MADISON PUBLIC SCHOOL DISTRICT
Fifth Grade Literacy Curriculum
Authored by:
Lauren Gambino
Judy Bletcher
Kathie Spelker
Adapted from TCRWP Curriculum Calendars and
Writing Units of Study, Calkins, 2013
Reviewed by:
Janine Loconsolo,
Supervisor of Elementary Education
Last Updated: Summer 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
1
I. PURPOSE AND OVERVIEW
The Madison School District elementary literacy program provides a balanced instructional approach which includes
study of authentic and rich children’s literature, work in leveled texts for guided reading, introduction to patterns and
sounds through phonics and spelling instruction, and experience and practice in effective writing traits within a
workshop approach. We recognize that children enter literacy stages at different developmental points in time and, so,
our curriculum is designed to be responsive to these developmental stages. Our differentiated workshop approach
allows students to be engaged with reading and writing experiences appropriate to their point in development, and our
teachers assess students at regular intervals to inform their instructional decisions.
II. COMPONENTS OF BALANCED LITERACY
The components of a successful balanced literacy program include the following:
• Reading Workshop
• Writing Workshop
• Read Aloud
• Word Study
Reading Workshop:
The reading workshop is comprised of four parts; the mini-lesson, independent reading time with conferring, a
mid-workshop teaching point, and finally a teaching share, partnership*, or book club* discussions.
Mini-Lesson- The mini lesson takes place at the beginning of the reading workshop and should last about 10
minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the minilesson. During this time, the teacher clearly states the teaching point for that day. The teacher then models
the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy
while still gathered together.
Independent Reading Time/Conferring- At this time, students are reading independently in their reading spots
throughout the classroom and practicing strategies they have learned in mini-lessons. During the independent
portion of the workshop, teachers are conferencing with students one on one, in partnerships, or conducting
small group strategy lessons. This is also the time to conduct guided reading lessons if necessary.
Mid-Workshop Teaching Point- Many times as teachers are conferring with students, they notice that there is
either a common difficulty students are having, or that most students seem to grasp the concept and are
ready to move on. Thus, the mid-workshop teaching point can be used either to clarify confusion, or to
expand upon a strategy to push students to go further in their reading. The mid-workshop teaching point is
most often decided during the workshop and comes as a result of teacher observation. This should take no
more than 5 minutes.
Share/Partnerships/Book Clubs- At the end of a workshop, the teacher takes a couple minutes to wrap up the
days work with a teaching share. Many times the point a teacher makes in the share comes from specific
student work from that days’ workshop. The share should last no more than 5 minutes. This is also the time
where students can meet in their partnerships or book clubs to discuss their work.
Writing Workshop:
Like reading workshop, the writing workshop is comprised of 4 parts; mini-lesson, independent
writing/conferencing time, mid-workshop teaching point, and a teaching share.
2
Mini-Lesson- The mini lesson takes place at the beginning of the writing workshop and should last about 10
minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the minilesson. During this time, the teachers clearly states the teaching point for that day. The teacher then models
the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy
while still gathered together.
Independent Writing Time/Conferring- At this time, students are working independently, most often practicing
the skill or strategy that has been taught in that days’ mini-lesson. During this time, the teacher is
conferencing with students about the work they are doing as writers. This is also time for small group strategy
lessons.
Mid-Workshop Teaching Point- Many times as teachers are conferring with students, they notice that there is
either a common difficulty students are having, or that most students seem to grasp the concept and are
ready to move on. Thus, the mid-workshop teaching point can be used either to clarify confusion, or to
expand upon a strategy to push students to go further in their writing. The mid-workshop teaching point is
most often decided during the workshop and comes as a result of teacher observation. This should take no
more than 5 minutes.
Share/Partnerships - At the end of a workshop, the teacher takes a couple minutes to wrap up the days work
with a teaching share. Many times the point a teacher makes in the share comes from specific student work
from that days’ workshop. The share should last no more than 5 minutes. This is also the time where students
can meet in their partnerships to discuss the work they are doing as writers.
Read Aloud:
The read aloud portion of a balanced literacy program should take about twenty minutes on a daily basis. It is
important to note that this 20 minutes occurs outside of the 60 minute block allotted for reading workshop.
Students need to be engaged in and accountable for a read aloud. Therefore, students should participate in
both partnership and whole group discussions during read aloud. This time is an opportunity for teachers to
model behaviors of good readers. These behaviors include modeling good fluency, characteristics of engaged
readers, and good discussion skills. Read alouds throughout the year should cover a wide range of levels,
genres, lengths and themes. When possible, the read aloud should align with the reading workshop unit of
study, as it is useful to touch upon read alouds in the mini-lesson portion of reading workshop.
Word Study:
The word study component of balanced literacy is the time where phonics, spelling and vocabulary are
focused on and are specifically taught. The Vocabulary Through Morphemes program provides the word
study/vocabulary portion of the fifth grade literacy program.
III. GOALS (Common Core State Standards)
Common Core English Language Arts Standards are outlined in each unit.
IV. ASSESSMENT
Student learning will be assessed through:
•
•
3
Fountas and Pinnell Teachers College Reading Assessments
Reading response journals
•
•
•
•
•
Informal Running records
Writing samples and student writing portfolios
Student reading logs
Student/ teacher conferences
Student presentations
V. Scope and Sequence
READING WORKSHOP
September
October
November
December/ January
February
March
April
May/June
4
WRITING WORKSHOP
Building Good Reading Habits
Launching the Writing Workshop
In this unit, students are taught the workshop routines,
procedures, and expectations.
In this unit, students are taught the workshop routines,
procedures, and expectations.
Realistic Fiction/Social Issues
Personal Narrative
In this unit, students read about and analyze complex
characters.
In this unit, students write true stories from small moments in their
lives called personal narratives.
Mystery
Persuasive Essay
In this unit, students learn the elements of mystery as
they try to follow clues to help to solve a mystery.
In this unit, students work to write a persuasive thesis statement
on a topic and support it with evidence.
Nonfiction
Nonfiction
In this unit, students are taught strategies to navigate and
understand complex nonfiction texts.
This unit is designed to closely align to the corresponding reading
unit. In this unit, students write nonfiction all-about books based
on the research they conduct in reading workshop.
Close Reading of Text Sets
Responding to Text Sets
In this unit, students explore in-depth research topics
through media such as articles, infographics, and video
clips
In this unit, students write about, and respond to, in-depth
research topics by analyzing media such as articles, infographics,
and video clips.
Historical Fiction Book Clubs
Historical Fiction
In this unit students learn about the role setting plays in
historical fiction and how the setting affects the plot.
Students learn to track both the historical events and plot
elements of the text as they read.
This unit is designed to closely align to the corresponding reading
unit. Students will write a short historical fiction piece set in the
time period of their book club text.
Author Study
Literary Essay
In this unit, students read and analyze several books by
the same author. As they read they will look for common
elements and themes across texts.
This unit is designed to closely align to the corresponding reading
unit. Students will write a literacy essay based on an author they
are reading books by.
Fantasy/ Science Fiction
Poetry
In this unit students learn the elements and
similarities/differences between fantasy and science
fiction. They meet in book clubs to read examples of each.
In this unit students write a variety of types of poems, studying
poets as mentors.
Content Area:
READING WORKSHOP
Grade Level:
Unit:
Unit 1: Building Good Reading Habits
5
Common Core State Standards:
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon
a topic; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a
range of strategies.
L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Enduring Understandings
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•
•
Essential Questions
Readers develop habits to sustain reading, attend to text closely
Readers develop note taking strategies to keep track of their
thinking and support it with text evidence
Readers contribute to discussions and adhere to procedures as a
member of a community of learners
•
•
How do readers work as a community in reading workshop?
How do readers stay engaged in reading and keep accurate records?
Teaching Points/ Knowledge
•
•
•
•
•
•
(Students will know . . .)
Good readers quote accurately from the text to support their
•
Good readers sustain their reading and read daily.
thinking.
•
Good readers keep organized notes and post-its.
Good readers choose books appropriate for their reading
•
Good readers always contribute to book club discussions in a
level .
meaningful way (listening, asking questions, adding-on, etc…)
Good readers come prepared and participate in discussions.
•
Good readers self-monitor their fluency, accuracy and
Good readers maintain a reading log.
comprehension.
Good readers write in response to their reading showing
•
Good readers summarize, not retell.
evidence of understanding the mini-lesson.
•
Good readers employ strategies to attack unknown words.
Good readers can identify story elements such as characters,
•
Good readers can accurately describe their reading interests
setting, climax, problem, solution.
and abilities (reading survey/partner interview) .
Skills (Students will be able to …)
•
•
•
•
•
•
Work cooperatively in small groups
Monitor understanding
Maintain and organized notebook
Maintain an updated reading log
Find textual evidence to support thinking
Summarize text including story elements
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
Sample Reading Journals and Entries
•
First Day Jitters 210L, K
•
Miss Nelson is Missing 340L, L
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
5
READING WORKSHOP PACING CALENDAR
Grade 5 Unit 1- Building Good Reading Habits
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Good readers choose
books appropriate for
their reading level.
Good readers maintain a
reading log.
Good readers sustain their
reading and read daily.
Good readers maintain a
reading log.
Good readers sustain their
reading and read daily.
Each student should
continue to bring in just
right books to build a
“personal” library in the
classroom. Book bins
can be started.
