Grade 5 ELA Curriculum Map: p. 1 comprehension general comprehension strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. 1C: Students who meet the standard can comprehend a broad range of reading materials Best Practices ♦ Comprehension instruction in a Reading Workshop engages students in 3‐5 weeks of in‐depth units of study focusing on each of the 7 comprehension strategies. ♦ Teachers use mini‐lessons to model/demonstrate/think‐aloud through a read aloud or shared reading experience. ♦ Students are given time to practice each strategy during independent reading. Evidence of their thinking include response journals, post‐it notes, and graphic organizers. ♦ Students receive additional focused instruction in small, flexible groups daily. ♦ Teacher confer with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments are used to guide and plan instruction. Related Descriptors … Formulate questions to determine meaning based on plot/character, action, or setting. 1 B.1 (QUESTIONING) … Ask open‐ended questions. 1C.2 (QUESTIONING) … Apply survey strategies (e.g., use of bold print, organization of content, key words, graphics). 1B.2 … Make judgments based on prior knowledge during reading. 1B.3 (INFERRING) … Use evidence in text to form and refine questions, predictions, and hypotheses. 1 C.1 (INFERRING) … Identify evidence for inferences and interpretations based on text combined with prior knowledge. 1C.3 (INFERRING) … Distinguish between significant and minor details. 1B.4 (DETERMINING IMPORTANCE) … Connect, clarify, and extend ideas through discussions, activities, and various classroom groupings (e.g., partners, small group, ability levels, interest levels). 1B.5 … Apply self‐monitoring and self‐correcting strategies (e.g., reread, read ahead, use visual and context clues, ask questions, retell, clarify terminology, seek additional information) continuously to clarify understanding during reading. 1 B.8 (SELF‐MONITORING) … Compare the content and organization (e.g., themes, topics, text structure, story elements) of various selections. 1 C.4 … Recognize similarities/ differences of varying styles or points of view. 1 C.5 … Select reading strategies for text appropriate to the readerʹs purpose. 1 C.6 … Synthesize key points (ideas) and supporting details to form conclusions. 1 C.7 (SYNTHESIZING) … Interpret imagery and figurative language (e.g., alliteration, metaphor, simile, personification). 1C. 8 … Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphors). 1 C.9 … Show examples of cultural styles in art to enhance meaning and comprehension as done by different illustrators. 1 C.10 … Interpret information from tables, maps, visual aids, and charts to enhance understanding of text. 1 C.11 … Apply appropriate reading strategies to fiction and non‐fiction texts within and across content areas. 1 C.12
Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 2 Instructional Elements & Anchor Text Think Aloud/Model during Read Alouds Allow Opportunities for Discussion Marking Text 7 Comprehension Strategies (before/during/after reading) ‐ See below for essential elements of comp. strategies ‐ Make class anchor charts for each strategy Text Structure Features of Text Create culture of “Reading Is Thinking” Making Connections/Schema ‐ Text to Self, Text to Text, Text to World ‐ Activate Prior Knowledge (Schema) ‐ Previewing/Predicting Anchor Text: Angel for Solomon Singer‐ Cynthia Rylant Pigsty‐ Mark Teague The Relatives Came‐ Cynthia Rylant The Pain and the Great One‐ Judy Blume Questioning ‐ Thick and Thin Questions ‐ Before, During, After Questioning ‐ QAR‐ Question Answer Relationship ‐ FQR‐ (Facts, Questions, Response) ‐ SQR3 (Survey, Question, Read, Recite, Review) Anchor Text: The Old Woman Who Named Things‐ Cynthia Rylant Your Move‐ Eve Bunting The Day of Ahmed’s Secret‐ Florence Parry Heide Black and White‐ David Macaulay Student Products (Informal Assessments) Response Journals Conferencing Checklists