MADISON PUBLIC SCHOOL DISTRICT
Fifth Grade Literacy Curriculum
Authored by: Lauren Lee and Patricia O’Brien
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Ms. Janine Loconsolo
Supervisor of Elementary Education
Approval Date: Fall 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
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/Vocabulary
Reading Workshop: (Approximately 60 minutes)
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
mini-lesson. 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 the reading work they
have been doing (anywhere from 5-15 minutes).
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.
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
mini-lesson. 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.
II. GOALS (Linked to Common Core State Standards)
Reading Standards: Foundational Skills
Foundational Skills
5.RF
Foundational Skills (RF)
5.RF.1
(There is not a grade 5 standard for this concept. Please see preceding grades for more
information.)
Phonological Awareness
5.RF.2
(There is not a grade 5 standard for this concept. Please see preceding grades for more
information.)
Phonics and Word Recognition
5.RF.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in
context and out of context.
Fluency
5.RF.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Reading Standards: Literature
Literature
5.RL
Literature (RL)
Key Ideas and Details
5.RL.1
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
5.RL.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.
5.RL.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).
Craft and Structure
5.RL.4
Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.
5.RL.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of
a particular story, drama, or poem.
5.RL.6
Describe how a narrator’s or speaker’s point of view influences how events are described.
Integration of Knowledge and Ideas
5.RL.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
5.RL.8
(Not applicable to literature)
5.RL.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their
approaches to similar themes and topics.
Range of Reading and Level of Text Complexity
5.RL.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.
Writing Standards
Writing (W)
Text Types and Purposes
5.W.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
5.W.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g.,
in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
5.W.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and
events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events
precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
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.
Research to Build and Present Knowledge
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.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more
characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g.,
how characters interact]”).
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses
reasons and evidence to support particular points in a text, identifying which reasons and
evidence support which point[s]”).
Range of Writing
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 discipline-specific tasks, purposes, and
audiences.
Language Standards
Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in
higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk
(*).
Language
5.L
Language (L)
Conventions of Standard English
5.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their
function in particular sentences.
b.
c.
d.
e.
5.L.2
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Use verb tense to convey various times, sequences, states, and conditions.
Recognize and correct inappropriate shifts in verb tense.*
Use correlative conjunctions (e.g., either/or, neither/nor).
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the sentence.
c. 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?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
5.L.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas,
or poems.
Vocabulary Acquisition and Use
5.L.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.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning
of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a
word (e.g., photograph, photosynthesis).
c. 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.
5.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to
better understand each of the words.
5.L.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).
Speaking and Listening Standards
Speaking and Listening (SL)
Comprehension and Collaboration
5.SL.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.
a. 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.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion
and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
5.SL.2
Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
5.SL.3
Summarize the points a speaker makes and explain how each claim is supported by reasons and
evidence.
Presentation of Knowledge and Ideas
5.SL.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.
5.SL.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
5.SL.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 for specific expectations.
III. ASSESSMENT
Assessment ofs tudent understanding and achievement will be accomplished through:
o
o
o
o
o
Journal prompt responses
Participation in Book Club discussions
Retelling of main idea
Reading aloud for intonation and fluency
Completed compositions
o
o
o
o
Writer’s Notebook entries
Use of the writing process
Use of morphemes and vocabulary
Various writing samples
IV. SCOPE AND SEQUENCE
See attached tables.
V. GUIDELINES FOR VOCABULARY THROUGH MORPHEMES







Vocabulary Through Morphemes replaces a traditional spelling program and teaches students the
prefixes, suffixes, and root words that help them to decipher new vocabulary. This program also is
an excellent introduction to the later vocabulary work that will occur in 7th and 8th grade with the
Sadlier-Oxford texts.
Read the Curriculum Overview on page 1. It will give you a helpful background to the program.
