The Alain L. Locke Magnet School for Environmental Stewardship
Grade 5 Reading Pacing Calendar
Launching Reader’s Workshop: Create a Reading Community Where Accuracy, Fluency, and
Independence Support Comprehension
September 8, 2012 – November 2, 2012
Enduring Understanding:
Students who push themselves as
readers, demonstrate rigor in their
stamina and write about what
they have read.
Essential Questions: How does
realistic fiction tell the story of
someone’s life?
Performance Task: Students will
monitor their progress through
daily logs, reading responses to
document their thinking, while
exploring different genres. There
will be an emphasis on realistic
fiction while reading texts related
to the theme of environmental
stewardship.
Common Core Learning 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.5.7. 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).
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.
Education for Sustainability Standards:
|A| Cultural Preservation & Transformation The preservation of cultural histories and heritages and the transformation of cultural identities and practices that
contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generations
to thrive.
|I| Strong Sense Of Place The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social,
economic, ecological, and architectural history of that place and contribute to its continuous health.
Lesson
Vocabulary
Objective/KBAD
Activity
1
seating chart
KBAD set
expectations for
Reader’s Workshop
and choose just right
books.
Students will be given a seat on
the rug (seating chart created).
What does a classroom look like
during Reader’s Workshop?
Students will discuss how to pick
a just right book. How can you
tell if a book is just right for you?
2
running
record
ZPD
3
stamina
reading log
KBAD set class
expectations and
individual goals for
Reader’s Workshop.
KBAD build stamina
and commitment to
goals by using a
reading log.
Students will list their strengths
and weaknesses and set
individual goals for fifth grade.
Students list the title, author,
genre and pages read in their
reading responses. Connect
stamina to long term goals
(middle school, test prep).
Environmental
Stewardship
Connections
Stewards are
respectful and
thoughtful, while
other students are
reading
independently and
working in small
groups.
Setting goals for the
future to affect
change; making a
commitment.
Setting goals for the
future to affect
change; making a
commitment.
Resources
Reference Chart:
Classroom Expectations
1. Raise hands
2. Use signals
3. Stay seated
Reference Chart:
Choosing a Just Right Book
1. Look at the front cover
2. Read the blurb
3. Read the first page
Index cards, email
responses
Reference Chart:
Name, Date
ALLMSES/5-, Reading
Title:
Author:
Genre:
Pages Read:
4
consistency
KBAD monitor
consistency by using
a reading log and
setting individual
goals for pacing.
Students will look at their
reading log for patterns, set a
goal for how much they should
read everyday/at night. How
many pages do you read in 10
minutes? How many pages
should you read in 30 minutes?
Students will read
with consistency in
a sustainable
manner.
KBAD identify the
method of
organization for the
classroom library.
KBAD give a book
recommendation.
Point out which books are for
independent reading, guided
reading, read alouds, etc.
Connection to idea
of “commons,”
shared resources.
Library labels
Model a recommendation for a
book (identify genre, connect to
life experiences).
Book recommendation
activity sheet
After students have STAR tested,
post ranges for class, have
students write their range in
their Reading Notebook/desk.
Go over procedure for checking
in on class AR data (ex.
Tuesdays), and where the data
will be posted (ex. bulletin
board).
Students will look at a peers
Reader’s Notebook and give
feedback.
Stewards think
about their
neighbors.
Use of an ES
themed book.
Connection to idea
of “commons,” we
are in this together
to support each
others’’ reading
progress (class
data).
Connection to idea
of “commons,” we
are in this together
to support each
others’ reading
progress.
The classroom
library features an
abundance of
nonfiction text
directly related to
our ES theme.
The classroom
library features an
abundance of fiction
text directly related
to our ES theme.
Connection to idea
of “commons,”
shared responses,
respectful listeners.
Reference Chart:
5
book club
read aloud
commons
6
recommend
genre
7
ZPD
KBAD identify your
ZPD level.
8
expectation
KBAD identify the
expectations for a
Reader’s Notebook.
9
expectation
KBAD identify the
expectations for
responding to
nonfiction texts in
our Reader’s
Notebook.
KBAD write a variety
of responses to
fiction texts that you
have read.
Students will examine a variety
of responses to nonfiction text.
10
reading
response
11
accountable
talk
KBAD use
accountable talk.
12
oral
KBAD respond to
fiction: oral and
written.
13
oral
debate
KBAD respond to
nonfiction: oral and
written.
Review accountable talk prompts
and discussion procedures (ex.
head tap to agree). Have a
discussion using accountable talk
(ex. opinion of a read aloud text)
Write reading responses that can
be shared with the class.
Students will talk about what
they have read.
Write reading responses that can
be shared with the class.
Students will talk about what
they have read with an emphasis
Introduce a list of possible
reading responses, set procedure
for choosing response prompts.
Connection to idea
of “commons,”
shared responses,
respectful listeners.
Passages connect to
ES theme.
Nonfiction Passage:
Pandas in Zoos
AR Reading Log
Reference Chart:
Troubleshooting When You’re
Not Reading On Pace:
 Are you reading too fast?
(TOO EASY)
 Are you reading too slow?
(TOO HARD)
 Have you read enough?
(PUSH YOURSELF)
Reference Chart:
Class ZPD levels
What should be inside your
Reader’s Notebook?
 Heading with today’s date
 Title, Author, Genre
 Pages Read
 Complete sentences
Nonfiction Reading
Response Prompts
List of reading
responses
List of accountable talk
prompts
Classroom sings (talk
bubbles)
NF Oral Written
Response Passage.pdf
14
fantasy
mystery
KBAD examine
genre: fantasy and
mystery.
on discussion and debate.
Students will look at fantasy and
mystery passages and list
characteristics of each genre.
MYSTERY:
• a novel involving: -strangeness, something unknown
-solving a puzzling event, situation,
crime
- a person who investigates (detective)
FANTASY:
• contains elements that are not realistic
-talking animals, magical powers
-often set in a medieval universe
-possibly involving mythical beings
15
central
message
KBAD compare and
contrast two genres
examining the
author’s central
message: fantasy
and mystery.
16
realistic
fiction
historical
fiction
KBAD examine
genre: realistic
fiction and historical
fiction.
Students will identify the
author’s central message and
discuss how it is often connected
to the genre. What does the
author want us to take away
from this book? What are they
trying to teach us about our
lives?
Students will look at realistic
fiction and historical fiction
passages and list characteristics
of each genre.
HISTORICAL FICTION:
-stories centered around the basis of a
partially historical situation
-a novel set in a historical period
REALISTIC FICTION:
-stories that take place in modern times
-characters are involved in events that
could happen.
17
central
message
KBAD compare and
contrast two genres
examining the
author’s central
message: historical
fiction and realistic
fiction.
18
central
message
KBAD unpack a
nonfiction text to
identify the central
message.
19
theme
KBAD identify
themes and notice
how they exist
across genres.
Students will identify the
author’s central message and
discuss how it is often connected
to the genre. What does the
author want us to take away
from this book? What are they
trying to teach us about our
lives?
Students will identify the central
message of a nonfiction text.
What does the author want you
to feel about the topic? What is
the tone of the article?
Students will look at a list of
themes and connect them to
what they have read.