Rubrics Running Records Comprehension Checklist Graphic Organizers Making Connections ‐ Make Connections Organizer ‐ Text To… Organizer ‐ Self‐Assessment‐ Making Connections ‐ Schema Connections ‐ How Did Your Connections Help Your Comprehension ‐ Making Personal Connections ‐ Connections and Reflections ‐ Stay Connected ‐ Making Connections #2 ‐ Expanding Your Connections #2 Questioning ‐ SQR3 (Survey, Question, Read, Recite, Review) ‐ Ask Questions Organizer ‐ Ask About Meaning Organizer ‐ Questions Webs ‐ Thick/ Thin Questions Organizers ‐ Before, During, After Questions Organizer ‐ FQR (Fact, Question, Response) ‐ QAR (Question Answer Relationship) ‐ Good Reader’s Ask Questions ‐ Two Column Asking questions Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 3 Visualization ‐ mental images/”movie in my mind” ‐ using schema to visualize ‐ images from all senses and emotions ‐ powerful language Anchor Text: Close Your Eyes‐Jean Marzollo The Napping House‐ Audrey Wood Color me a Rhyme‐ Jane Yolen Goodnight to Annie‐ Eve Merriam Inferences ‐ Reading between the lines ‐ Infer to Predict ‐ Characterization( Feelings and Traits) ‐ Theme ‐ Drawing Conclusions ‐ Cause and Effect Anchor Text: Jumanji‐ Chris Van Allsburg The Old Woman Named Things‐ Cynthia Rylant The Polar Express‐ Chris Van Allsburg Where the Wild Things Are‐ Maurice Sendak The Stranger‐ Chris Van Allsburg Poetry Visualization ‐ Create Images Organizer ‐ Use Visuals Organizer ‐ Revise Images Organizer ‐ Making Movies ‐ Picture Perfect ‐ Scene Sketcher ‐ Storyboard Sequence ‐ Making My Own Movie ‐ Important Scenes ‐ Strategy Sheets Inferences Reading Between the Lines ‐ infer organizer ‐ Inferring boxes ‐ Two column notes Infer to Predict ‐ Prediction organizer ‐ Update Predictions ‐ One Prediction, Two Prediction ‐ On Target Predictions ‐ What’s Next? ‐ Predict ‐ a – Plot ‐ Making Inferences with Informational Texts ‐ Making Inferences with Fiction ‐ Directed‐ Thinking‐ Reading‐ Activity Characterization (Feelings and Traits) ‐ Character Faces ‐ Character Web ‐ Character Trait Map ‐ Character and their Characteristics ‐ Attribute Web ‐ Analyze a Character ‐ Explore How Characters Are Alike and Different ‐ Getting the Main Character ‐ Character Perspectives in Contrast ‐ Open Mind ‐ Pleased to Meet You Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 4 Determining Importance in Text ‐ Summary ‐ Sequencing ‐ V.I.P.s ‐ Main Idea & Supporting Details Anchor Text: National Geographic for Kids Time For Kids Zoo Books Weekly Reader Theme ‐ Get a Handle on the Big Picture: Explore Themes ‐ Get a Handle on Themes in Fiction ‐ Tried –and – True Tools for Finding Theme ‐ CD Cover ‐ Organizer‐ Theme ‐ Puzzle ‐ Theme song ‐ Promotional Products ‐ Theme Organizer ‐ Diamante Poetry ‐ Common Themes in Literature ‐ Theme Progression Chart Drawing Conclusions ‐ Conclusions Organizer Cause/effect ‐ Understanding Relationships ‐ Cause and Effect‐ 1‐6 ‐ Cause and Effect Starburst Boxes ‐ Cause and Effect: Events and Consequences Determining Importance in Text ‐ FQR (Fact, Questions, Response) ‐ Determine Importance Organizer ‐ Purpose and Importance Organizer ‐ Main Idea Organizer ‐ Supporting Details Organizer ‐ Rank Information Organizer ‐ VIP’s Very Important Points ‐ Somebody Wanted but So ‐ 5W’s chart ‐ Event Logs ‐ Sum it Up ‐ Determining Importance –Two Colum Chart Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 5 Synthesizing ‐ theme ‐ mood ‐ author’s purpose ‐ connecting all strategies to make deeper, personal meaning ‐ extending meaning through discussion Anchor Text Charlie Anderson‐ Barbara Abercrombie The Rag Coat‐ Lauren Mills Tea with Milk – Allen Say Self Monitoring ‐ re‐reading ‐ context clues ‐ reading aloud to clarify meaning Dorn Fix Up Strategies ‐ Rereading ‐ Previewing or surveying a text ‐ Asking questions before, during, and after reading ‐ Reading aloud to clarify thinking ‐ Using story structure, text genre, and writing