Fifth grade students should be taught the following lessons ~
o Part I: Suffix Study – Lessons 1 – 17 (omit Lesson #11 on –cide)
o Part II: Prefix Study – Lessons 1 – 12
o Part III: Roots Study – Greek Roots only
It is recommended that teachers begin with the prefix lessons first, then proceed to suffix lessons
and roots.
You’ll teach 1-2 lessons a week, teaching a new morpheme with each lesson. Figure on spending
@ 20 minutes for each lesson.
You may plan for an end-of-week assessment (quiz) or ~ better yet ~ a culminating game or small
group activity. You might also choose to prepare an assessment after 3-4 lessons have been
completed so that you’re reviewing several suffixes.
It is important to remember that we are assessing the following:
▫ Do students know the meaning of the morpheme and/or how it changes the base word?
▫ Can students list words that use the morpheme, spell the words correctly, and give a definition
for each word/use the word appropriately in a sentence?
▫ Please design your assessments so that you are able to evaluate students’ attainment of these
skills.
5th Grade Reading Units
September- Launching the Reading Workshop
Understandings
Teaching-Points
(Possible Mini-Lessons)
Goals:
o Learn the structure of reading
workshop
o Increase reading stamina
Skills:
o Work cooperatively within the book
clubs
o Monitor understanding
o Enhance understanding
o Acquire and actively use knowledge
o Develop insight
o Make 3 types of connections
o Find textural evidence to support
writing/reading of the novel
o Maintain an organized notebook
o Maintain an updated reading log
Learn the Structure of Reading
Workshop:
o Fishbowl a modeled discussion group
o Introduce rubric for journal responses
o Sample responses
o Transition quickly between minilessons and book clubs
Increase Reading Stamina:
o Choosing an independent reading
novel
o Read for a sustained period of time
(use a log)
Mentor Texts/Resources
Resources:
Strategies that Work by Harvey and
Goudvis
The CAFÉ Book by Boushey and
Moser
Suggested Novels:
Poppy (S)
Bridge to Terabithia (T)
Sign of the Beaver (T)
October- Realistic Fiction
Understandings
Goals:
o Identify the characteristics of realistic
fiction
o Begin to develop an understanding of
author style
o Students will make connections
o Activate and connect to background
knowledge
o Character Development
Skills:
o Elements of realistic fiction
o Make connections between their lives
and the lives of the characters
o Make connections between the book
and other books
o Make connections between the book
and the world
o Find common themes in author’s style
o Use context clues to understand
unfamiliar words
o Identify the characteristics that
describe the character
Teaching-Points
(Possible Mini-Lessons)
Mentor Texts/Resources
Identify the characteristics of realistic
fiction:
o Bring in a realistic fiction book they
have read
o Create a class of the elements of
realistic fiction
Resources:
Strategies that Work by Harvey and
Goudvis
Begin to develop an understanding of
author style:
o Identify themes, issues and topics
throughout the novel
o Recognize common elements of
realistic fiction storytelling
Suggested Novels:
The Liberation of Gabriel King (O)
Daphne’s Book(P)
Midnight Fox(R)
From the Mixed-up Files(S)
Each Little Bird that Sings (S)
Week in the Woods(T)
Bridge to Terabithia(T)
Esperanza Rising(V)
Missing May(W)
Listening for Lions (X)
The CAFÉ Book by Boushey and
Moser
November- Modern Fantasy and Science Fiction
Understandings
Teaching-Points
(Possible Mini-Lessons)
Goals:
o Deepen understanding of
characterization
o Find new ways of seeing,
interpreting , expressing themselves
o Draw on prior knowledge to better
understand the setting of the novel
o To understand the good/evil plot
Understand why the characters act the
way they do:
o Discussing rules the characters live by
o Draw on prior knowledge
o Identify hero, protagonist/antagonist
o Importance of the setting
o Conflicts both internal and external
that the hero experiences
Skills:
o Understand why the character acts
they way he/she does
o Literal to inferential envisioning
o Inferring
o Continue building on character
development
Draw on prior knowledge to better
understand the setting of the novel:
o Compare and contrast the setting of
fantasy novel with the realistic fiction
novel
o Importance of the setting to the plot of
the story
Plot Development:
o T-chart – list the “good” and the
“evil” in the story
o How do the good triumph over evil
Find new ways of seeing, interpreting,
expressing themselves:
o How is the author pushing the reader
to express himself differently and see
the world in new ways
Mentor Texts/Resources
Resources:
Strategies that Work by Harvey and
Goudvis
The CAFÉ Book by Boushey and
Moser
Suggested Novels:
Poppy(S)
Ella Enchanted(U)
Ghost in the Noonday Sun(?)
