houghton Mifflin Theme 5: One Land, Many Trails “Pioneer Girl” Level U

ESS pg. 45 “Taking Notes & Preparing a Summary” (SOL 5.1a)

ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; SOL 5.6 a, b, c, j) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k)


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ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e)

ESS pg. 129 “Story Face” (SOL 5.5 b, c) ESS pg.132 “Literary Report Card” (SOL 5.5 b, c) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e) ESS pg. 199 “Identifying Story Elements” (SOL 5.5 b, c, d)

Reading Strategies in ESS: ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification ESS pg. 124 “Think Alouds” (SOL 5.5) Vocabulary, context clues, predictions, figurative language


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Nonfiction: Main Idea Week 25 SOLs: 5.1 a, b, c, d, e; 5.4 e, g; 5.6 d 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.

a) Participate in and contribute to discussions across content areas. b) Organize information to present in reports of group activities. c) Summarize information gathered in group activities. d) Communicate new ideas to others. e) Demonstrate the ability to collaborate with diverse teams.











• follow rules for discussions & assigned group roles. • participate as active listeners in group learning

activities by: o listening for main ideas; o listening for sequence of ideas; and o taking notes.









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5.4 The student will expand vocabulary when reading. e) Use dictionary, glossary, [thesaurus, and other word-reference materials]. g) Study word meanings across content areas.











d) Identify the main idea of nonfiction texts. UNDERSTANDING THE STANDARD









• Interactions between reader and text will become






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more sophisticated and deliberate as students make inferences, formulate opinions, and write to clarify their thinking.



Houghton Mifflin Theme 6: Animal Encounters “Golden Lion” Level W



ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS p. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e)

ESS pg. 101-103 “Vocabulary Comprehension of Nonfiction” (SOL 5.6 a, c, f, g, h, j, k) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e) ESS pg. 130-131 “Two-Column Notes” (SOL 5.6 a, c, d, e, g) ESS pg. 202-203 “Magazine Research” (SOL 5.6 a, d, e, g, k)

Reading Strategies in ESS: ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 124 “Think Alouds” (SOL 5.5) Vocabulary, context clues, predictions, figurative language



69

Nonfiction: Main Idea and Details Week 26 SOLs: 5.1 a, b, c, d, e; 5.4 a, b, c; 5.6 d, e 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.

a) Participate in and contribute to discussions across content areas. b) Organize information to present in reports of group activities. c) Summarize information gathered in group activities. d) Communicate new ideas to others. e) Demonstrate the ability to collaborate with diverse teams.






















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5.4 The student will expand vocabulary when reading. a) Use context to clarify meaning of unfamiliar words and phrases. b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c) Use knowledge of roots, affixes, [synonyms, antonyms, and homophones].




• The intent of this standard is that students will continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words. • Students will use combined knowledge of all letter-sound correspondences, syllabication patterns, roots, and affixes to read accurately multisyllabic words in context and out. • Students will build their knowledge of word origins by learning about Greek and Latin affixes.


• use context as a clue to infer the correct meanings of unfamiliar words and phrases. • use context and sentence structure to determine meanings and differentiate among multiple meanings of words. • apply knowledge of roots, affixes (prefixes and suffixes), synonyms, antonyms, and homophones. • begin to learn about Greek and Latin affixes. • understand that often a word can be divided into root word, prefix, and suffix in order to determine its pronunciation. • understand how a prefix changes the meaning of a root word. • develop vocabulary by listening to and reading a variety of texts. • study cross-curricular vocabulary.

5.6 The student will read and demonstrate comprehension of nonfiction texts. d) Identify the main idea of nonfiction texts. e) Summarize supporting details in nonfiction texts.




• The intent of this standard is that students will read and demonstrate comprehension of nonfiction texts across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics. • Students will demonstrate comprehension of a selection by using before-, during-, and after-

• preview, pose questions, and make predictions before reading. • understand how the organizational patterns make the information easier to comprehend.

• use text features, such as type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital texts. • determine the main idea of a text and summarize supporting key details. • identify specific information in text that supports

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reading strategies (e.g., using graphic organizers, question generation, and summarization). • Before reading, students will use text organizers to predict and categorize information. • During reading, students will formulate questions and make and revise ongoing predictions and inferences, using given information. • After reading, students will confirm or dismiss previous predictions and inferences. Students will also summarize content, identify important ideas, provide details, formulate opinions, and use writing to clarify their thinking (e.g., graphic organizers, responsive journaling). • Interactions between reader and text will become more sophisticated and deliberate as students make inferences, formulate opinions, and write to clarify their thinking.

predictions. • locate details to support opinions, predictions, and conclusions. • become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).