conventions ‐ Using text aids to illuminate and extend meaning ‐ Using context and parts of words to infer meaning ‐ Writing in response logs ‐ Discussing ideas with others Anchor Text Synthesizing ‐ Big Idea T‐chart ‐ Four Square Boxes (Now I’m thinking, The big idea) ‐ VIP (Very Important Points) ‐ Synthesis organizer ‐ Making a Difference ‐ Noticing How My Thinking Changes #1 ‐ Looking for What Matters Most ‐ Using My Reading Powers ‐ Synthesizing –Two column chart Self Monitoring/ Fix Up Strategies ‐ Post‐It notes ‐ T‐chart ‐ Journaling ‐ Fix It! Bookmark Templates ‐ Strategies for Constructing Meaning and Monitoring Understanding ‐ Context Words and Unfamiliar Words ‐ Self Monitoring During Reading ‐ Response Sheet ‐ Comprehension Bookmarks Shiloh‐ Phyllis Reynolds Naylor Tuck Everlasting‐ Natalie Babbitt Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 6 comprehension general comprehension strategies Teacher Resources Strategies that Work‐ Stephanie Harvey Comprehension Toolkit‐ Stephanie Harvey Comprehensive Literacy Resource Creating Strategic Readers‐ Vallery Ellery (Chapter 6) Reading A-Z
Notes Formal Assessment
Screening Assessment (administered 3 times per year) MAP assessment Diagnostic Assessments (administered according to grade level) QRI ‐ miscue analysis ‐ accuracy score ‐ comprehension questions Progress Monitoring Assessments (administered frequently to students who did not meet benchmarks on screening and/or diagnostic assessments) Running Records Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 7 comprehension exploring genre and literary elements State Goal 2: Read and understand literature representative of various societies, eras, and ideas. 2A: Understand how literary elements and techniques are used to convey meaning. 2B: Students who meet the standard can read and interpret a variety of literary works. Best Practices ♦ Read aloud daily for both enjoyment and as part of focused mini‐lesson for Reading Workshop. ♦ Think aloud as it relates to literary elements, focusing on specific descriptors listed below. ♦ Utilize a variety of graphic organizers as guided practice. ♦ Students receive additional focused instruction in small, flexible groups daily. Related Descriptors … Apply survey strategies (e.g., use of bold print, organization of content, key words, graphics). 1B.2 … Identify structure (e.g., description, compare, cause/effect, sequence) of nonfiction text to improve comprehension. 1 B.6 … Demonstrate understanding of structure through the use of graphic organizers and outlining (e.g., mapping, time lines, Venn diagrams). 1 B.7 … Interpret information from tables, maps, visual aids, and charts to enhance understanding of text. 1 C.11 … Apply appropriate reading strategies to fiction and non‐fiction texts within and across content areas. 1 C.12 … Read a wide range of fiction. 2 A.1 … Identify literary elements and techniques in literary genres (e.g., fables, biographies, historical fiction) and tell how they affect the story. 2 A.2 … Predict how the story might be different if the author changed literary elements or techniques (e.g., dialect, setting, vocabulary). 2 A.3 … Explain how a technique or element affects the events or characterization in a literary work. 2A.4 … Make inferences about character traits and check text for verification. 2A.5 … Analyze the use of unfamiliar vocabulary. 2A.6 … Use comprehension strategies (e.g., association, categorization, graphic organizers) to enhance understanding. 2A.7 … Identify ways in which fiction and nonfiction works are organized differently. 2A.8 … Create an extension to a literary text (e.g., alternate ending, additional dialog for a character). 2B.1 … Make inferences, draw conclusions, and make connections from text to text, text to self, and text to world. 2B.2 … Analyze and remedy difficulties in comprehension (e.g., questioning, rephrasing, analyzing). 2B.3 … Compare ideas from texts representing a variety of times and cultures. 