The Green Book (V)
Tuck Everlasting(V)
When You Reach Me (Grade level
equivalent 4.6)
December – Author Study Avi
Understandings
Goals:
o Compare and contrast author’s
style
o Identify the message the author
want to convey
Teaching-Points
(Possible Mini-Lessons)
o
o
Skills:
o Understanding Text Structure
o Make connections/compare and
contrast characters and plot from
one story to another by the same
author
o Determining Importance
o Building Background Knowledge
o Synthesis
o Summarizing
o
o
Distinguish between what they
think is important and what the
author thinks is important (what
does the author want them to
understand after the lesson?)
Read with a question in mindwhat is the author’s big idea?
Learn what themes, issues and/or
topics the author carries
throughout his writing
Read to get the gist- students read a
section and paraphrase in their
own words on a sticky note
Mentor Texts/Resources
Resources:
Strategies that Work by Harvey and
Goudvis
The CAFÉ Book by Boushey and Moser
Suggested Novels:
SOR Losers (Grade level equivalent 5.4)
Poppy (Grade level equivalent 5.8)
Prairie School (M)
No More Magic (R)
Don’t You Know there’s a War on?(S)
The Man Who was Poe (T)
Something Upstairs (T)
Night Journeys (U)
Fighting Ground (V)
Escape from Home (V)
Fighting Ground (V)
Crispin, Cross of Lead (W)
January – Historical Fiction
Understandings
Goals:
o Relevancy of lessons character
learned then and now
o Understand new dialects of
characters
Skills:
o Envisioning
o Point of view
o Prediction
Teaching-Points
(Possible Mini-Lessons)
Setting:
o Identify clues in the novel that will
help student figure out the time
and place in which the novel is set
o Use scenes form movies, stories,
their memories and their
imaginations to fill in unfamiliar
parts
o Picture what the place is like, what
people are wearing
o Physical setting vs. historical
setting
o Talk about the setting as a place of
historical conflict
Prediction:
o Identify the conflict and predict
how the character will resolve the
conflict
o Meaning of new words in new
context
Mentor Texts/Resources
Resources:
Strategies that Work by Harvey and
Goudvis
The CAFÉ Book by Boushey and Moser
Suggested Novels:
George Washington’s Socks(O)
Something Upstairs(T)
The Sign of the Beaver(T)
The Fighting Ground (V)
The Witch of Blackbird Pond(W)
My Brother Sam is Dead(Y)
February – Social Issues
Understandings
Goals:
o Identify social issues
o Track and interpret issues that
affect the characters and
communities in the books they are
reading
o How the characters face, struggle
with, and overcome social issues
Teaching-Points
(Possible Mini-Lessons)
o
o
o
o
Use a read aloud to point out social
issues that may exist in the book
Students ask themselves what does
the story teach us about
___________ (social issue)
Identify scenes where the social
issue is glaring
What can the reader learn from
that scene
Skills:
o Infer
o Question
o Determining Importance
Mentor Texts/Resources
Resources:
Strategies that Work by Harvey and
Goudvis
The CAFÉ Book by Boushey and Moser
Suggested Novels:
The Liberation of Gabriel King (O)
Daphne’s Book (P)
Bud, Not Buddy(T)
Real Thief(U)
Park’s Quest(W)
Maniac Magee(W)
Hoot (W)
March – Mystery
Understandings
Goals:
o Identify elements of mystery
novels:
o ominous problem to be solved
o realistic setting
o main character who is pulled into
solving the mystery
o Get into the excitement of an
unsolved problem
o Try to figure out who did what
o Try to guess the solution
Skills:
o Problem Solution
o Determining Importance
o Synthesizing
o Prediction
o Inference
Teaching-Points
(Possible Mini-Lessons)
o
o
o
o
o
o
o
Make predictions based on detailed
facts and textural evidence
Read more closely )looking for
details)
Time-line the mystery
Infer the solution based on the
clues
Collect clues
Create a list of suspects
Compare the following elements of