Each student should
continue to bring in just
right books to build a
“personal” library in the
classroom.
Good readers employ
strategies to attack
unknown words.
Good readers can
accurately describe their
reading interests and
abilities (reading
survey/partner
interview) .
Good readers can identify
story elements such as
characters, setting, climax,
problem, solution.
Good readers
summarize, not retell.
Good readers summarize,
not retell.
Explicit modeling of
summarizing.
Review and practice.
Good readers keep
organized notes and postits.
Good readers keep
organized notes and postits.
Teacher models how to
jot notes about reading.
Teacher picks a focused
topic to take notes on for
the class read aloud.
Good readers selfmonitor their fluency,
accuracy and
comprehension.
Good readers write in
response to their reading
showing evidence of
understanding the minilesson.
Good readers write in
response to their reading
showing evidence of
understanding the minilesson.
Explicit modeling of writing
response.
Review and practice.
Good readers quote
accurately from the text
to support their thinking.
Good readers quote
accurately from the text to
support their thinking.
Good readers come
prepared and participate
in discussions.
Explicit modeling of
quoting the text.
Review and practice.
Make chart to hang in the
classroom.
Good readers always
contribute to book club
discussions in a
meaningful way
(listening, asking
questions, adding-on,
etc…)
Make chart to hang in
the classroom.
6
Content Area:
READING WORKSHOP
Grade Level:
Unit:
Unit 2: Realistic Fiction and Social Issues
5
Common Core State Standards:
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on
others’ ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
Enduring Understandings
•
•
Essential Questions
Readers use evidence to develop theories about characters that are
constantly growing
Good readers formulate opinions about what they read and change
their feelings as
•
•
•
•
How do characters change through a book?
What do readers do to develop and revise thoughts about their reading?
How do readers figure out the unwritten messages in novels?
What do books teach us about our lives?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
Good readers identify the themes by examining character change
and lessons learned.
Good readers understand that characters are multi-dimensional.
Good readers know characters so well that they can predict future
behavior and reactions to events.
Good readers analyze character change and attempt to describe
what creates the change.
Good readers identify figurative language, such as similes and
metaphors.
Good readers develop theories about characters and change these
theories as they read more.
Good readers discuss lessons learned by the characters and apply
them to their own lives .
Skills (Students will be able to …)
•
•
•
•
•
Accurately identify the themes of the text
Describe complex characters
Predict and Infer about character choices and reactions
Find textual evidence to support thinking
Synthesize common elements of texts across a genre
•
•
•
•
•
•
•
Good readers cite and explain specific textual evidence to support their
ideas.
Good readers accurately compare/contrast two or more characters in a
story using specific details.
Good readers read between the lines to infer what the author is saying.
Good readers notice themes that are similar across novels.
Good readers pay attention to characters’ actions and the deeper
meanings behind them.
Good readers use vivid words to describe the complexity of characters.
Good readers identify scenes where a social issue is glaring and think
“what is the author trying to tell me about this social issue?”.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
Fly Away Home 450L, M
The Other Side 300L, M
Be Good to Eddie Lee 380L, L
7
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 5 Unit 2- Realistic Fiction and Social Issues
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Good readers understand
that characters are multidimensional.
Good readers develop theories
about characters and change
these theories as they read
more.
Good readers identify
figurative language, such as
similes and metaphors.
Good readers cite and
explain specific textual
evidence to support their
ideas.
Good readers know
characters so well that they
can predict future behavior
and reactions to events.
Good readers accurately
compare/contrast two or
more characters in a story
using specific details.
Good readers identify scenes
where a social issue is glaring
and think “what is the author
trying to tell me about this
social issue?”
Good readers read between
the lines to infer what the
author is saying.
Good readers pay attention
to characters’ actions and
the deeper meanings
behind them.
Good readers use vivid words
to describe the complexity of
characters.
Good readers notice themes
that are similar across novels.
Good readers identify the
journey characters take to
overcome or live with the
social issue.
Good readers analyze
character change and attempt
to describe what creates the
change.
Good readers identify the
themes by examining
character change and
lessons learned.
Good readers discuss lessons
learned by the characters and
apply them to their own lives.
8
Content Area:
READING WORKSHOP
Unit:
Unit 3: Mystery
Grade Level:
5
Common Core State Standards:
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon
a topic; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas
under discussion.
SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
Enduring Understandings
•
•
Essential Questions
When reading mysteries, readers collect evidence and read
texts closely and suspiciously
Readers revise and grow ideas as they read, based on new
information.
•
•
•
How does a reader figure out the mystery before it is revealed?
How does a reader filter clues that are most useful in solving the
mystery?
How does new information cause a reader to change his/her
thinking about the mystery?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
•
•
Good readers use a story mountain or timeline to keep track of the
plot.
Good readers identify the special vocabulary used in mysteries (alibi,
detective etc).
Good readers identify the mystery of the story.
Good readers identify how the mystery will relate to the climax.
Good readers identify who the crime solver and suspects are.
Good mystery readers read texts closely and suspiciously.
Good readers pay attention to what characters thoughts and actions
say about them as a person.
Good readers collect clues.
Good readers use textual evidence to make predictions.
Good readers know that there are many possible predictions and
use evidence to revise them as they go along.
Skills (Students will be able to …)
•
•
•
•
Make predictions supported by textual evidence
Identify how setting effects plot
Infer the meaning of clues
Synthesize common elements of texts across a genre
•
•
•
•
•
•
Good readers notice how characters interact with each other.
Good readers pay attention to how the setting effects the plot of the
story.
Good readers pay attention to how the setting effects the mood of the
story.
Good readers revisit their list of clues and revise them to see which go
together, and which no longer apply (synthesis).
Good readers realize that the author often gives just enough
information so that the reader can solve it a moment before it is
revealed. Good readers therefore try to solve the mystery before the
climax.
Good readers identify patterns across the mystery genre.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
The Garden of Abdul Gazazsi- mysterious, but not a traditional
mystery 580L, O
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
9
READING WORKSHOP PACING CALENDAR
Grade 5 Unit 3: Mystery
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Good readers identify the
special vocabulary used in
mysteries (alibi, detective
etc).
Good readers use a story
mountain or timeline to keep
track of the plot.
Good readers identify the
mystery of the story.
Good readers identify how
the mystery will relate to
the climax.
Good readers identify who
the crime solver and suspects
are.
Good mystery readers read
texts closely and suspiciously.
Good readers collect clues.
Good readers pay attention to
what characters thoughts and
actions say about them as a
person.
Good readers notice how
characters interact with
each other.
Good readers use textual
evidence to make predictions.
Good readers know that
there are many possible
predictions and use evidence
to revise them as they go
along.
Good readers pay attention to
how the setting effects the plot
of the story.
Good readers pay attention to
how the setting effects the
mood of the story.
Good readers revisit their
list of clues and revise them
to see which go together,
and which no longer apply
(synthesis).
Good readers realize that the
author often gives just
enough information so that
the reader can solve it a
moment before it is revealed.
Good readers therefore try to
solve the mystery before the
climax.
Good readers identify
patterns across the mystery
genre.
10
Content Area:
READING WORKSHOP
Unit:
Unit 4: Non-Fiction
Grade Level:
5
Common Core State Standards:
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3 Explain the relationships or I nteractions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text
complexity band independently and proficiently.
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific
expectations.)
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Enduring Understandings
•
•
•
Essential Questions
Readers distinguish between various types of nonfiction texts.
(Expository, narrative and hybrid nonfiction texts.)
Readers utilize multiple resources to learn more about a topic.
Readers recognize an author’s point of view and how it may be
different from another author.
•
•
•
What are different structures of nonfiction texts?
How do readers compare and contrast information across texts?
How do different authors write about the same topic?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
•
Good readers will identify elements of expository texts.
Good readers will identify elements of narrative texts.
Good readers will identify elements of hybrid texts.
Good readers will compare and contrast narrative and expository
texts.
Good readers will know when to stop and jot vs. when to keep
reading.
Good readers will identify and record domain specific vocabulary.
Good readers will identify the main idea of one paragraph.
Good readers will identify main idea of two paragraphs.
Good readers will identify main idea of a page or larger selection.
Skills (Students will be able to …)
•
•
•
•
Determine importance
Take notes while reading
Develop strategies to work through informational texts
Cite information from the text to support their own ideas
•
•
•
•
•
•
•
Good readers will find strategies to persevere through above reading
level texts.
Good readers are able to skim text for important information.
Good readers will identify and utilize text features.
Good readers will compare and contrast various authors’ opinions in a
variety of sources.
Good readers will identify author’s purpose in informational texts.
Good readers will develop their own opinions based on their reading.
Good readers will support their opinions with specific information from
the text.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
Teacher should build a text set around one topic that can be used for all
mini-lessons.
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
11
READING WORKSHOP PACING CALENDAR
Grade 5 Unit 4: Non-Fiction
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Good readers will identify
elements of expository
texts.
Good readers will identify
elements of narrative texts.
Good readers will compare
and contrast narrative and
expository texts.
Good readers will
identify elements of
hybrid texts.
Good readers will know
when to stop and jot vs.
when to keep reading.
Good readers will identify
and record domain
specific vocabulary.
Good readers will identify
the main idea of one
paragraph.
Good readers will identify
main idea of two
paragraphs.