Houghton Mifflin Theme 6: Animal Encounters “The Grizzly Bear Family Book” Level V



ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; 5.6 a, b, c, j) ESS pg.141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESSp195 “Guess the Word” (SOL5.4 a, b, c, e) ESS pg. 196 “Using Context Clues” (SOL 5.4 a, b, f)

ESS pg. 101-103 “Vocabulary Comprehension


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of Nonfiction” (SOL 5.6 a, c, f, g, h, j, k) ESS pg. 134 “Selective Underlining” (SOL 5.5 g, h; SOL 5.6 d, e) ESS pg. 130-131 “Two-Column Notes” (SOL 5.6 a, c, d, e, g) ESS pg. 202-203 “Magazine Research” (SOL 5.6 a, d, e, g, k)

Reading Strategies in ESS: ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification


73

Structural Patterns in Nonfiction Week 27 SOLs: 5.2 a b, c, d; 5.4 e, g; 5.6 f 5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.

a) Maintain eye contact with listeners. b) Use gestures to support, accentuate, and dramatize verbal message. c) Use facial expressions to support and dramatize verbal message. d) Use posture appropriate for communication setting.






• Students will begin to use dramatic gestures and facial expressions that are suitable to the content and the audience

• understand how gestures, facial expressions, posture, and body language affect delivery of the message.

• demonstrate appropriate with listeners.

• use appropriate facial to support, accentuate, or dramatize the message.

• speak at an understandable pace.

• use acceptable posture according to the setting and the audience.

5.4 The student will expand vocabulary when reading. e) Use dictionary, glossary, [thesaurus, and other word-reference materials]. g) Study word meanings across content areas.












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5.6 The student will read and demonstrate comprehension of nonfiction texts. f) Identify structural patterns found in nonfiction.




• The intent of this standard is that students will read and demonstrate comprehension of nonfiction texts across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics. • Students will demonstrate comprehension of a selection by using before-, during-, and after-reading strategies (e.g., using graphic organizers, question generation, and summarization). • Before reading, students will use text organizers to predict and categorize information. • During reading, students will formulate questions and make and revise ongoing predictions and inferences, using given information. • After reading, students will confirm or dismiss previous predictions and inferences. Students will also summarize content, identify important ideas, provide details, formulate opinions, and use writing to clarify their thinking (e.g., graphic organizers, responsive journaling). • Interactions between reader and text will become more sophisticated and deliberate as students make inferences, formulate opinions, and write to clarify their thinking.


• use text features, such as type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital texts. • identify structural and organizational patterns such as cause and effect, comparison/contrast, problem/solution, and chronological order. • identify new information learned from reading. • become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty). • prosody.



Houghton Mifflin Theme 6: Animal Encounters “Robin Hughes: Wildlife Doctor” (Career Link)



ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l)


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ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS p195 “Guess the Word” (SOL5.4 a, b, c,e)

ESS pg. 101-103 “Vocabulary Comprehension of Nonfiction” (SOL 5.6 a, c, f, g, h, j, k) ESS pg. 133 “Questioning the Author” (SOL 5.6f)

Reading Strategies in ESS: ESS pg. 119 “SQ3R” (SOL 5.5 f, k) Make predictions, generate questions, locate answers ESS pg. 120 “KWL” (SOL 5.5 a, SOL 5.6 a, b, k) ESS pg. 121 “DRTA” (SOL 5.5 k, SOL 5.6 g) Predict, read, prove Ongoing: ESS pg. 117 “Timed Repeated Readings” (SOL 5.5 m; SOL 5.6 m)

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Nonfiction: Cause and Effect Week 28 SOLs: 5.2 e, f, g, h, i; 5.4 b, c, g; 5.6 h 5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.

e) Determine appropriate content for audience. f) Organize content sequentially around major ideas. g) Summarize main points as they relate to main idea or supporting details. h) Incorporate visual media to support the presentation. i) Use language and style appropriate to the audience, topic, and purpose.

















b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c) Use knowledge of roots, affixes, [synonyms, antonyms, and homophones]. g) Study word meanings across content areas.




