5th Grade Daily Writing (Unit 4): Each mini-lesson is approximately 10-15 min.
Unit 4, Week 1, Day 1
Unit 4, Week 1, Day 2
Unit 4, Week 1, Day 3
Unit 4, Week 1, Day 4
Unit 4, Week 1, Day 5
NOTES
Spelling
Conventions
Writing & Handwriting
Writing – 45-60 minutes (Weeks 1-5)
(skip during short weeks)
Independent:
Guided:
Guided:
Guided:
Independent:
Words from Many Cultures
(23c)
 Spelling City Pretest
Words from Many Cultures
(33c)
 Mini-lesson
 Guided Practice
 Independent practice
Words from Many Cultures
(39e)
 Mini-lesson
 Guided Practice
 Independent practice
Words from Many Cultures
(45c)
 Mini-lesson
 Guided Practice
 Independent practice
Words from Many Cultures
(45o)
 Written Test
Direct Instruction:
Conventions
Conventions
Conventions
Conventions
Subject and Object
Pronouns (23d)
Mini-lesson:
Modeling using projected
transparency
Writing: Prewrite
Subject and Object Pronouns
(33c)
Mini-lesson:
Guided practice to apply
conventions in writing
Past, Present, and Future
Tenses (39e)
Mini-lesson:
Review and connect to oral
language
Subject and Object Pronouns
(45c)
Mini-lesson:
Apply conventions in writing
OR *Test Practice
Past, Present, and Future
Tenses (45o)
Mini-lesson:
Guided practice to apply
conventions in writing
Writing: Prewrite
Writing: Prewrite
Writing: Draft
Writing: Revise/Proofread
Introduce the Prompt
Writing to Sources p. 104
Genre:
Informative/Explanatory
Essay
Writing to Sources p. 104-105
*As the students read
Weslandia have them look for
evidence to explain why
Wesley would want his own
special place.
*Consider reading “Under the
Back Porch” and “Keziah” on
this day so that students can
read for evidence about why
the poems’ speakers want
their own special places.
Genre:
Informative/Explanatory Essay
Writing to Sources p. 104-105
*consider using the minilesson from p. 45p about
proofreading for prounouns.
**Handwriting
Cursive Cc (23d)
*Test practice can be whole group, small group or independent. Could also be practice assessment on Haiku.
**Handwriting is D’Nealian Cursive (once per week: 10-15 minutes)
Writing: The writing during week 1 will focus on the informative/explanatory essay from Writing to Sources p. 104-105.
Writing Trait: Focus/Ideas
Additional Notes
Formative Assessment: Writing to Sources
1/24/15
Have students proofread the
explanatory essays that they
wrote about the week’s
reading selection.
5th Grade Daily Writing (Unit 4): Each mini-lesson is approximately 10-15 min.
Unit 4, Week 2, Day 1
Unit 4, Week 2, Day 2
Unit 4, Week 2, Day 3
Unit 4, Week 2, Day 4
Unit 4, Week 2, Day 5
Spelling
Conventions
Writing &
Handwriting
Writing – 45-60 minutes (Weeks 1-5)
(skip during short weeks)
Independent:
Prefixes over-, under-,
sub-, super- (49c)
 Spelling City Pretest
Guided:
Guided:
Prefixes over-, under-, sub- Prefixes over-, under-,
, super- (61c)
sub-, super- (69e)
Direct Instruction:
Conventions
Conventions
Conventions
Conventions
Pronouns and Antecedents
(49d)
Mini-lesson:
Modeling using projected
transparency
Pronouns and Antecedents
(61c)
Mini-lesson:
Guided practice to apply
conventions in writing
Pronouns and Antecedents
(69e)
Mini-lesson:
Review and connect to oral
language
Pronouns and Antecedents
(75c)
Mini-lesson:
Apply conventions in writing
OR *Test Practice
Pronouns and Antecedents
(75o)
Mini-lesson:
Guided practice to apply
conventions in writing
Writing: Prewrite
Writing: Revise & Edit
Writing: Prewrite
Writing: Draft
Writing: Edit & Revise
Genre: Friendly Letter
Read Like a Writer (49e)
Let’s Write It! (p.70-71)
*Prompt the students to
write a friendly letter to a
friend or family member.