Good readers will
identify main idea of a
page or larger selection.
Good readers are able to
skim text for important
information.
Good readers will find
strategies to persevere
through above reading
level texts.
Good readers will identify
and utilize text features.
Good readers will compare
and contrast various
authors’ opinions in a
variety of sources.
Good readers will
identify author’s
purpose in informational
texts.
Good readers will develop
their own opinions based
on their reading.
Good readers will support
their opinions with
specific information from
the text.
Work on final project for
non-fiction unit which will
be presented to the class.
- Poster
- PowerPoint
- A to Z book
Work on final project for
non-fiction unit which will
be presented to the class.
Work on final project for
non-fiction unit which
will be presented to the
class.
Present final projects to
the class.
12
Content Area:
READING AND WRITING WORKSHOP
Grade Level:
Unit:
Close Reading of Text Sets/ Responding to Text Sets
5
Common Core State Standards:
CCSS ELA-Literacy. RI. 5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS ELA-Literacy.W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Instructional Note: The reading and writing in this unit go hand-in-hand. It is recommended that you combine the reading and writing as much as possible. Because
this unit does not contain the volume of reading in previous units, students should still be reading from their “just right” books bags for at least 30 minutes daily, and
teachers should continue to confer with students and small groups during this time to sustain reading stamina.
Enduring Understandings
•
•
•
Essential Questions
Readers seek out and analyze a variety of texts and digital resources within a
topic to gain a deeper understanding of the topic from various points of view
and perspectives.
Readers use close reading strategies and note-taking strategies to track their
thinking and evolving ideas on a topic over time.
Writers share their ideas about a topic through text-based written response.
•
•
•
How can reading and analyzing multiple texts and digital resources on a topic help
us understand the context more deeply and grow ideas as we read?
How can we ensure that we are getting the full meaning out of what we read?
What are some ways respond to, and share out, new ideas we grow from reading
text sets?
Teaching Points/ Knowledge
(Students will know . . .)
Reading
•
•
•
•
•
•
•
Readers access background knowledge on a topic and develop
questions or possible lines of thinking before they read
Readers preview articles and other resources before they read,
asking themselves “What might I learn about this topic from this
resource.”
Readers balance new information with prior knowledge to develop
new ideas or clarify/build upon older ideas.
Readers notice what the author choses to include, and why. They
notice that authors of non-fiction writing often have a position or
“stance” on the topic they write about.
Readers may look through the lense of “taking action” when reading
about a topic that involves a problem. This involves tracking steps to
a possible solution.
Readers analyze graphics as well as text, to gain a deeper
understanding of a topic. They interpret why an illustrator might
choose to include specific graphics or charts, and what that might
tell us about the intent of the illustrator
•
•
Writing:
•
•
•
•
Readers push themselves to have a “stance”, or opinion, on the topic,
where applicable.
Readers analyze video clips and compare their impact to that of other
resources. They interpret why some information might be more
effectively communicated in a video rather than in a print article.
Readers triangulate information from various sources to gain a deeper,
more informed perspective on a topic.
Writers stop and jot as they read information on a topic, asking “how
might this information be useful in a written response?”
Writers structure their responses to include textual evidence and
specific facts to support their thinking.
Writers put information they have read into their own words, often
adding in voice to make the information more original or engaging for
their audience.
Writers combine information presented in various texts to present a
more complex analysis of a topic.
Skills (Students will be able to …)
Assessment
Students will be able to:
•
Synthesize information on the larger topic across various types of text
•
Use textual evidence to support ideas
•
Identify the main idea
•
Ask and answer questions on, and related to, the topic at hand
•
Compare and contrast information across print and digital resources
•
Determine author’s purpose and his/her potential opinion on the nonfiction
article topic
•
•
•
•
•
•
Teachers College Reading Assessments
Whole class and small group discussion
Reading Notebook notes and post-its
Conferring notes
Reading responses
Essay responses to essential questions
Resources
Helpful Links:
•
Madison Text Sets Link: Google Drive
•
TCRWP Digital Nonfiction Text Sets
Other Resources:
•
“Comprehension Toolkit” articles (available on the M Drive and in each
building—see your school’s reading specialist.)
News for Kids Websites:
News ELA (Leveled news articles for kids. Free to register), Time for Kids, DOGO News, Tween Tribune, National Geographic Kids, Kids Post (Washing Post for Kids), CBBC
News Videos: Channel One News, Nick News: Nickelodeon
13
Content Area:
READING WORKSHOP
Grade Level:
Unit:
Unit 6- Historical Fiction Book Clubs Unit
5
Common Core State Standards:
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on
others’ ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Enduring Understandings
•
•
•
•
Essential Questions
Readers develop, change, and support theories about their books.
Good readers identify and reflect on how various points of view within a
text affect the plot.
Good readers develop and support their thoughts/theories as they read.
How do readers pay attention to details that help them build important
ideas about their stories?
•
•
•
Why do theories based on historical fiction change and grow?
How does setting play an important role when reading historical fiction?
In what ways can readers read historical fiction texts through various lenses?
Teaching Points/ Knowledge
(Students will know . . .)
Good readers pay close attention to the unique settings within historical fiction text.
Good readers come prepared, contribute effectively, and work cooperatively during
book club discussions.
Good readers use post-its to mark and sort the who, when, where and why of their
reading.
Good readers determine when the text flashes back to previous events and/or
historical events.
Good reader map out and overlap the personal narrative timeline/plotline and the
historical events timeline.
Good readers adjust their thinking about their reading (theory) based on new
reading and discussion.
Good readers view a story through the perspective of a secondary character
Good readers read relevant nonfiction alongside historical fiction.
Good readers compare and determine how each character’s decisions are influenced by
his/her historical world.
Good readers recognize the author’s most descriptive moments and gather information
from those moments.
Good readers recognize different types of contributions individual readers can make to
a book club discussion.
Good readers pause as they read to identify and explain parts of the text that are “big”
ideas/theories.
Good readers use “small” ideas and details from the text to support “bigger”
ideas/theories.
Good readers sift through their novel deciding what events/actions fit into the story
based on their previous knowledge of characters/events.
Good readers notice universal themes and ideas across books.
Skills (Students will be able to …)
Assessment
SWBT determine various point of views
SWBT make inferences in order to develop and support theories
SWBT identify and compare themes from a variety of texts
SWBT compare and contrast historical events with narrative/plot timeline
SWBT synthesize how significant events in each timeline relate to one another
•
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
TCRWP K-5 Reading: Literature Continuum
Resources
Mentor Texts/Read Alouds:
•
•
14
Baseball Saved Us 550L, O
The Other Side 300L, M
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 5 Unit 6: Historical Fiction Book Clubs
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Bend I:
Tackling
Complex
Texts in the
Company of
Friends
SWBT: pay close attention to the
unique settings and unfamiliar words
within historical fiction text
All of us already know what a setting is
in a story. It’s the place where the
story, or scene, happens. But today, I
want to teach you that in historical
fiction, because the setting will
inevitably be unfamiliar to us, we
have to really pay attention not just
to what the place looks like, but also
to what it feels like.
Ask, What kind of place is this? What
does it feel like? Students should be
completing word work throughout
their reading. They can keep a word
work chart in their journal: word and
“my meaning” of each word can be
included as they read.
SWBT come prepared, contribute
effectively, and work cooperatively
during book club discussions
Readers, as we begin to invent
ideas about reading clubs, I want to
also teach you that it’s important,
in any club, to take care of
relationships within that club. We
do that by making sure that we’re
creating work where each member
will feel a part of something
important, and each member will
always feel supported by the
group.
SWBT use post-its to mark and sort
the who, when, where and why of
their reading
Specifically, I want to teach you that
when the grown-ups in my book club
and I began reading our historical
fiction books, we found ourselves
almost tacking up information we’d
need to know on mental bulletin
boards. At the start of our books,
there was so much information flying
past us as we read that we felt as if a
lot of our mind work was spent
catching the important stuff and
almost sorting it so that we began to
grasp the who, what, where, when,
and why of the book.
SWBT determine when the text
flashes back to previous events
and/or historical events
Readers, today I want to teach
you that when skilled readers
read any complex story, and
especially when we read historical
fiction, we are aware that time is
one of the elements in the story
that is often complex. Specifically,
we are aware that the spotlight
of the story is not continually on
the here and now. Sometimes the
story harkens back to events that
have already occurred, earlier in
the story or even before the story
began.
SWBT map and overlap the
personal narrative
timeline/plotline and the
historical events timeline
(Possible 2 part lesson)
Today I want to teach you that in
historical fiction, there are many
timelines. There is the main
character’s timeline—a timeline
that is a personal narrative or
plotline—and there is a
historical timeline of the big
historical events. And the two
are entwined. To understand a
character, a person, we have to
get to know not only the person’s
personal timeline but also the
historical timeline that winds in
and out of the personal timeline.
Bend II:
Interpreting
Complex
Texts
SWBT compare and determine how
each character’s decisions are
influenced by his/her historical world
Today I want to teach you that readers
try to understand the decisions that
characters make, and we do this in
part by keeping in mind that the
character’s behavior is shaped by
what is happening in the world in
which he/she lives (the historical
context). When different characters
respond differently to one event, it is
helpful to ask ‘Why?’ Usually when
different characters act differently this
reflects the fact that each of those
characters plays a different role in the
world and therefore is shaped
differently by the times.