• The intent of this standard is that students • apply knowledge of word structure and • use context as a clue to infer the correct

77

will continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words. • Students will use combined knowledge of all letter-sound correspondences, syllabication patterns, roots, and affixes to read accurately multisyllabic words in context and out. • Students will build their knowledge of word origins by learning about Greek and Latin affixes.

context clues to determine the meanings of unfamiliar words

meanings of unfamiliar words and phrases. • use context and sentence structure to determine meanings and differentiate among multiple meanings of words. • apply knowledge of roots, affixes (prefixes and suffixes), synonyms, antonyms, and homophones. • begin to learn about Greek and Latin affixes. • understand that often a word can be divided into root word, prefix, and suffix in order to determine its pronunciation. • develop vocabulary by listening to and reading a variety of texts. • study cross-curricular vocabulary.

5.6 The student will read and demonstrate comprehension of nonfiction texts. h) Identify cause and effect relationships following transition words signaling the pattern.




• The intent of this standard is that students will read and demonstrate comprehension of nonfiction texts across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics. • Students will demonstrate comprehension of a selection by using before-, during-, and after-reading strategies (e.g., using graphic organizers, question generation, and summarization). • Before reading, students will use text organizers to predict and categorize information. • During reading, students will formulate questions and make and revise ongoing predictions and inferences, using given information. • After reading, students will confirm or dismiss previous predictions and inferences. Students will also summarize content, identify important ideas, provide details, formulate opinions, and use writing to clarify their thinking (e.g., graphic organizers, responsive journaling). • Interactions between reader and text will become more sophisticated and deliberate as

• understand how the organizational patterns make the information easier to comprehend. • make connections between what they read in the selection and their prior knowledge.

• skim material from print and digital texts to develop a general overview or to locate specific information. • identify structural and organizational patterns such as cause and effect, comparison/contrast, problem/solution, and chronological order. • identify cause and effect relationships following transition words signaling the pattern. • identify new information learned from reading.

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students make inferences, formulate opinions, and write to clarify their thinking.



Houghton Mifflin Theme 2: Give It All You’ve Got “Mae Jemison:Space Scientist” Level U



ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; 5.6 a, b, c, j) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESSp195 “Guess the Word” (SOL5.4 a, b, c, e) ESS pg.196 “Using Context Clues” (SOL 5.4 a, b, f)

ESS pg. 101-103 “Vocabulary Comprehension of Nonfiction” (SOL 5.6 a, c, f, g, h, j, k) ESS pg. 136 “Graphic Organizers” (SOL 5.6 a)

Reading Strategies in ESS: ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification ESS pg. 124 “Think Alouds” (SOL 5.5) Vocabulary, context clues, predictions, figurative language ESS pg. 127-127 “Reciprocal Teaching” (SOL 5.5) Predict, question, summarize



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Nonfiction: Fact and Opinion Week 29 SOLs: 5.2 a, b, c, d; 5.4 a, b; 5.6 i 5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.

a) Maintain eye contact with listeners. b) Use gestures to support, accentuate, and dramatize verbal message. c) Use facial expressions to support and dramatize verbal message. d) Use posture appropriate for communication setting.







• understand how gestures, facial expressions, posture, and body language affect delivery of the message.

• demonstrate appropriate eye contact with listeners.

• use appropriate facial expressions and gestures to support, accentuate, or dramatize the message.

• speak clearly at an understandable pace.

• use acceptable posture according to the setting and the audience.







• use context as a clue to infer the correct meanings of unfamiliar words and phrases. • use context and sentence structure to determine meanings and differentiate among multiple meanings of words. • develop vocabulary by listening to and reading a variety of texts. • study cross-curricular vocabulary.

5.6 The student will read and demonstrate comprehension of nonfiction texts. i) Differentiate between fact and opinion.




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• The intent of this standard is that students will read and demonstrate comprehension of nonfiction texts across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics. • Students will demonstrate comprehension of a selection by using before-, during-, and after-reading strategies (e.g., using graphic organizers, question generation, and summarization). • Before reading, students will use text organizers to predict and categorize information. • During reading, students will formulate questions and make and revise ongoing predictions and inferences, using given information. • After reading, students will confirm or dismiss previous predictions and inferences. Students will also summarize content, identify important ideas, provide details, formulate opinions, and use writing to clarify their thinking (e.g., graphic organizers, responsive journaling). • Interactions between reader and text will become more sophisticated and deliberate as students make inferences, formulate opinions, and write to clarify their thinking.