2B.4 … Make inferences and draw conclusions about contexts, events, character, and settings. 2B.5 … Read a wide range of nonfiction (e.g., books, newspapers, magazines, textbooks, visual media). 2B.6 … Support plausible interpretations with evidence from the text. 2B.7 Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 8 Instructional Elements & Anchor Text Fiction Essentials (see Literary Elements descriptors) Combine the teaching of literary elements with comprehension strategies: ‐ Visualization for setting ‐ Infer about character traits ‐ Text‐ to text connections ‐ Determining importance for retelling Combine the teaching of literary elements with the writing workshop Non‐Fiction Essentials ‐ Features of Nonfiction ( bold print, headings, subheadings, etc.) ‐ Five text structures of non‐fiction FICTION ESSENTIALS Point of View ‐ First person ‐ Second person ‐ Third person omniscient ‐ Third person omniscient ‐ Narration & Dialogue Anchor Text Hey, Little Ant‐ Phillip M. Hoose I am the Dog, I am the Cat‐ Donald Hall Pain and the Great One‐ Judy Blume First Day Jitters‐ Julie Danesberg The Crocodile and the Dentist‐Gomi Setting (VISUALIZE) ‐ Identify Time ‐ Identify Places ‐ Identify Location ‐ Importance of the setting to the story Anchor text City Mouse and Country Mouse‐ Aesop Train to Somewhere‐ Eve Bunting Student Products & Assessments (Informal Assessments) Reading Journals and Rubrics Book Projects – Think Tac Toe with Rubrics Expository Text Structure Graphic Organizers FICTION ESSENTIALS Point of View ‐ Character Perspectives in Contrast ‐ Which Point of View ‐ Visualizing Views ‐ What’s that Character’s Perspective? ‐ The Power of Point of View ‐ Different Perspectives Setting ‐ Illustrations ‐ Scene Sketcher ‐ Varying settings to different time, location ‐ Story Maps ‐ Settings, Events and Character Actions ‐ Setting Web ‐ Setting the Scene ‐ Sizing up the Setting Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 9 Character Analysis( Infer) ‐ Inferring Character Traits ‐ Inferring Character emotions ‐ Inferring Character motivation ‐ Major Characters ‐ Minor Characters ‐ Character Development Anchor text: Cinderella‐ Charles Perrault Jack and the Beanstalk‐ Steven Kellogg Three Little Pigs‐ James Marshall Tacky the Penguin‐ H Lester and l. Munsinger The Pinballs‐ Betsy Byars Ramona Forever‐ Beverly Clearly Plot (SUMMARIZING/RETELLING) ‐ Narrative structure ‐ Problem/Resolution ‐ Rising Action ‐ Analyze theme ‐ Plot Parts Anchor text Souper Chicken‐ Mary Jane Auch, Herm Auch Three Billy Goats Gruff ‐ Janet Stevens The Three Little Wolves and the Big Bad Pig ‐ Eugene Trivas Comparing Story Elements ‐ Comparing themes ‐ Comparing works by the same author ‐ Comparing one or more literary elements(Character, setting, plot) Anchor Text Bookshop Dog and Cookie Store Cat‐ Cynthia Rylant Jack and the Beanstalk‐ Steven Kellogg and Jim and the Beanstalk‐ Raymond Briggs City Mouse and Country Mouse – Aesop Character Analysis ‐ Character maps & webs ‐ Character Inference Faces ‐ Venn Diagram ‐ Record of thinking ‐ Character Changes ‐ Who is This Character ‐ Character Sketch ‐ Character Traits ‐ Character Ties ‐ Character Puzzles ‐ Reader’s Explorer 1‐ Compare and Contrast
‐ Character’s Thoughts and Feelings ‐ Character Symbols ‐ Trait Flip Book Plot ‐ Story Maps ‐ Story Pyramids ‐ Story Building Blocks ‐ Theme Shape Poem ‐ Pertinent Plot Parts Comparing Story Elements ‐ Venn Diagram ‐ Supporting Similarities ‐ Compare Chart ‐ Compare and Contrast Diagram ‐ What’s the Message ‐ Organizer‐ Theme Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 10 Figurative Language/ Poetic Devices ‐ Idioms ‐ Simile ‐ Metaphor ‐ Onomatopoeia ‐ Hyperbole ‐ Alliteration ‐ Personification ‐ Rhyme ‐ Unrhymed verse ‐ Scheme Anchor Text Amelia Bedelia – Peggy Parrish (Idioms) Dog Breathe‐ Pilkey (Idioms) Quick as a Cricket‐ Audrey Wood (Similes) Storm in the Night‐ Mary Stolz (Similies) Up North at the Cabin‐ Marsha Wilson Chall‐ (Metaphors) The Rough Face Girl‐ Rafe Martin( Metaphors) That’s Good ! That’s Bad! (Onomatopoeia) Click, Clack, Moo Cows That Type‐ Doreen Cronin – (Onomatopoeia) Whacky Wedding‐ Edwards (Alliteration) Chicka Chicks Boom Boom‐ B. Martin Jr John Archambault (Personification) Velveteen Rabbit‐ Margery Williams (Personification) Earrings!