SWBT recognize the author’s most
descriptive moments and gather
information from those moments
Today I want to teach you that
sometimes we come to places in a
story where the action slows
down, where there is more
description than action. Readers,
trust the author. Be loyal, stay side
by side, rather than running ahead
alone. Probably the author inserted
these details so that you could
better imagine this place. In good
books, readers can trust that we’ll
learn something important
through these descriptive
passages.
SWBT recognize different types of
contributions individual readers can
make to a book club discussion
Today I want to teach you that when
we read novels no one can tell you,
as a reader, what to look at, what to
notice, what to think. One reader and
another will tend to notice similar
things about what is happening in the
story—about the plot. But each
reader brings his or her own
meaning to the story. Each one of us
is the author of our own reading.
SWBT pause as they read to
identify and explain parts of the
text that are “big” ideas/theories
Readers, today I want to remind
you that thoughtful readers
sometimes press the pause
button, lingering to ponder what
we’ve read, and to let a bigger
idea begin to grow in our minds.
For each reader, there will be
passages in a book that seem to
be written in bold font, parts that
call out to that reader as being
important
SWBT use “small” ideas and
details from the text to support
“bigger” ideas/theories
Readers, you are all writing about
big ideas and big questions. And
today I want to teach you one
incredibly important bit of
advice. The writer, Richard Price,
has said, ‘The bigger the issue,
the smaller you write.’ He means
that when you are writing about
big ideas, you lodge your ideas in
the smallest details and objects
from the story.
SWBT sift through their novel deciding
what events/actions fit into the story
based on their previous knowledge of
characters/events.
Today I want to teach you that once
readers have paused to think deeply
about a book,and developed an idea
that seems true, from that point on,
readers wear special glasses,
special lenses, and look at the
upcoming text through those lenses.
We read on with our interpretation in
mind, and say, ‘Ah yes!’ or ‘Huh? That
doesn’t fit.’ Doing this is one way that
we continue to develop our ideas.
SWBT adjust their thinking about
their reading (theory) based on
new reading and discussion
Readers, today I want to teach you
that although it is really important
to fashion ideas and to care about
them, it’s also important to be
open to new ideas. You don’t want
to read, or to talk, like you’re knees
are locked, like you are determined
to not let your mind budge even an
inch. The reason to talk and to
read, both, is to learn. In a good
book, as in a good conversation,
you can literally feel your thinking
being changed.
SWBT view a story through the
perspective of a secondary character
Readers, today I want to teach you
that although it is natural to
understand a story from the
perspective of a main character
(because the author lets us see his
or her thoughts), it helps to also see
a story through the perspective of
other characters, characters whose
feelings and voices might not have
been brought out so clearly. If we try
to think about and to see a story
through the eyes of someone whose
perspective is not shown, this gives
us a new way of seeing, and thinking.
SWBT read relevant nonfiction
alongside historical fiction
SWBT notice universal themes
and ideas across books
Ask, “Does the important idea in
this book fit with another book I
know well? With real life? Using
mentor texts develop ideas about
theme. Ask students to discuss
how the themes in their novels
compare with those found in the
class mentor texts.
15
WEEK 3
Bend III:
Becoming
an Author
Expert
WEEK 4
Plot
Bend IV:
Readers
Explore the
Deeper
Connections
That an
Author
Inspires in Us
and
Helps Us
Make Plans
Future
Reading
Plans
16
Today I want to teach you that it
is important when we read to
think about people, places,
events—and also about ideas.
And when you have thought
about an idea in one story,
sometimes that thinking helps
you find ideas in another story.
Flex Day
Readers, today I want to teach
you that when characters face
critical moments of choice,
when a character must decide
how he or she wants to
respond, we need to
remember that
it’s not just the people around
that person who are affected
by the choices the character
makes. We can be as well. We
can learn from characters in
books, just as we learn from
people in our lives, and we can
especially learn from the
moments of choice that
characters face.
Today I want to teach you that
while we have all been talking
about how much studying how
an author crafts his or her work
can help us to become stronger
readers, it is also true that a
close eye for an author’s craft
can help us writers. We can
occasionally find
ourselves marking places in a
book not just because it moves
us as a reader, but because we
want to try what the author is
doing as a writer in our own
writing.
Today I want to teach you, that as
experts on your author, you are
going to start to turn your careful
gaze towards the big issues and
themes that tend to run (or not)
through an
author’s books. Most authors have
a few themes that they tend to
return to again and again. We can
lay out the books that we have
read and start to note what themes
come up in different books.
○ Possible teaching share: Readers,
some of you have realized that one
of the reasons you might love are
such a fan of your author is
because you have written about or
believe in some of the same
themes as your author. For
example, James Howe writes a lot
about the underdog succeeding. I
write a lot about that too. It’s an
interesting thing to go back and
look back over our writing to see if
we share themes in our writing
with our authors.
Flex Day
Today I want to teach you
that as we begin to
understand the themes and
topics that our
author tends to return to, or
write in a lot of the time, we
can begin to build a sense of
what an author is ‘known
for’. Just as some musicians
are known for their
outrageous costumes or
some athletes for their
daring plays, we can begin to
say some things about the
themes and topics our
author tends to use and
begin to anticipate how the
next books we are planning
to read will fulfill or be
different than a majority of
this author’s work.
Today I want to teach you
that we can use our
knowledge of an author’s
body of work— their topic
choice, themes, craft moves,
plots, settings and
characters to start to
compare
and contrast books. “Baby is
classic Patricia
MacLaughlin,” we can say.
Or, “This book
is a return to the settings
MacLaughlin made famous.”
Or even, “Edward’s Eyes is a
different than the usual
books we’ve come to expect
from MacLaughlin.”
Today I want to teach you that readers
look to the places that resonate for us
most then ask ourselves, “What is it
about me that this part of this text is
speaking to?” We know that we might
not know the answer right away, so it
could help to write long about that
part, or talk to other people about
that part to help us figure out what
about us connects with the characters
or situations we are reading about.
These moments can help us to think
realize there might be some things we
cared more about than we might have
even
known.
Today I want to teach you that we
can do more than learn about an
author’s books and become better
readers. We can also learn how to
be better humans. We can see
what the ideas, issues and lessons
the author comes to again and
again, and allow those things to
seep into our souls. We can see
how James Howe has taught us
that even if we are underdogs, we
can still win. We can see how
Jacqueline Woodson has taught us
that families don’t have to be a
certain way - they just to need to
be about love. We can uncover
those things by revisiting the books
we’ve read and asking, “What have
I learned here? How am I different
for having read this book?”
Flex Day
Yesterday we talked about how
reading like fans can help us to
become better human beings.
Today I want to teach you that it
can also help us become stronger
writers. We can look to our
authors to get ideas for our own
writing lives. Can we be inspired
to write about similar topics?
Themes? Genres? Or perhaps we
want to try some craft or
structural moves we saw our
authors try. As we move closer to
the summer, we should take some
time to imagine our own writing
body of work and how our author
can continue to guide
us.
Today I want to teach you that
our love of our authors doesn’t
have to stop just because
our school year is over. In fact,
summer is an even better time
for readers because we have
even more time for reading! We
can gather together books by our
authors that we haven’t yet read.
We can find new titles by asking
our friends, our librarian, or going
online and visiting our favorite
author’s website. Once we have
that list we can begin to
collect those books and make a
plan for reading them.
Content Area:
READING WORKSHOP
Unit:
Unit 7: Author Study
Grade Level:
5
Common Core State Standards:
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and
proficiently.
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Enduring Understandings
•
•
Essential Questions
Readers compare and contrast the various novels they read by the
author.
Readers identify similar elements from the author’s life that are in his
writing.
•
•
What elements does an author carry across texts?
How does an author’s life impact his/her writing?
Teaching Points/ Knowledge
(Students will know . . .)
Good readers research their assigned author to gather background information
on that person.
Good readers crafts used by an author.
Good readers notice the types of characters the author has created in one
novel.
Good readers notice the setting the author has created in a novel.
Good readers compare and contrast themes between two or more novels by
the same author.
Good readers identify parts of the novel that evoke strong emotions.
Good readers identify decision the author made about the plotline of the story.
(ie: is there a lot of action in the story? How does the story start? With
dialogue? Action?)
Good readers identify similar crafts used by an author in two or more novels.
Skills (Students will be able to …)
•
•
•
Identify similarities between structure, characters, setting, theme,
etc. across novels by the same author
Identify crafts of an author
Identify similarities between and author’s writing and his life
Good readers develop theories about where the author gets ideas.
Good readers identify similarities between the author’s life and writing.
Good readers compare and contrast characters an author has created between
two or more novels.
Good readers compare and contrast settings an author has created between two
or more novels.
Good readers compare and contrast the structure of two or more novels by the
same author.
Good readers describe how the narrator/speaker of different novels by the same
author influenced the story.
Good readers make conclusions about an author after having read two or more
books by that person.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
Create an author text-set to reference during mini-lessons
•
Sample authors: Cynthia Rylant, Chris Van Allsburg
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
17
READING WORKSHOP PACING CALENDAR
Grade 5 Unit 7: Author Study
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Good readers research
their assigned author to
gather background
information on that
person.
Good readers crafts used
by an author.