• understand how the organizational patterns make the information easier to comprehend. • make connections between what they read in the selection and their prior knowledge.

• skim material from print and digital texts to develop a general overview or to locate specific information. • locate details to support opinions, predictions, and conclusions. • distinguish between fact and opinion.



Houghton Mifflin Theme 2: Give It All You’ve Got “Michelle Kwan: Heart of a Champion” Level S



ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 141 “Concept Sort” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k)


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ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESSp195 “Guess the Word” (SOL5.4 a, b, c, e) ESS pg. 196 “Using Context Clues” (SOL 5.4 a, b, f)

ESS pg. 101-103 “Vocabulary Comprehension of Nonfiction” (SOL 5.6 a, c, f, g, h, j, k) ESS pg. 130-131 “Two-Column Notes” (SOL 5.6 a, c, d, e, g)

Reading Strategies in ESS: ESS pg. 121 “DRTA” (SOL 5.5 k, SOL 5.6 g) Predict, read, prove ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification


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Nonfiction: Compare and Contrast Week 30 SOLs: 5.1 a, b, c, d, e, f; 5.4 a, b; 5.6 j 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.
















appropriate times; o responding to specific questions by making



for presentation; o preparing a prewriting tool (e.g., outline,




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• The intent of this standard is that students will continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words. • Students will also use word-reference materials to learn new words.


• use context as a clue to infer the correct meanings of unfamiliar words and phrases. • use context and sentence structure to determine meanings and differentiate among multiple meanings of words. • use word references and context clues to determine which meaning is appropriate in a given situation. • develop vocabulary by listening to and reading a variety of texts. • study cross-curricular vocabulary.

5.6 The student will read and demonstrate comprehension of nonfiction texts. j) Identify, compare, and contrast relationships.




• The intent of this standard is that students will read and demonstrate comprehension of nonfiction texts across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics. • Students will demonstrate comprehension of a selection by using before-, during-, and after-reading strategies (e.g., using graphic organizers, question generation, and summarization). • Before reading, students will use text organizers to predict and categorize information. • During reading, students will formulate questions and make and revise ongoing predictions and inferences, using given information. • After reading, students will confirm or dismiss previous predictions and inferences.

• preview, pose questions, and make predictions before reading. • make connections between what they read in the selection and their prior knowledge.

• apply prior knowledge to make predictions and build additional background knowledge as context for learning. • identify structural and organizational patterns such as cause and effect, comparison/contrast, problem/solution, and chronological order. • identify, compare, and contrast relationships between characters, events, and facts. • compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

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Students will also summarize content, identify important ideas, provide details, formulate opinions, and use writing to clarify their thinking (e.g., graphic organizers, responsive journaling). • Interactions between reader and text will become more sophisticated and deliberate as students make inferences, formulate opinions, and write to clarify their thinking.



Houghton Mifflin Theme 4: Person to Person “Mom’s Best Friend” Level T “Monkeys With aMission” (Health Link)



ESS pg. 97 “Word Analysis and Spelling” (SOL 5.4 a,c,e) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; 5.6 a, b, c, j) ESS pg. 141 “Concept Sort”(SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map” (SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESSp195 “Guess the Word” (SOL5.4 a, b, c, e) ESS pg. 196 “Using Context Clues” (SOL 5.4 a, b, f)

ESS pg. 101-103 “Vocabulary Comprehension of Nonfiction” (SOL 5.6 a, c, f, g, h, j, k) ESS pg. 138 “Frayer Model” (SOL 5.4 a,b,e,g; SOL 5.5 a,e; 5.6 b, j, k, l) ESS pg. 139-140 “Semantic Feature Analysis” (SOL 5.4 a, b, e; SOL 5.5 a, i; 5.6 a, b, c, j) ESS pg. 141 “Concept Sort”(SOL 5.4 a, b, e, g; SOL 5.6 b, j, k) ESS pg. 142-143 “Concept Definition Map”


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(SOL 5.4 a, b, e, g; SOL 5.6 b, j, k)

Reading Strategies in ESS: ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification ESS pg. 124 “Think Alouds” (SOL 5.5) Vocabulary, context clues, predictions, figurative language


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Nonfiction Review Week Week 31 SOLs: 5.6 5.6 The student will read and demonstrate comprehension of nonfiction texts.

a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. b) Use prior knowledge and build additional background knowledge as context for new learning. c) Skim materials to develop a general overview of content and to locate specific information. d) Identify the main idea of nonfiction texts. e) Summarize supporting details in nonfiction texts. f) Identify structural patterns found in nonfiction. g) Locate information to support opinions, predictions, and conclusions. h) Identify cause and effect relationships following transition words signaling the pattern. i) Differentiate between fact and opinion. j) Identify, compare, and contrast relationships. k) Identify new information gained from reading. l) Use reading strategies throughout the reading process to monitor comprehension. m) Read with fluency and accuracy.




to:





• After reading, students will confirm or dismiss previous predictions and inferences. Students will also summarize content, identify important ideas,


• understand how the organizational patterns make the information easier to comprehend. make connections between what they read in the selection and their prior knowledge.