mysteries and other genres: vivid
characterization, descriptions of
the setting, important events
Mentor Texts/Resources
Resources:
Strategies that Work by Harvey and
Goudvis
The CAFÉ Book by Boushey and Moser
Suggested Novels:
No More Magic (R)
The Dark Thirty by Patricia McKissack (R)
Finding Buck McHenry by Slfred Slote (S)
The House of Dies Drear by Virginia
Hamilton (V)
Shakespeare’s Secret (W)
Gilda Joyce: Book 1 (Y)
Emil and the Detectives by Erich Kastner
Don’t Stop the Music by Robert Perske
Chills Run Down My Spine by Jackie
Vivelo
April/May – Reading for the Genre of Testing
Understandings
Teaching-Points
(Possible Mini-Lessons)
Goals:
o Enable students to identify different
text structures and test vocabulary
o Enable students to use different
strategies to successfully understand
reading passages
Skills:
o Understand the language of the test
o Have background knowledge on
test taking
o How to read, talk about and answer
questions about short-test like texts
o Use strategies for reading texts
o Analyze a poem to determine its
message
Mentor Texts/Resources
Chart- What do students notice about
themselves as test takers
o Chart- What do students notice about
standardized reading tests
o Analyze format and content issues of the
test
o Chart- What makes a test a test
o Identify Test Vocabulary
o Analyze how thinking has to change
when taking a test- Create a Venn
Diagram writing on a test vs. writing in
the world or reading on a test vs. reading
in the world
o Present strategies- skimming, summarizing, underlining,
jotting, and using pictures and headings
o Expose children to various types of text
including:
▫ short fiction, informational or nonnarrative nonfiction, short
biographies, memoirs, fables,
allegories, poetry and folktales
o Be an alert reader
o Read the question and predict the
answer before looking at the answers
o Preview text
o Poetry
▫ what is this poem mostly about?
▫ What does it teach?
▫ what is the big meaning of the
poem?
▫ what is the imagery and figurative
language? What is its effect?
o
Resources:
Put Thinking to the Test by Conrad,
Matthews, Zimmerman and Allen
Suggested Texts:
Time for Kids
Highlights
Sports Illustrated for Kids
Cricket
Cobblesstone
Read and Rise
Story Works
June – Independent Reading Novels
Understandings
Goals:
o Increase student stamina
Skills:
Review of:
o Making connections
o Visualization
o Questioning
o Making Inferences
o Determine Important Ideas
o Understanding Text Structure
o Summarizing
o Synthesizing
Teaching-Points
(Possible Mini-Lessons)
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Students plan out their reading of
the novel on a calendar
Select journal prompts for responses
Compare at least two different types
of genres
Compare the author styles( of the
same author if reading another one
of his books or of two different
authors)
Identify from which character’s
point of view is the story being told
How would the story be different if
were being told from another
character’s point of view
Mentor Texts/Resources
Resources:
Strategies that Work by Harvey and
Goudvis
The CAFÉ Book by Boushey and Moser
Suggested Novels:
Any novels that have not been used or
that groups of students have not had the
opportunity to read during the year
5th Grade Writing Units
September
Three Weeks
Understandings
Goals:
 Teach set up and incorporation
of Writer’s Notebook
 Students will re-establish a sense
of stamina, structure, detail,
length, and purpose for first
writing piece (Narrative)
 Establish structure and routines
of Writing Workshop
 Teach into process (collecting,
choosing a focus, drafting
revising, editing, publishing)
 Teach genre of personal
narratives
Teaching-Points
(Possible Mini-lessons)
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Review ways to keep writing during
writing workshop. Add to existing or
start new. Discuss and remind
writing partnership.