Good readers notice the
types of characters the
author has created in one
novel.
Good readers notice the
setting the author has
created in a novel.
Good readers compare
and contrast themes
between two or more
novels by the same
author.
Good readers identify
parts of the novel that
evoke strong emotions.
Good readers identify
decision the author made
about the plotline of the
story. (ie: is there a lot of
action in the story? How
does the story start? With
dialogue? Action?)
Good readers identify
similar crafts used by an
author in two or more
novels.
Good readers develop
theories about where
the author gets ideas.
Good readers identify
similarities between the
author’s life and writing.
Good readers compare
and contrast characters
an author has created
between two or more
novels.
Good readers compare and
contrast settings an author
has created between two
or more novels.
Good readers compare
and contrast the structure
of two or more novels by
the same author.
Good readers describe
how the
narrator/speaker of
different novels by the
same author influenced
the story.
Good readers make
conclusions about an
author after having read
two or more books by that
person.
18
Content Area:
READING WORKSHOP
Grade Level:
Unit
Unit 8: Fantasy/Science Fiction
5
Common Core State Standards:
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker
in a poem reflects upon a topic; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
Enduring Understandings
•
•
•
Essential Questions
Characters, like humans, are complex and we must attend to all aspects of
them.
Often books use symbolism and plot lines as metaphors for themes and
life lessons
Fantasy books often follow certain structures, address similar themes, and
have similar characters
•
•
How can understanding elements of fantasy help us better prepare for, and
engage with a fantasy text?
What are some common structures and themes often present in fantasy
texts?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
Good readers use multiple sources to find clues about the setting (blurbs,
cover, details from the beginning).
Good readers keep track of the rules that exist in a fantasy world that are
different from our own, as these have significant plot implications.
Good readers know that there are different types of heroes- reluctant,
anti-hero, traditional.
Good readers generalize that often the main characters begin with little
knowledge and have to learn along with the reader.
Good readers keep track of the multiple plotlines and problems that often
occur in fantasy books.
Good readers realize that there is more than one way to keep track of
their thinking. They DO something with their notes and post its to
organize and refine ideas and share them with each other.
Good readers realize that the main characters often have internal
struggles as well as external struggles.
Good readers identify the underlying themes and life lessons in their
fantasy novels (good vs. evil, power corrupts).
Skills (Students will be able to …)
Identify unique elements of fantasy:
•
Imaginary setting, theme, hero, archetype, symbolism, power.
Continue to examine complex characters.
•
•
•
•
•
•
•
•
Good readers notice the complexity of characters- usually they are not 100%
good or 100% evil.
Good readers notice the archetypes present in their fantasy novels (mentor,
cohorts, consorts, and villain).
Good readers notice patterns that exist across the fantasy genre in story
structure (quests).
Good readers notice patterns in character that exist across fantasy novels
(cohort often volatile, mentor often leaves before the end).
Good readers notice patterns in common themes across fantasy novels
Good readers notice symbolism in fantasy that can be a metaphor for their
lives.
Good readers compare and contrast fantasy novels with traditional myths
and fairy tales.
Good readers compare and contrast how different fantasy texts approach
similar themes.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
Jumanji 540L, M
•
The Polar Express 520L, N
•
Zathura 540L, M
•
Most Chris Van Allsburg Books
19
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 5 Unit 8: Fantasy/Science Fiction
Read Aloud(s): The Paper Bag Princess, The Amazing Bone, Harry Potter
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Start by building excitement for
the genre of Fantasy. Define it.
Talk about why Harry Potter has
been so successful around the
world. Show short clips from the
beginning of a fantasy movie,
having students pull out the
fantastical elements.
Readers know that their first
task is to figure out the setting
of their book. What does this
fantasy world look like?
Readers use blurbs, pictures
on the cover, and the first
chapter to read closely and
collect a lot of information on
the world they are stepping
into.
Readers keep track of the
rules that exist in the fantasy
world. They realize that
these often have important
plot implications .
Readers generalize that
characters are usually on
quest in fantasy novels. It
can be a quest to find
something, to save
someone, or to be a better
person.
As fantasy books become
more complex, there are
multiple plotlines and
problems that happen
simultaneously. Good
readers keep track of these in
a way that fits them best
(timelines, charts, table etc.)
In order to have good book club
conversations about complex
texts, readers first organize and
analyze their post-its or write
reflections to their reading to
develop and organize their
thoughts.
Readers pay close attention to
objects that are described in
great detail and recognize that
they are usually symbolic of
something bigger.
Readers recognize that
characters are facing both
external and internal
struggles and can identify
these.
Readers pay close attention
to the internal struggles
that characters are facing
and ask themselves “what
is this struggle teaching the
character, and in turn me?”
Often these inner demons
are metaphors or symbols
for life.
Readers revisit the characters
on the quest and notice how
secondary characters interact
with the main characters.
Are there sidekicks (cohorts?)
What is their relationship
like? Is there a mentor?
Readers recognize that
characters in fantasy texts are
complex. Good readers know
that no one is 100% good or evil.
They identify the complexity of
the characters, and are honest
about their strengths, flaws and
motivations.
Readers know that the story is
a tool to teach themes and
lessons about life. Readers
identify these themes and
lessons and can apply them to
their own life.
Readers bring different
experiences and thinking to
books, and often get different
messages out of books. Good
readers have discussions with
their clubs about what they
have taken from the book.
They then revise and extend
their own thinking after
synthesizing it with that of
their peers.
Readers notice that
common themes and
character archetypes
extend across texts in the
genre. Good readers
compare and contrast how
different fantasy books
might approach similar
themes
Readers notice anyone who
turned out to be an anti-hero
(a character we thought was
evil but turns out to be good),
or a false friend that tricked
the hero all along. They then
look back and re-skim parts of
a text thinking “were there
any clues that I missed that
pointed towards this?
Myths and Fairy Tales are a type
of fantasy book. Good readers
read short myths and fairy tales
and compare and contrast them
with longer fantasy texts they
have read.
(Will take more than one day.)
20
Content Area:
WRITING WORKSHOP
Grade Level:
Unit: 1
Launching the Writing Workshop
5
Common Core State Standards:
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including grade 5.)
W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
(e.g., however, although, nevertheless, similarly, moreover, in addition).
Enduring Understandings
Essential Questions
Writers write daily.
Writers adhere to writer’s workshop classroom expectations.
Writers persevere when writing and develop writing stamina.
Writers write, edit, revise and rewrite often using self/peer/teacher suggestions.
What are the expectations during writer’s workshop?
How do writers maintain an authentic writer’s notebook?
How do writers demonstrate positive writing habits?
What do peer/teacher writing conferences looks like? How are they used to improve student
writing?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
Good writers write in their notebooks daily .
Good writers maintain a neat and organized writer’s notebook.
Good writers write a variety of entry types in their notebooks.
Good writers apply mini-lessons to their own writing.
Good writers persevere while writing, continuing to write even when they feel
stuck.
Good writers use writing peer conferences as a way to strengthen their
personal work.
Good writers use teacher writing conferences to strengthen their personal
writing.
Skills (Students will be able to …)
•
•
•
•
•
Produce a piece of timed writing (On-demand writing)
Complete well-written entries in their notebooks
Write a variety of writer’s notebook entry types
Peer/teacher conference effectively
Write for an extended period of time
•
•
•
•
•
•
•
•
•
•
Good writers have writing stamina.
Good writers understand how to confer with other writers.
Good writers know how to apply their writing to other subject areas.
Good writers are able to edit/revise using checklists.
Good writers write and rewrite many times.
Good writers publish their work neatly and with finishing touches.
Good writers are able to write an essay in a timed scenario.
Good writers are able to write an essay in a timed scenario.
Good writers are able to write independently and dependently.
Good writers efficiently publish their work using technology.
Assessment
•
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
Sample notebooks/entries from previous years
•
Sample notebook entry types
Professional Resources:
•
Pacing Calendar
•
Teacher’s College Writing Rubric
Helpful Links:
•
•
21
Teachers College Reading and Writing Project
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Content Area:
WRITING WORKSHOP
Unit:
Unit 2: Personal Narrative
Grade Level:
5
Common Core State Standards:
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3e Provide a conclusion that follows from the narrated experiences or events.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions
should demonstrate command of Language standards 1-3 up to and including grade 5)
W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and
phrases.
Enduring Understandings
•
•
•
Essential Questions
Writers are able to transform a small moments into a story.
Good writers orient the reader by establishing a situation and
narrator/character and later provides a conclusion that follows their
storyline.
Writers meet with their peers to gain feedback on their writing.
•
•
•
•
How do writers transform a true event into a story?
What must writers structurally include to effectively share their stories?
In what ways can writers develop their stories?
Have students used peer and teacher guidance to enhance their stories?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
•
•
Good writers generate “small moment” ideas/ personal memories.
Good writers select and” test” their ideas/memories by writing longer to see
which can be developed into a story.
Good writers understand basic story elements.
Good writers write with purpose.
Good writers write with an audience in mind.
Good writers include a lead to their story that shows what is happening and
gives clues to the upcoming problem in the story.
Good writers use transitional words and phrases to show the passage of time
in complex ways (flashback, flash-forward, or “at the same time”- see TC
Narrative Writing Checklist).
Good writers are able to connect their story ending to the main part of their
story.