Genre: Friendly Letter
Revise (75d)
Edit (75p)
Genre:
Informative/Explanatory
Paragraph
*Introduce the prompt &
Focus on Illustrations
Writing to Sources p. 106107
Genre:
Informative/Explanatory
Paragraph
Genre:
Informative/Explanatory
Paragraph
*Edit & Revise Paragraph
Writing to Sources p. 106-107
**Handwriting



Mini-lesson
Guided Practice
Independent practice



Mini-lesson
Guided Practice
Independent
practice
Guided:
Prefixes over-, under-, sub-,
super- (75c)



Mini-lesson
Guided Practice
Independent practice
Writing to Sources p. 106-107
*Test practice can be whole group, small group or independent. Could also be practice assessment on Haiku.
**Handwriting is D’Nealian Cursive (once per week: 10-15 minutes)
Writing: The friendly letter has been condensed to two days to allow for time for the writing to sources assignment.
Trait: Focus/Ideas
Ongoing Assessment: Friendly Letter (Rubric p. 71a) and Writing to Sources
Additional Notes
NOTES
Cursive Nn (49d)
1/24/15
Independent:
Prefixes over-, under-, sub, super- (75o)

Written Test
5th Grade Daily Writing (Unit 4): Each mini-lesson is approximately 10-15 min.
Unit 4, Week 3, Day 1
Unit 4, Week 3, Day 2
Unit 4, Week 3, Day 3
Unit 4, Week 3, Day 4
Unit 4, Week 3, Day 5
Spelling
Conventions
Writing &
Handwriting
Writing – 45-60 minutes (Weeks 1-5)
(skip during short weeks)
Independent:
Guided:
Guided:
Guided:
Independent:
Homophones (79c)
 Spelling City Pretest
Homophones (89c)
 Mini-lesson
 Guided Practice
 Independent practice
Homophones (95e)
 Mini-lesson
 Guided Practice
 Independent practice
Homophones (103c)
 Mini-lesson
 Guided Practice
 Independent practice
Homophones (103o)
 Written Test
Direct Instruction:
Conventions
Conventions
Conventions
Conventions
Possessive Pronouns (79d)
Mini-lesson:
Modeling using projected
transparency
Possessive Pronouns (89c)
Mini-lesson:
Guided practice to apply
conventions in writing
Possessive Pronouns (95e)
Mini-lesson:
Review and connect to oral
language
Possessive Pronouns (103c)
Mini-lesson:
Apply conventions in writing
OR *Test Practice
Possessive Pronouns (103o)
Mini-lesson:
Guided practice to apply
conventions in writing
Writing: Prewrite
Writing: Revise & Edit
Writing: Prewrite
Writing: Draft
Writing: Edit & Revise
Genre: Formal Letter
Read Like a Writer (79e)
Let’s Write It! (p.96-97)
*Consider having students
write to a local business
Genre: Formal Letter
Revise Clarifying (103d)
Proofread for conventions
and possessive pronouns
(103p)
Genre:
Informative/Explanatory
Paragraph
*Introduce the prompt &
Focus on evidence
Writing to Sources p. 110-111
Genre:
Informative/Explanatory
Paragraph
Genre:
Informative/Explanatory
Paragraph
*Edit & Revise Paragraph
Writing to Sources p. 110-111
Writing to Sources p. 110-111
**Handwriting
Additional Notes
NOTES
Cursive Ll (79d)
*Test practice can be whole group, small group or independent. Could also be practice assessment on Haiku.
Writing: The friendly letter has been condensed to two days to allow for time for the writing to sources assignment
**Handwriting is D’Nealian Cursive
Writing Trait: Word Choice
Ongoing Assessment: Formal Letter (Rubric on p. 97a) and Writing to Sources Informative/Explanatory paragraph
1/24/15
5th Grade Daily Writing (Unit 4): Each mini-lesson is approximately 10-15 min.