Model
published
authors
by
examining touchstone texts
Quality: structure, elaboration, craft,
meaning/significance
Select narrative entry from notebook
Show
tension
through
story
mountains
Internal story (character’s response
to what happens) vs. external story
(what happens)
Revising
Language of story-phrases, character
voice
Time words
Transitions
Revise
Meaning and significance
Emotional endings- “Fireflies”
Character change and reflection
Angling stories
Publish
Partnerships
o Acting out scenes with a
buddy
o Read each others work
Sentence Complexity
Mechanicsquotation
marks,
commas, semicolons
Verb tense- what it reveals to the
reader
Mentor Texts/Resources
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“Eleven”
“When the Relatives Came”
“I Love you the Purplest”
“The Last Kiss”
“Fireflies”
“Shortcuts”
“Babushka”
“Five Dolls”
“The Paper Boy”
“Tar Beach”
Up North at the Cabin
When I was Your Age
Owl Moon
Mr. Entwhistle
Narrative Continuum Vol 1 and
2
Nothing Ever Happens on 90th
St.
Amelia’s Notebook
Possible charts
 Qualities of Good
Personal Narrative
Writing
 When to Use Paragraphs
in Narrative Writing
 Strategies for Generating
Personal Narrative
Writing
 Uses of Commas
Raising the Level of Narrative Writing
October/4 Weeks
Understanding
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Teach into the intricacies of
personal narrative
Teach students how to use
mentor texts
Establish writing partnerships
Teach students to craft with
purpose
Write a personal narrative
enhancing structure, craft, elaboration, meaning/significance.
Teaching Points
(Possible Mini-Lessons)
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Possible structures: circular
Details
Model published authors by
examining touchstone texts
Quality: structure, elaboration,
craft, meaning and significance
Select a narrative entry from
notebook
Show tension through story
mountains
Internal story vs. external story
(what happens)
Revising
Language of story – phrases,
character voice
Time words
Transitions
Revise
Meaning and significance:
Emotional endings – “Fireflies”
Character change reflection
Angling stories
Publish
Dialogue: internal thinking in
italics vs. quotation marks
When to use new paragraphs:
new character, new event, new
idea, new person, time moving
forward or backward
Create partnerships by acting out
scenes with a buddy
Reading each other’s work
Conferencing among peers
Sentence complexity
Mechanics- quotation marks,
commas, semicolons
Verb tense
Mentor Texts/Resources
“Eleven”
When the Relatives Came
I Love You the Purplest
Picture Books:
Shortcut
Babushka
Five Dollars
The Paper Boy
Tar Beach
Up North at the Cabin
Possible Charts:
 Qualities of Good Personal
Narrative
 When to Use Paragraphs in
Narrative Writing
 Strategies for Generating
Personal Narrative Writing
 Uses of Commas
The Personal Essay
November – 4 Weeks
Understanding
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Teaching Points
(Possible Mini Lessons)
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Teach difference between
narrative and non-narrative
(story vs. idea-based writing)
Teach how to use what they
know of narrative to help craft
their essays
Teach organization – boxes and
bullets- to support ideas
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Provide examples of types of
narrative writing and nonnarrative writing.
Compare and contrast examples
Extract important points to list
with box/bullet
Resources
Possible Charts:
 Graphic organizer of main
ideas and supporting details
 Transition words
 Thesis statement
 Possible ideas to write about
December to Mid-January
Realistic Fiction
Five Weeks
Understandings
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Teach students how to take
their own experiences and
add fictional elements to it
to make it a story
Teach students how to
create a setting
Teach students how to
develop a real life character
Teach students how a
character changes from the
beginning to the end of the
story
Teach students how to
develop and problem and
solution in their story
Teaching-Points
(Possible Mini-lessons)
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How do author’s find ideas?