• identify specific information in text that supports

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provide details, formulate opinions, and use writing to clarify their thinking (e.g., graphic organizers, responsive journaling).



predictions.



• identify cause and effect relationships following transition words signaling the pattern.

• distinguish between fact and opinion.

• identify, compare, and contrast relationships between characters, events, and facts.

• compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

• identify new information learned from reading.




SUPPLEMENTAL Resources and Activities

TEACHER NOTES

Teacher found/created resources and materials.

ESS p.195 “Guess the Word” (SOL 5.4 a, b, c, e) ESS pg. 196 “Using Context Clues” (SOL 5.4 a, b, f) ESS pg. 99-100 “Vocabulary and Comprehension of Fiction” (SOL 5.5 a, b, c, d, e) Ongoing: ESS pg. 117 “Timed Repeated Readings” (SOL 5.5 m; SOL 5.6 m)


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Review Weeks 32-39 SOLs: 5.4 a, b, c, d, e, f, g; 5.5 a, b, c, d, e, f, g, h, i, j, k, l, m; 5.6 a, b, c, d, e, f, g, h, i, j, k, l, m 5.4 The student will expand vocabulary when reading.

a) Use context to clarify meaning of unfamiliar words and phrases. b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. d) Identify an author’s use of figurative language. e) Use dictionary, glossary, thesaurus, and other word-reference materials. f) Develop vocabulary by listening to and reading a variety of texts. g) Study word meanings across content areas.




• The intent of this standard is that students will continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words. • Students will use combined knowledge of all letter-sound correspondences, syllabication patterns, roots, and affixes to read accurately multisyllabic words in context and out. • Students will build their knowledge of word origins by learning about Greek and Latin affixes. • Students will also use word-reference materials to learn new words. • Homophones are words that are pronounced the same and have different meanings regardless of their spelling (e.g., principle/ principal, prince/prints). • An author may use a word or phrase figuratively for purposes of comparison, emphasis, or to provide clarity. Such language requires the reader to comprehend beyond the literal meaning of the text.


• use context as a clue to infer the correct meanings of unfamiliar words and phrases. • use context and sentence structure to determine meanings and differentiate among multiple meanings of words. • apply knowledge of roots, affixes (prefixes and suffixes), synonyms, antonyms, and homophones. • begin to learn about Greek and Latin affixes. • understand that often a word can be divided into root word, prefix, and suffix in order to determine its pronunciation. • understand how a prefix changes the meaning of a root word. • identify when an author uses language figuratively. • use word references and context clues to determine which meaning is appropriate in a given situation. • identify the word-reference materials, such as a dictionary, glossary, or thesaurus, that is most likely to contain the information needed. • develop vocabulary by listening to and reading a variety of texts. • study cross-curricular vocabulary.

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5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. a) Describe the relationship between text and previously read materials. b) Describe character development. c) Describe the development of plot and explain the resolution of conflict(s). d) Describe the characteristics of free verse, rhymed, and patterned poetry. e) Describe how an author’s choice of vocabulary contributes to the author’s style. f) Identify and ask questions that clarify various points of view. g) Identify main idea. h) Summarize supporting details from text. i) Draw conclusions and make inferences from text. j) Identify cause and effect relationships. k) Make, confirm, or revise predictions. l) Use reading strategies throughout the reading process to monitor comprehension. m) Read with fluency and accuracy.




• The intent of this standard is that students will continue to demonstrate comprehension of a selection by using before-, during-, and after-reading strategies. • Students will continue to read and comprehend fictional texts, narrative nonfiction texts, and poetry. • Narrative nonfiction is a retelling in story format about real people, animals, places or events. It contains facts and is usually in chronological order (e.g., autobiographies and biographies). • Students will become critical readers by analyzing point of view, word choice, plot, beginnings and endings, and character development. • Students will continue to further their knowledge of plot and character and their understanding of how each is developed in a literacy selection. • Students will then locate information in the text to support their predictions and conclusion.