‐ Judith Viorst (Exageration) There Was an Old Lady Who Swallowed a Fly‐ Simms Taback (Exaggeration) NON‐FICTION ESSENTIALS Non‐Fiction Essentials: ‐ KWL ‐ 5 W’s ‐ Cause and Effect ‐ Main Idea and Key Details ‐ Make Connections to Read World Text Stucture 5 Text Structures of Nonfiction ‐ Compare and Contrast ‐ Sequential ‐ Problem/Solution ‐ Cause and Effect ‐ Concept Definition Anchor Text: Figurative Language/Poetic Devices ‐ Identification of Language through real text ‐ Flip Box ‐ Figuring Out Figurative Language ‐ Figurative Fun ‐ Create a Metaphor ‐ Author’s Style Reading Response Activities ‐ Give it a Break ‐ Show off the Shape 2 ‐ Trip Over Your Tongue ‐ Meaningful Sounds ‐ Seeing with Simile ‐ Memorable Metaphors ‐ Oh! The Sounds You’ll Hear ‐ Smooth Sounds ‐ Writing an Acrostic Poem ‐ Metaphor NON‐FICTION ESSENTIALS Non‐Fiction Essentials ‐ What do I want to Know? ‐ Zoom in on Key Details: Identify Details ‐ Understanding Relationships Text Structure ‐ Expository Text Structure ‐ Chain of Events ‐ Cycle of Events ‐ Compare and Contrast Diagram ‐ Cause and Effect ‐ Cause and Effect: Events and Consequences ‐ Problem and Solution Outline Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 11 Time for Kids National Geographic for Kids Owen and Mazee Genre Anchor Charts for comparing text structure Read aloud from a variety of genres Reading Logs ‐ Science Fiction ‐ Historical Fiction ‐ Myth or Legend ‐ Drama ‐ Biography/Autobiography ‐ Story ‐ Poem ‐ Fairy Tale ‐ Folktale ‐ Fable ‐ Nonficton ‐ Essay Genre ‐ Reading Logs ‐ Genre Bingo ‐ The Genre is…. ‐ Genre Passport Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 12 comprehension exploring genre and literary elements Teacher Resources Content Area Literacy‐ Janet Allen Comprehensive Literacy Resource Comprehension Toolkit‐ Harvey Non‐Fiction Matters‐ Stephanie Harvey Reading A‐Z Formal Assessments
Screening Assessment (administered 3 times per year) MAP assessment Diagnostic Assessments (administered according to grade level) QRI ‐ miscue analysis ‐ accuracy score ‐ comprehension questions Progress Monitoring Assessments (administered frequently to students who did not meet benchmarks on screening and/or diagnostic assessments) Running Records Notes Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 13 fluency general fluency strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. Best Practices ♦ Fluency instruction is used to enhance students reading rate, accuracy, phrasing, and expression. ♦ Paired Reading is utilized for students who are struggling with fluency ♦ Repeated Readings are utilized for students who are struggling with fluency ♦ Read Alouds provide a model of fluency ♦ Readers Theater, Echo reading and Choral reading are used for all students. Related Descriptors … Read age‐appropriate material aloud with fluency and accuracy. 1 B.9 Instructional Elements & Anchor Text ‐ Read aloud to model fluency ‐ (accuracy, phrasing, rate, expression) ‐ Daily Independent Reading time ‐ Choral reading ‐ Echo reading ‐ Paired reading ‐ Reader’s Theater ‐ Audio‐Recorded assistance ‐ Repeated reading of familiar text ‐ Read Alouds ‐ Poetry Anchor text Student Products (Informal Assessments)
‐ Read with me fluency rubric ‐ Reader’s Theatre performance rubric ‐ Repeated reading graphs of words per minute ‐ Paired Reading Logs Reader’s Theatre Scripts Reading A‐Z Fluency Passages Poetry for echo and choral readings Joyful Noise: Poems for Two Voices‐ Paul Fleischman Big Talk: Poems for Four Voices‐ Paul Fleischman Self‐ selected reading Material Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 14 fluency general fluency strategies Teacher Resources The Fluent Reader – Rasinski Paired Reading Video – BER Reading A‐Z Fluency Passage Rate and Scale Notes Formal Assessments