Good writers use paragraphs to separate different parts/times in their stories.
Good writers use paragraphs to show when a new character is speaking.
•
•
•
•
•
•
•
•
•
•
•
Good writers blend description, dialogue, action and thinking to develop the
characters, setting and plot throughout their stories.
Good writers show why their characters did what they did by including their
thinking and responses to events in the story.
Good writers shorten less important parts of the story.
Good writers spend more time writing about the “heart” of their stories.
Good writers use figurative language/symbolism and precise details.
Good writers vary their sentences to create pace and tone.
Good writers use a variety of resources to edit for spelling.
Good writers use commas to set off introductory parts of sentences and in
dialogue.
Good writers write and rewrite several times using guidance and support from
peers and teachers.
Good writers publish their work using some form of technology.
Good writers type a minimum of 2 pages in one sitting while publishing their
stories.
Skills (Students will be able to …)
Assessment
Produce a well written personal narrative
L.5.2a – Use punctuation to separate items in a series.
L.5.2b – Use a comma to separate an introductory element from the rest of the
sentence.
L.5.2c – Use a comma to set off the words yes and no (e.g., Yes, thank you.), to set
off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to
indicate direct address (e.g., Is that you, Steve?).
L.5.2e – Spell grade-appropriate words correctly, consulting references as needed.
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
•
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
Fly Away Home by, Eve Bunting
•
Baseball Saved Us 550L, O
•
Eleven
•
Most Patricia Pollaco Books
Professional Resources:
•
TC Grade 5 Narrative Rubric
•
TC Grade 5 Narrative Checklist
Helpful Links:
•
•
22
Teachers College Reading and Writing Project
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Content Area:
WRITING WORKSHOP
Unit:
Unit 3: Persuasive Essay
Grade Level:
5
Common Core State Standards:
5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)
5.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work,
and provide a list of sources.
5.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
(e.g., however, although, nevertheless, similarly, moreover, in addition).
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2d Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2e Spell grade-appropriate words correctly, consulting references as needed.
Enduring Understandings
•
•
Essential Questions
Writers develop writing to affect change.
Writers use what they know about narrative writing to help them
craft their essays.
•
•
How can writers use their writing to affect change?
What are some effective ways to structure persuasive writing?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
Good writers identify issues they would like to see changed.
Good writers provide reasoning for why they would like to see change with
specific issues.
Good writers provide reasoning for and against an issue.
Good writers research and take notes to find information to back their ideas.
Good writers use the information they have collected on a topic to write a
thesis statement.
Good writers organize their information for their essays using boxes and
bullets.
Good writers an introductory paragraph clearly stating their position on an
issue.
Good writers write a body paragraph clearly stating and supporting reason for
their side of the issue.
Skills (Students will be able to …)
•
Take a position on an issue
•
Research an issue
•
Find information for and against and issue
•
Wrote a coherent five paragraph issue on their position on an issue
Grammar/Mechanics/Punctuation/Usage
L.5.1b – Form and use the perfect verb tenses
L.5.1c – Use verb tense to convey various times, sequences, states, and conditions
L.5.1d – Recognize and correct inappropriate shifts in verb tense
L.5.1e – Use correlative conjunctions (e.g., either/or, neither/nor)
L.5.2a – Use punctuation to separate items in a series.
L.5.2b – Use a comma to separate an introductory element from the rest of the sentence.
L.5.2c – Use a comma to set off the words yes and no (e.g., Yes, thank you.), to set off a tag
question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct
address (e.g., Is that you, Steve?).
L.5.2d – Use underlining, quotation marks, or italics to indicate titles of works
L.5.2e – Spell grade-appropriate words correctly, consulting references as needed.
•
•
•
•
•
•
•
•
•
Good writers cite information from researched texts to support their writing.
Good writers incorporate the other side of the argument into their writing to
support their reasoning.
Good writers incorporate researched facts into their writing to support their
position.
Good writers accurately quote researched information in their writing.
Good writers link their ideas using words, phrases and clauses.
Good writers a concluding paragraph that restates their position on an issue.
Good writers edit for inappropriate shifts in verb tense.
Good writers edit for appropriate use of commas.
Good writers edit for spelling errors and use appropriate references to correct
those mistakes.
Assessment
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
•
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
Collect articles on a specific topic that support your position on that topic.
Professional Resources:
•
Pacing Calendar
•
Rubric
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
23
Content Area:
WRITING WORKSHOP
Unit:
Unit 4: Nonfiction
Grade Level:
5
Common Core State Standards:
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.1c Use verb tense to convey various times, sequences, states, and conditions.
L.5.1d Recognize and correct inappropriate shifts in verb tense.*
L.5.1e Use correlative conjunctions (e.g., either/or, neither/nor).
Enduring Understandings
•
•
•
•
Essential Questions
Good writers introduce, develop and conclude their written work
about a topic in an informative way
Good writers use precise language and domain specific vocabulary
to explain their topic
Good writers conduct research and take specific notes about their
topic from a variety of sources
Good writers research, reflect and analyze as they write about their
topic to help support their own ideas
•
•
•
How do writers convey ideas and information about a nonfiction topic
clearly?
How do writers conduct effective research and take notes on their
topic?
In what ways can writers draw evidence from literary and
informational texts to support their ideas?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
•
•
Good writers come prepared with their notes and trusted sources when
writing an informative piece.
Good writers plan the structure of their work before they begin. What will be
included: how-to, short essays, stories written into the piece?
Good writers begin with a lead that gets their readers interested in their
subject matter.
Good writers include subtopics and sequencing in their leads
Good writers use transitional words and phrases to show comparison,
opinions, results and narrative parts (see TC info. writing checklist).
Good writers conclude by restating their main points and by including a final
thought/question for readers to consider.
Good writers use paragraphs, headings and subheadings to organize their
writing.
Good writers use domain specific vocabulary and make deliberate word
choices that have an effect on their readers.
Good writers include exact phrases, comparison, or images to explain
concepts.
Good writers blend storytelling, summaries, and text features to enhance
their writing.
•
•
•
•
•
•
•
•
•
•
•
•
Good writers use a consistent, inviting, teaching tone and varied sentences.
Good writers write each section according to their organizational plan.
Good writers explain different aspects of a subject with examples, details, dates
and quotes.
Good writers gave credit to each source when appropriate and made sure to
research any details that would add to their writing.
Good writers refer back to earlier parts of their text and summarize background
information to make information clear to their readers.
Good writers use a variety of resources to edit for spelling.
Good writers use commas to separate items in a series and use them to separate
an introductory element from the rest of the sentence.
Good writers edit for run-on sentences.
Good writers use proper punctuation to cite their sources.
Good writers write and rewrite several times using guidance and support from
peers and teachers.
Good writers publish their work using some form of technology.
Good writers type a minimum of 2 pages in one sitting while publishing their
stories.
Skills (Students will be able to …)
Assessment
Produce a nonfiction-based project: Power Point, poster, book, etc.
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
•
Teacher Observation
L.5.2a – Use punctuation to separate items in a series.
L.5.2b – Use a comma to separate an introductory element from the rest of the
sentence.
L.5.2e – Spell grade-appropriate words correctly, consulting references as
needed.
Resources
Mentor Texts/Read Alouds:
•
Scholastic 100-book “Ready to Go “ Nonfiction sets
•
“Comprehension Toolkit” articles- each reading specialist has several copies
for the building. Additional toolkit article are also posted on the M:Drive.
Professional Resources:
•
Pacing Calendar
•
Rubric
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
24
Content Area:
WRITING WORKSHOP
Unit:
Unit 5: Responding to Text Sets
Grade Level:
5
The content for this writing unit is embedded in the “Close Reading of Text Sets” unit. Please see that Unit Map for
standards and other instructional guidance.
25
Content Area:
WRITING WORKSHOP
Grade Level:
Unit:
Unit 6: Historical Fiction: Revolutionary War Period
5
Common Core State Standards:
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
(Edi (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5)
W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate
suffi proficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
pur purposes, and audiences.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Enduring Understandings
•
•
•
•
•
Essential Questions
Good writers are able to transform a small moment into a story using a
historical context
Good writers orient the reader by establishing a situation and
narrator/character and later provides a conclusion that follows their storyline
Good writers are able to write organized stories using transitional words,
phrases and clauses
Good writers develop their stories to include sensory details, dialogue to share
events precisely
Good writers use language conventions such as spelling and punctuation
correctly in their writing
•
•
•
•
•
•
How do writers transform a true event into a story using a historical setting?
What historical settings/events must be included to make the story fit into the
desired time period
What must writers structurally include to effectively share their stories?
In what ways can writers develop their stories?
Are language conventions implemented correctly throughout the piece?
Have students used peer and teacher guidance to enhance their stories?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
•
•
•
•
Good writers generate “small moment” ideas/ personal memories.
Good writers select and” test” their ideas/memories by writing “longer” to see
which can be developed into a story.
Good writers select historical elements, details, and facts to include in their
writing.
Good writers understand basic historical fiction story elements
Good writers write with purpose.
Good writers write with an audience in mind.
Good writers include a lead to their story that shows what is happening and
gives clues to the upcoming problem in the story.
Good writers infuse historical details to inform the reader about the time
period.
Good writers use transitional words and phrases to show the passage of time
in complex ways .
Good writers are able to connect their story ending to the main part of their
story.