How to center the story around a
character, setting or issue
Develop the main character
Fleshing out the secondary
character
Developing a realistic conflict
Creating small scenes to
demonstrate character traits
Story mountains
Difference between summary
and scene by telling a familiar
tale in contrasting ways
Use of tension in the story
Well-developed problem
Teach students to reflect on
narrative writing
Teach students how to use
mentor text for fiction
Teach students how to create
characters, build story
mountains, and write tight scenes
Mentor Texts/Resources
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Brave Irene
Amazing Grace
Amazing John
Smokey Nights
Possible Charts:
 Story Mountains
 Internal and external
characteristics of the main
character
 Elements of setting
Persuasive Essay
Mid-January/February
4 weeks
Understanding
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Teach about the variety of
persuasive writing in the field
Teach how to use voice to make
change in the world
Teaching Points
(Possible Mini Lessons)
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Choosing a topic that one feels
strongly about
Distinguishing between fact and
opinion
Crafting original fact and
opinion statements
Identify audience for persuasive
pieces
Writing a thesis statement
Choosing facts to support thesis
Incorporating quotes into the
essay
Anticipating the rebuttal
Voice
Transition words
Sequencing
Resources
Time for Kids
Local Newspaper editorials
Sports Illustrated for Kids
Possible charts:
 Fact and Opinion words
 Structure of editorial
 Transition words
 Ideas students feel strongly
about
 Prompt chart
Mid-February/March
Writing with Independence: Preparing for the Writing Tasks of the NJ Ask
Four Weeks
Understandings
Goals:
o Students will complete a
speculative or persuasive
writing piece from the NJ
Department of Education
sample prompts in a specific
amount of time (30 minutes)
o Students will analyze sample
writing pieces applying the NJ
Registered Holistic Scoring
Rubric
o Critique sample writing pieces
o Discuss rubric and score own
writing piece
o Students will understand what
strategies they need to
incorporate into their test
writing to be successful
Teaching-Points
(Possible Mini-lessons)
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Opening/closing
Single focus
Transitions between ideas
Elaboration
Variety of sentences structure
Grammar
Mechanics
Mentor Texts/Resources
Put Thinking to the Test
Sample writing prompts from
www.state.nj.us/education/njprep
Poetry
Mid-March/April
3 Weeks
Understanding
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Explore different types of poetry
Create and collect original
poems
Teaching Points
(Possible Mini Lessons)
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Share a variety of poems immersion
Model different types of poems
ie: Haiku, Shape, Diamante,
free verse, rhyming etc.
Line breaks/phrases/white
spaces
Use of senses and emotions in
writing imagery, mood, and
rhythm
Resources
The Place My Words are Looking
For by C. Paul Janezcko
Seeing the Blue Between by C. Paul
Janezcko
Poetry Matters by Ralph Fletcher
The No-Nonsense Guide to
Teaching Writing by Judy Davis and
Sharon Hill
Baseballs, Snakes, and Summer
Squash by Donald Graves
Doodle Dandies by J. Patrick Lewis
Mid-April to May
Literary Essay
Four Weeks
Understandings
Goals:
o Students will understand the
components of a literary essay
o Students will identify themes
in a novel or story
o Students will write a thesis
statement
o Students will incorporate
quotes into the body of their
essay to support thesis
Teaching-Points
(Possible Mini-lessons)
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What is a literary essay?
Five part essay
Picking a theme and making a
thesis statement
Using a graphic organizer
Supports for thesis
Finding quotes to back up
support
Finding connections: text to
text, text to world, text to self
Grammar/mechanics
Writing a conclusion
Using a rubric
Mentor Texts/Resources
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Snow Treasure by Marie
McSwiggen
“Spaghetti” by Cynthis Rylant
June
Independent Writing Projects
Understandings
To reflect on a year of writing and
enhance a piece of work.