3 Minute Reading Assessments Fluency Probe NAEP Fluency rubric 4x4 Oral Fluency Rating Scale Fluency Profile Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 15 phonics & vocabulary general strategies State Goal 1: Read with understanding and fluency. 1A: Apply word analysis and vocabulary skills to comprehend selections. Best Practices ♦ Allot a 15‐30 minute Word Study Block daily ♦ systematic phonics instruction for purpose of teaching students strategies for reading/spelling ♦ Teach and model strategies in whole and small groups: context clues, read on, sound out, look for smaller words, chunking sounds, get your mouth ready, look at the picture (decoding bookmark). ♦ Flexible word study groups ♦ Assess students regularly using running records to establish accurate reading level. Then, provide students with time daily to practice reading books at their independent reading level using leveled books in a classroom library. ♦ Provide multiple opportunities for reading and writing using a wide variety of materials. ♦ Add 7 principles of vocabulary instruction here! Related Descriptors … Use a combination of word analysis and vocabulary strategies (e.g., word patterns, structural analyses) within context to identify unknown words. 1 A.1 … Learn and use root words, prefixes, and suffixes to understand word meanings. 1 A.2 … Use synonyms and antonyms to define words. 1 A.3 … Use word origins to construct the meanings of new words. 1A.4 … Use root words and context to determine the denotative and connotative meanings of unknown words. 1A.5 … Determine the meaning of a word in context when the word has multiple meanings. 1A.6 … Identify and interpret common idioms, similes, analogies, and metaphors. 1A.7 … Use additional resources (e.g., newspapers, interviews, technological resources) as applicable to clarify meanings of material. 1A.8 Instructional Elements: Phonics Essentials in Instruction ‐ Word Sorts ‐ Word Study notebooks ‐ Word building activities Making Words Word Ladders ‐ Word Hunts Vocabulary Essentials in Instruction ‐ Word Sorts ‐ Word Webs ‐ Concept Web ‐ Word Walls Phonics Concepts Student Products (Informal Assessments)
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Word sorts for meaning/concept (Words their Way) Context Clues Words in Context E‐16 Word Questioning E‐17 Words in Context E‐15 Cloze Passage Contextual Redefinition Word Ladders Vocabulary Work Picture it Alphaboxes Charleston Community Unit School District No. 1 Revised 3/08 ‐ Landsdown Word Cards ‐ Word Games (Bingo) ‐ Semantic Impressions ‐ Pre‐teaching vocabulary ‐ Context Clues – CSSR ‐ Decoding booking ‐ Prefix, suffix, root (Assessment frameworks) ‐
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Grade 5 ELA Curriculum Map: p. 16 Multiple Meanings E19 Concept maps Word Jars E‐22 Word Webs Linear Arrays E‐13 Making Connection E‐8 Root trees Charleston Community Unit School District No. 1 Revised 3/08 Grade 5 ELA Curriculum Map: p. 17 phonics & vocabulary general strategies Teacher Resources Small Group Reading Instruction – Tyner Words Their Way‐ Bear, Innernizzi, Templeton, Johnston Word Journeys‐ Kathy Ganske Making Words‐ Cunnigham Phonics for Upper Grades‐Cunningham &Hall Words, words, words – Janet Allen Making & Writing Words‐ Rasinski Formal Assessments
Screening Assessment (administered 3 times per year) MAP assessment Diagnostic Assessments (administered according to grade level) Running Records (consider genre) ‐ miscue analysis ‐ accuracy score Developmental Spelling Inventory Progress Monitoring Assessments (administered frequently to students who did not meet benchmarks on screening and/or diagnostic assessments) Word Sort Spell Check Assessments Notes Charleston Community Unit School District No. 1 Revised 3/08