Unit 4, Week 4, Day 1
Unit 4, Week 4, Day 2
Unit 4, Week 4, Day 3
Unit 4, Week 4, Day 4
Unit 4, Week 4, Day 5
Spelling
Conventions
Writing &
Handwriting
Independent:
Guided:
Guided:
Guided:
Independent:
Suffixes –ible, -able (107c)
 Spelling City Pretest
Suffixes –ible, -able (117c)
 Mini-lesson
 Guided Practice
 Independent practice
Suffixes –ible, -able (127e)
 Mini-lesson
 Guided Practice
 Independent practice
Suffixes –ible, -able (135c)
 Mini-lesson
 Guided Practice
 Independent practice
Suffixes –ible, -able (135o)
 Written Test
Direct Instruction:
Conventions
Conventions
Conventions
Conventions
Indefinite and Reflexive
Pronouns (107d)
Mini-lesson:
Modeling using projected
transparency
Indefinite and Reflexive
Pronouns (117c)
Mini-lesson:
Guided practice to apply
conventions in writing
Indefinite and Reflexive
Pronouns (127e)
Mini-lesson:
Review and connect to oral
language
Indefinite and Reflexive
Pronouns (135c)
Mini-lesson:
Apply conventions in writing
OR *Test Practice
Indefinite and Reflexive
Pronouns (135o)
Mini-lesson:
Guided practice to apply
conventions in writing
Writing: Prewrite
Writing: Draft
Writing: Revise
Writing: Edit
Writing: Writing to Sources
Genre: Narrative Poetry
Genre: Narrative Poetry
Genre: Narrative Poetry
Genre: Narrative Poetry
Read like a writer (107e)
Introduce the Prompt (117d)
Let’s Write It! (440-441)
Genre: Informative/Explanatory
Paragraph
Clarifying (135d)
Proofread for correct and
indefinite and reflexive
pronouns (135p)
Handwriting
Cursive Xx (107d)
*Test practice can be whole group, small group or independent. Could also be practice assessment on Haiku.
Writing: Narrative Poetry has been condensed slightly to allow for a Writing to Sources prompt to be completed in one day.
Writing Trait: Word Choice
Ongoing Assessment: Writing to Sources, Narrative Poetry and writing conferences
Additional Notes
NOTES
Writing – 45-60 minutes (Weeks 1-5)
(skip during short weeks)
1/24/15
Writing to Sources (114-115)
5th Grade Daily Writing (Unit 4): Each mini-lesson is approximately 10-15 min.
Unit 4, Week 5, Day 1
Unit 4, Week 5, Day 2
Unit 4, Week 5, Day 3
Unit 4, Week 5, Day 4
Unit 4, Week 5, Day 5
Spelling
Conventions
Writing &
Handwriting
Independent:
Guided:
Guided:
Guided:
Independent:
Negative Prefixes (139c)
 Spelling City Pretest
Negative Prefixes (147c)
 Mini-lesson
 Guided Practice
 Independent practice
Negative Prefixes (153e)
 Mini-lesson
 Guided Practice
 Independent practice
Negative Prefixes (161c)
 Mini-lesson
 Guided Practice
 Independent practice
Negative Prefixes (161o)
 Written Test
Direct Instruction:
Conventions
Conventions
Conventions
Conventions
Using Who and Whom
(139d)
Mini-lesson:
Modeling using projected
transparency
Using Who and Whom (147c)
Mini-lesson:
Guided practice to apply
conventions in writing
Using Who and Whom
(153e)
Mini-lesson:
Review and connect to oral
language
Using Who and Whom (161c)
Mini-lesson:
Apply conventions in writing
OR
*Test Practice
Using Who and Whom (161o)
Mini-lesson:
Guided practice to apply
conventions in writing
Writing: Research &
Inquiry
Writing: Research &
Inquiry
Writing: Research &
Inquiry
Writing: Research & Inquiry
Writing: Research &
Inquiry
Genre: Research Project
Genre: Research Project
Genre: Research Project
Identify and focus topic
(139b)
**Handwriting
Cursive Gg (139d)
Navigate/Search (147b)
Analyze Information (153d)
*If extending the project into
week 6, this day may be used
additional research
Genre: Research Project
Synthesize (161b)
*If extending the project into
week 6, this day may be used
additional research
Genre: Research Project
Communicate (161n)
*You may want to offer the
students a choice about the
way in which they present
their findings.
*Test practice can be whole group, small group or independent. Could also be practice assessment on Haiku.
Writing: The research & inquiry can be published with a slide show, as suggested in the manual, or through any other type of product.
Writing: Week 6 can either be used to extend the research & inquiry project into two weeks.
**Handwriting is D’Nealian Cursive (once per week: 10-15 minutes)
Trait: Voice
Ongoing Assessment: writing conferences
Notes
NOTES
Writing – 45-60 minutes (Weeks 1-5)
(skip during short weeks)
1/24/15