• choose from a variety of comprehension strategies. • read a variety of fictional texts, narrative nonfiction texts, and poetry. • describe character and plot development.

• discuss the similarities and differences between a text and previously read materials (e.g., compare and contrast characters). • understand that characters are developed by: • what is directly stated in the text; • their speech and actions; and • what other characters in the story say or think about them. • understand that some characters change during the story or poem and some characters stay the same. • understand that the main character has a conflict that usually gets resolved. • identify the conflict or problem of the plot. • understand that plot is developed through a series of events. • identify the events in sequence that lead to resolution of the conflict. • discuss why an author might have used particular words and phrases. • identify the characteristics of free verse (poetry with neither regular meter nor rhyme scheme), rhymed poetry, and patterned poetry. • describe how an author’s choice of vocabulary

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contributes to the author’s style. • identify and ask questions that clarify various points of view. • identify main idea or theme. • summarize supporting details from text. • draw conclusions/make inferences from text. • identify cause and effect relationships. • make, confirm, or revise predictions. • become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty). • read familiar text with fluency, accuracy, and expression to support comprehension. • recognize structural elements of poems (e.g., verse, rhythm) and drama (e.g., casts, dialogue).

5.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. b) Use prior knowledge and build additional background knowledge as context for new learning. c) Skim materials to develop a general overview of content and to locate specific information. d) Identify the main idea of nonfiction texts. e) Summarize supporting details in nonfiction texts. f) Identify structural patterns found in nonfiction. g) Locate information to support opinions, predictions, and conclusions. h) Identify cause and effect relationships following transition words signaling the pattern. i) Differentiate between fact and opinion. j) Identify, compare, and contrast relationships. k) Identify new information gained from reading. l) Use reading strategies throughout the reading process to monitor comprehension. m) Read with fluency and accuracy.





• Students will demonstrate comprehension of a selection by using before-, during-, and after-



• make connections between what they read in the selection and their prior knowledge.



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reading strategies (e.g., using graphic organizers, question generation, and summarization).









• identify specific information in text that supports predictions.



• identify cause and effect relationships following transition words signaling the pattern.

• distinguish between fact and opinion. • identify, compare, and contrast relationships between

characters, events, and facts. • compare and contrast a firsthand and secondhand

account of the same event or topic; describe the differences in focus and the information provided.

• identify new information learned from reading. • become aware of when they do not understand (e.g.,

by reflecting upon and articulating what exactly is causing difficulty).




Houghton Mifflin Theme 1: Nature’s Fury “El Nino” (Science Link) “Storm Warning” (Career Link) “The Princess and the Warrior” (Folktale Link) Focus on Genre: Tall Tales Theme 2: Give It All You’ve Got “The Eleven Cities Tour” (Social Studies Link)

Reading Strategies in ESS: ESS pg. 119 “SQ3R” (SOL 5.5 f, k) Make predictions, generate questions, locate answers ESS pg. 120 “KWL” (SOL 5.5 a, 5.6 a, b, k) ESS pg. 121 “DRTA” (SOL 5.5 k, SOL 5.6 g) Predict, read, prove ESS pg. 122 “Think, Pair, Share” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion strategy ESS pg. 123 “Sticky Notes” (SOL 5.1, SOL 5.5, SOL 5.6) Discussion and clarification


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“History of Recorded Sound” (Technology Link) “Blind to Limitations” (Social Studies Link) Theme 3: Voices of the Revolution “Yankee Doodle” (Music Link) “In Their Own Words” (Primary Sources Link) “Games of Young America” (Social Studies Link) Theme 4: Person to Person “One Pair of Shoes and a Lot of Good Souls!” (Social Studies Link) “Hands and Hearts” (Art Link) “More Young Writers” (Poetry Link) Theme 5: One Land, Many Trails “Drawn From History” (Art Link) “Nicodemus Stakes a Claim in History” (Social Studies Link) “Home on the Range” (Career Link) “Coming to Golden Mountain” (Social Studies Link) Theme 6: Animal Encounters “Three Poems” (Poetry Link)

ESS pg. 124 “Think Alouds” (SOL 5.5) Vocabulary, context clues, predictions, figurative language ESS pg. 127-127 “Reciprocal Teaching” (SOL 5.5) Predict, question, summarize


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