Good writers use paragraphs to separate different parts/times in their stories.
Good writers use paragraphs to show when a new character is speaking.
Skills (Students will be able to …)
•
•
•
•
•
•
•
•
•
•
•
Good writers blend description, dialogue, action and thinking to develop the
characters, setting and plot throughout their stories.
Good writers show why their characters did what they did by including their
thinking and responses to historical events in the story.
Good writers shorten less important parts of the story.
Good writers spend more time writing about the “heart” of their stories.
Good writers use figurative language/symbolism and precise details.
Good writers vary their sentences to create pace and tone.
Good writers use a variety of resources to edit for spelling.
Good writers use commas to set off introductory parts of sentences and in
dialogue.
Good writers write and rewrite several times using guidance and support from
peers and teachers.
Good writers publish their work using some form of technology.
Good writers type a minimum of 2 pages in one sitting while publishing their
stories.
Assessment
Produce a well written historical fiction piece
Include accurate historical element/references to their stories
L.5.2a – Use punctuation to separate items in a series.
L.5.2b – Use a comma to separate an introductory element from the rest of the sentence.
L.5.2c – Use a comma to set off the words yes and no (e.g., Yes, thank you.), to set off a tag
question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct
address (e.g., Is that you, Steve?).
L.5.2e – Spell grade-appropriate words correctly, consulting references as needed.
•
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
Baseball Saved Us
•
Professional Resources:
•
TC Grade 5 Narrative Rubric
•
TC Grade 5 Narrative Checklist
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
26
Content Area:
WRITING WORKSHOP
Unit:
Unit 7: Literary Essay
Grade Level:
5
Common Core State Standards:
W5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
W5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)
W5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work,
and provide a list of sources.
W5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Enduring Understandings
• Writers read closely, often developing and revising ideas about big
ideas in the text.
•
Writers cite examples form their text to support their thinking.
Essential Questions
•
•
•
What is this story really about?
What is the lesson the author is teaching through his/her writing?
How are the characters evolving over the course of the text?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
•
•
Good writers understand the components of a literary essay.
Good writers create a list of big ideas about their novel(s).
Good readers test big ideas by looking for information in the text to
support those ideas.
Good writers identify one theme of the novel or story.
Good writers use the theme of the story to create a thesis statement.
Good writers find specific evidence from the text to support the theme of
the story.
Good writers find specific quotes to support their evidence.
Good writers organize their information before writing.
Good writers write an introductory paragraph clearly explaining the
theme of the novel.
Good writers write a body paragraph clearly explaining and supporting
why this is an important theme.
•
•
•
•
•
•
•
Good writers incorporate evidence and exact quotes into the body
paragraphs.
Good writers create a concluding paragraph which restates the main idea of
the essay.
Good writers decide when to paraphrase or when to quote directly from the
text.
Good writers make more sophisticated transitions.
Good writers edit for inappropriate shifts in verb tense.
Good writers edit for appropriate use of commas.
Good writers edit for spelling errors and use appropriate references to
correct those mistakes.
Note- Another direction the literary essay could take is to focus on analyzing a
character, and forming and supporting a thesis statement around that character. (Ex.
Charlotte is a loyal friend.)
Skills (Students will be able to …)
Assessment
•
Develop a thesis statement
•
Cite information directly from the text
•
Write and organized five paragraph essay
Grammar/Mechanics/Punctuation/Usage
L.5.1b – Form and use the perfect verb tenses
L.5.1c – Use verb tense to convey various times, sequences, states, and conditions
L.5.1d – Recognize and correct inappropriate shifts in verb tense
L.5.1e – Use correlative conjunctions (e.g., either/or, neither/nor)
L.5.2a – Use punctuation to separate items in a series.
L.5.2b – Use a comma to separate an introductory element from the rest of the
sentence.
L.5.2c – Use a comma to set off the words yes and no (e.g., Yes, thank you.), to set
off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to
indicate direct address (e.g., Is that you, Steve?).
L.5.2d – Use underlining, quotation marks, or italics to indicate titles of works
L.5.2e – Spell grade-appropriate words correctly, consulting references as needed.
•
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
Spaghetti by Cynthia Rylant
Boar Out There by Cynthia Rylant
The Marble Champ by Gary Soto
Fly Away Home by Eve Bunting
Birthday Box by Jane Yolen
27
Professional Resources:
•
Pacing Calendar
•
Rubric
Helpful LInks:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Content Area:
WRITING WORKSHOP
Unit:
Unit 8: Poetry
Grade Level:
5
Common Core State Standards:
W5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards above.)
W5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate e
sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a
list of sources.
W5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, audiences.
SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2a Use punctuation to separate items in a series.*
L.5.2b Use a comma to separate an introductory element from the rest of the sentence.
L.5.2c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you,
Steve?).
L.5.2e Spell grade-appropriate words correctly, consulting references as needed.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening
L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5a Interpret figurative language, including similes and metaphors, in context.
L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.
L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Enduring Understandings
• Writers are able to determine the structure of a variety of different
types of poems
•
•
Writers notice and use a variety of figurative language
Essential Questions
•
•
•
How do poets organize their work?
How do poets add vivid description to their writing?
What does well-written poetry sound like?
Writers are able to present poetry with proper intonation, volume,
and rhythm.
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
•
Good writers listen to and discuss various poems.
Good writers examine similar features of the same types of poetry.
Good writers use those features to write their own poetry.
Good writers regularly share their poetry with a partner of the class.
Good writer use similes in their poetry.
Good writers know the difference between simile and metaphor.
Good writers include metaphors in their poetry.
Good writers understand the meaning of the term, idiom.
Good writers explain in their own words the meanings of common
idioms.
Skills (Students will be able to …)
•
•
•
•
•
•
Good writers understand the meaning of the term, adage.
Good writers interpret an adage in context.
Good writers understand the meaning of the term, proverb.
Good writers interpret a proverb in context.
Good writers confer, edit and revise their poetry.
Good writers publish their poetry.
Assessment
Grammar/Mechanics/Punctuation/Usage
L.5.2a – Use punctuation to separate items in a series.
L.5.2b – Use a comma to separate an introductory element from the rest of the
sentence.
L.5.2c – Use a comma to set off the words yes and no (e.g., Yes, thank you.), to
set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and
to indicate direct address (e.g., Is that you, Steve?).
L.5.2e – Spell grade-appropriate words correctly, consulting references as
needed.
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
Various forms of poetry- teacher’s choice
Professional Resources:
•
Pacing Calendar
•
Rubric
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
28
Appendix A: K-5 Common Core Grammar Scope and Sequence
Common Core Language Standards 1 and 2: Conventions of Standard English
Grammar
Concept
Nouns
KDG
Grade 1
Grade 2
Grade 3
Grade 4
L.2.1a – Use collective
L.3.1a – Explain the function
nouns (e.g., group)
of [nouns] in general and
L.2.1b – Form/use
their function in particular
frequently occurring
sentences
irregular plural nouns
L.3.1b – Form/use regular
(e.g., feet, children, teeth, and irregular plural nouns
mice, fish).
L.3.1c – Use abstract nouns
(e.g., childhood)
L.3.2d – Form and use
possessives.
Pronouns
L.K.1d - Understand and L.1.1d – Use personal, L.2.1c – Use reflexive
L.3.1a – Explain the function L.4.1a – Use relative
use question words
possessive, and
pronouns (myself,
of [pronouns] in general
pronouns (e.g., who,
(interrogatives) – e.g., indefinite pronouns
ourselves)
and their function in
whose, whom, which,
who, …
(e.g., I, me, my; they,
particular sentences
that)
them, their, anyone,
L.3.2d – Form and use
everything)
possessives.
Verbs
L.K.1b – Use frequently L.1.5d – Distinguish
L.2.1d – Form/use past L.3.1a – Explain the function L.4.1b – Form and use
Verb Tense occurring …verbs
shades of meaning
tense of frequently
of [verbs] in general and
progressive verb tenses
L.K.5b – Demonstrate among verbs differing in occurring irregular verbs their function in particular (e.g., I was walking; I am
understanding of
manner.
(e.g., sat, hid, told)
sentences
walking; I will be
frequently occurring
L.1.1e – Use verbs to
L.2.5b – Distinguish
L.3.1d – Form/use regular walking)
verbs….by relating them convey a sense of past, shades of meaning
and irregular verbs (e.g., I L.4.1c - Use modal
to their opposites
present, and future.
among closely related
walked; I walk; I will walk) auxiliaries to convey
L.K.5d – Distinguish
(e.g., Yesterday I walked verbs…
L.3.1e – Form/use simple various conditions (e.g.,
shades of meaning
home; Today I walk
verb tenses
can, may, must)
among similar verbs by home; Tomorrow I will
acting out the meanings walk home).
Adjectives
L.1.1f – Use frequently L.2.1e – Use adjectives L.3.1a – Explain the function L.4.1d – Order adjectives
- including
occurring adjectives.
and adverbs and choose of [adjectives] in general
within sentences
articles/
L.1.5d – Distinguish
between them depending and their function in
according to
determiners
shades of meaning
on what is to be
particular sentences
conventional patterns
among adjectives
modified.