Teaching-Points
(Possible Mini-lessons)
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Teach students how to reflect
on all they’ve done this year
and create new projects (like
real writers do!)
Teach into planning,
schedules, and deadlines
Teach students to consult
mentors for help
Teach students to use writing
partnerships or groups to help
each other
Mentor Texts/Resources
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Pieces students have written
throughout the school year
HBJ 5th Grade Language
Text, Mechanics Wrap-up, ps.
410-438
Strategies that Work by
Stephanie Harvey and Anne
Goudvis, "Reading Like a
Writer", Chapter 11
Summarizing and
Synthesizing Information
List of Selected Novels by Genre for Grade Five
(With Guided Reading Level and Author)
Realistic Fiction
Bridge to Terabithia (T) by Katherine Paterson
*Bud, Not Buddy (T) by Christopher Paul Curtis
*Daphne’s Book (P) by Mary Downing Hahn
Each Little Bird That Sings (S) by Deborah Wiles
Esperanza Rising (V) by Pam Munoz Ryan
*Hoot (W) by Carl Hiaasen
Listening for Lions (X) by Gloria Whelan
*Maniac Magee (W) by Jerry Spinelli
Midnight Fox (R) by Betsy Cromer Byars
Missing May (W) by Cynthia Rylant
*Park’s Quest (W) by Katherine Paterson
The Mixed-up Files of Mrs. Basil E. Frankweiler (S) by E.L. Konigsburg
*The Liberation of Gabriel King (O) by K.L. Going
Week in the Woods (T) by Andrew Clements
*indicates an emphasis on Social Issues
Historical Fiction
George Washington Socks (O) by Elvira Woodruff
My Brother Sam is Dead (Y) by Christopher Collier and James Lincoln Collier
Sign of the Beaver (T) by Elizabeth George Speare
The Fighting Ground (V) by Avi
Witch of Blackbird Pond (W) by Elizabeth George Speare
Fantasy
Ella Enchanted (U) by Gail Carson Levine
Ghost in the Noonday Sun ( ) by Sid Fleischman
Poppy (S) by Avi
Tuck Everlasting (V) by Natalie Babbitt
The Real Thief (U) by William Steig
Mystery
Something Upstairs (T) by Avi
Shakespeare’s Secret (W) by Ellen Broach
Science Fiction
The Green Book (V) by Jill Paton Walsh
Suggested Progression of Grammar Skills
Skill
Letter Formation
Space Between Words
Capitalization (names, I)
Capitalization (places, sentences, dates)
Capitalization (proper nouns, titles)
Complete Sentences
Ending Punctuation
K
1
2
I
I
M
M
M
I
I
I
I
M
M
M
M
M
Capitalization (places, streets, months, etc)
Verb Tense (Regular) past-ed; present-ing
Verb Tense (some irregular)
bring/brought, teach/taught, write/wrote, am/was, catch/ caught
Verb Tense and Forms
(Master 5-10)
drink, drank, drunk/throw,threw/go,went/swim,swam,swum
Irregular Verbs
(lie/lay, set/sit/ hang/hung)
Irregular Verbs (any new ones)
Nouns as parts of speech
Verbs as parts of speech
Commas in lists
Adjectives
Adverbs
Punctuation Dialogue
Pronoun Substitution (w/o overuse)
Contractions (not, will, is, would)
Paragraphing (Introduce single paragraph in 2nd grade and multiple paragraphs in
3rd +
Possessives (singular)
Possessives (plural)
Compound Sentences
(and, but, or, nor, yet, for so)
Complex Sentences
Subject/Verb Agreement
Prepositional Phrases
Interjections
Use of good-well
Use of much-many
Parts of Speech
Direct Object
Pronoun Agreement
(Object-Subject)
I =Introduced
D=Developing
M=Mastered
I
I
3
4
5
M
M
M
M
M
M
I
M
I
M
I
I
I
I
I
M
D
M
M
I
M
I
M
D
M
M
I
D
D
I, D
D
D
I
M
M
M
M
M
D
D
D