L.3.1g – Form/use
(e.g., a small red bag,
differing in intensity
L.2.5b – Distinguish
comparative and
rather than a red small
L.1.1h – Use
shades of meaning
superlative adjectives and bag)
determiners (articles, among closely related … adverbs, and choose
demonstratives)
adjectives
between them depending
L.2.6 – Use words and
on what is to be modified.
phrases acquired through
conversations, etc….,
including using adjectives
and adverbs to describe
Adverbs
L.K.1d - Understand and
L.2.1e – Use adjectives L.3.1a – Explain the function L.4.1a – Use relative
use question words
and adverbs and choose of [adverbs] in general and adverbs (e.g., where,
(interrogatives) – e.g., …
between them depending their function in particular when, why)
where, when, why, how
on what is to be
sentences
modified.
L.3.1g – Form/use
L.2.6 – Use words and
comparative and
phrases acquired through superlative adjectives and
conversations, etc….,
adverbs, and choose
including using adjectives between them depending
and adverbs to describe on what is to be modified.
Conjunctions
L.1.1g – Use frequently
L.3.1h – Use coordinating
occurring conjunctions
and subordinating
(e.g., and, but, or, so,
conjunctions
because).
29
Grade 5
L.K.1b – use frequently L.1.1b – Use common,
occurring nouns
proper and possessive
L.K.1c – form regular
nouns
plural nouns orally by
adding /s/, or /es/ (dog
,dogs; wish, wishes)
L.5.1b – Form and use the
perfect verb tenses
L.5.1c – Use verb tense to
convey various times,
sequences, states, and
conditions
L.5.1d – Recognize and
correct inappropriate shifts
in verb tense
L.5.1a – Explain the
function of [conjunctions…]
in general and their
function in particular
sentences
L.5.1e – Use correlative
conjunctions (e.g.,
either/or, neither/nor)
Prepositions L.K.1e – Use frequently L.1.1i – Use frequently
L.4.1e – Form and use
prepositional phrases
occurring prepositions occurring prepositions
(eg., to, from, in, out, (e.g., during, beyond,
on, off, for, of, by, with) toward)
Interjections
Agreement
L.1.1c – Use
singular/plural nouns
with matching verbs (He
hops. We hop.)
Sentence
L.K.1f – Produce and
L.1.1j – Produce/expand L.2.1f – Produce, expand,
Structure
expand complete
complete simple and
and rearrange complete
sentences in shared
compound declarative, simple and compound
language activities
interrogative,
sentences. (e.g., The boy
imperative, and
watched the movie; The
exclamatory sentences little boy watched the
in response to prompts. movie; The action movie
was watched by the little
boy).
Capitalization L.K.2a – Capitalize first L.1.2a – Capitalize dates L.2.2a – Capitalize
word in sentence and and names of people. holidays, product names,
pronoun ‘I’
and geographic names.
Punctuation L.K.2b – Recognize and L.1.2.b – Use end
L.2.2b – Use commas in
name end punctuation punctuation for
greetings and closings of
sentences
letters.
L.1.2c – Use commas in L.2.2c – Use an
dates and to separate apostrophe to form
single words in series contractions and
frequently occurring
possessives.
Spelling
L.K.1a L.K.2d – Spell simple
words phonetically
L.3.1f – Ensure subject-verb
and pronoun-antecedent
agreement
L.3.1i – Produce simple,
compound, and complex
sentences
L.4.1f – Produce
complete sentences,
recognizing and
correcting inappropriate
fragments and run-ons
L.3.2a – Capitalize
L.4.2a – Use correct
appropriate words in titles. capitalization
L.3.2b – Use commas in
L.4.2b – Use commas
addresses.
and quotation marks to
L.3.2c – Use commas and mark direct speech and
quotation marks in dialogue quotations from a text.
L.4.2c – Use a comma
before a coordinating
conjunction in a
compound sentence.
L.1.2d – Use
L.2.2d – Generalize
L.3.2e – Use conventional
conventional spelling for learned spelling patterns spelling for high-frequency
words with common
when writing words (e.g., and other studied words
spelling patterns and for cage
badge boy
and for adding suffixes to
frequently occurring
boil)
base words (e.g. sitting,
irregular words.
L.2.2e – Consult reference smiled, cries, happiness)
L.1.2.e – Spell untaught materials, including
L.3.2f – Use spelling
words phonetically
beginning dictionaries, as patterns and
needed to check and
generalizations in writing
correct spelling
words
L.3.2g – Consult reference
materials, including
beginning dictionaries, as
needed to check and
correct spellings
Appendix B: Strategies to Help Struggling Learners
Strategies to Help Struggling Readers 3-5
30
L.5.1a – Explain the
function of [prepositions…]
in general and their
function in particular
sentences
L.5.1a – Explain the
function of [interjections…]
in general and their
function in particular
sentences
L.4.1g – Correctly use
frequently confused
words (to, too, two;
there, their)
L.4.2d – Spell gradeappropriate words
correctly, consulting
references as needed.
L.5.2a – Use punctuation to
separate items in a series.
L.5.2b – Use a comma to
separate an introductory
element from the rest of
the sentence.
L.5.2c – Use a comma to
set off the words yes and
no (e.g., Yes, thank you.),
to set off a tag question
from the rest of the
sentence (e.g., It’s true,
isn’t it?), and to indicate
direct address (e.g., Is that
you, Steve?).
L.5.2d – Use underlining,
quotation marks, or italics
to indicate titles of works
L.5.2e – Spell gradeappropriate words
correctly, consulting
references as needed.
Reader does not choose “just-right books”.
•
•
Small group meeting with readers at similar levels – practice reading out loud and noticing how many words they had
trouble with.
Limit the bins they can choose from
Create a separate baggie or bin for them with an assortment of books from different genres and appropriate levels
Reader does not take part in discussion.
•
•
•
•
•
Give student a laminated list of sentence starters to help with discussion
Have student write down a few sentences about the reading and require them to speak first
Set up a buddy for them in the group that tries to ask questions to solicit more participation
Allow for a shorter response and gradually increase the requirement until writing amount appropriate
Create a template that they can use –This can be just a few sentence starters.
Reader does not have stamina to read for appropriate length
of time.
•
•
Use a timer for shorter time periods and check in to refocus student
Stretch length of time as student gains stamina
Reader cannot recognize story elements.
•
•
•
Small group work with a short story
Students can code the work with post-its, highlighters or colored pencils
Use a graphic organizer with story elements listed and have them practice with a short story and the small group or
partners
Reader does not remember to post-it or jot notes and ideas
while reading.
•
Before reading put post-its in book at appropriate intervals—This makes the reader stop and jot down what they are
thinking
Use a post-it or entry at the end of each chapter—Write down the three big things that happened in the chapter
Reader need help monitoring fluency and comprehension.
•
•
Reading responses are minimal.
•
•
Small group lesson on fluency and comprehension.—Choose a short passage and practice reading aloud for fluency. Use
repeated readings and questioning to help student realize they need to notice if they understand what they are reading
Make sure the novel is at an appropriate level
Strategies to Help Struggling Writers 3-5
Writer has difficulty finding a topic.
•
•
Verbally question and help student make a list.
Require student to choose topic from list.
Writer has difficulty showing not telling their writing.
•
Ask student questions about actions and physical characteristics that can happen to their characters based on
their situation they are in. Example: If you character is upset what does someone do when they are upset? (cry,
tears down face, stomp etc.)
Writer has difficulty writing a “seed” story.
•
•
Confer with student with student to narrow down topic.
Suggest the idea of a ten minute time period, not a whole day.
Writer has difficulty adding dialogue.
•
•
Have student peer edit or work with a teacher to re-read and find good spots to add dialogue.
Have students work in groups or partners to create authentic dialogue.
Writer does not use correct sentence structure and
punctuation.
•
•
•
Use checklist to have student re-read their writing. Look for one kind of error at time.
Example: Have student re-read for ending punctuation.
Have student peer edit so other can review their writing.
Writer has difficulty writing leads or conclusions.
•
•
Give sample/template for student to choose what type of lead or conclusion they would like to have.
Use template to write lead or conclusion.
Writer has difficulty incorporating non-fiction text features
into their writing.
•
•
Show student example of different types of text features.
Discuss which text feature would be appropriate for the information they have.
Writer has difficulty coming up with a thesis statement for an
essay.
•
•
•
Writer has difficulty finding support for thesis statement.
•
Brainstorm list topics.
Meet in small groups to discuss topics that are interesting and generate more specfic ideas about the topic.
Once topic has been generated give student a template of what information must be included in a thesis
statement.
Supply student with more resources for research and confer with teacher.
Writer has difficulty finding support for their thesis statement
within the text.
•
Photocopy specific section of the text for student and have them underline or highlight support.
Writer has difficulty answering open-ended question.
•
Practice R.A.C.E.S strategy.
Writer has difficulty finding a topic.
•
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Verbally question and help student make a list.
Require student to choose topic from list.
Writer has difficulty showing not telling their writing.
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Ask student questions about actions and physical characteristics that can happen to their characters based on
their situation they are in.
Example: If you character is upset what does someone do when they are upset? (cry, tears down face, stomp etc.)
Writer has difficulty writing a “seed” story.
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Confer with student with student to narrow down topic.
Suggest the idea of a ten minute time period, not a whole day.
Writer has difficulty adding dialogue.
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Have student peer edit or work with a teacher to re-read and find good spots to add dialogue.
Have students work in groups or partners to create authentic dialogue.
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