20
conservation
preservation
activisim
KBAD identify
themes related to
environmental
stewardship.

Passages connect to
ES theme.
Mystery Passage:
Boast Ride/Lake
Fantasy Passage:
Forest/Castle
Passages connect to
ES theme.
Realistic Fiction
Passage: Fishing
Historical Fiction:
Westward
Expansion/Prairie
Life
Passages connect to
ES theme.
Realistic Fiction
Passage: Fishing
Historical Fiction:
Westward
Expansion/Prairie
Life
Passages connect to
ES theme.
Nonfiction Central
Message Passage:
Climate Change
Identifying themes
from ES read aloud
texts.
Long, Hard Journey (Growing
Up)
Great Battle
Friendship and Love
Honesty and Deception
Students will look at a list of
themes related to environmental
stewardship and connect them
to what they have read.

Passages connect to
ES theme.
Mystery Passage:
Boast Ride/Lake
Fantasy Passage:
Forest/Castle
Conservation and
Preservation
Survival (Man v. Wild)
Mystery Passage
Fantasy Passage
Reference Chart:
Fantasy Genre
Characteristics
Mystery Genre
Characteristics
RWT: Genre
Descriptions
Text
Genre
Realistic Fiction Passage
Historical Fiction
Passage
Reference Chart:
Realistic Fiction Genre
Characteristics
Historical Fiction Genre
Characteristics
RWT: Genre
Descriptions
Text
Genre
Central
Message
NF Central Message
Passage
Reference Chart:
Themes in Literature
Genre
Passage
Identifying themes
from ES read aloud
texts.
Central
Message
Central
Message
Reference Chart:
Environmental
Stewardship Themes in
Literature




21
theme
22
author's
purpose
23
24
KBAD identify
themes in realistic
fiction.
KBAD identify
author’s purpose.
Students will look at a list of
themes and connect them to
realistic fiction read alouds.
Students will look at texts with
different purposes: to explain, to
inform, to persuade, to
entertain.
inference
character
trait
adjective
KBAD make
inferences based on
character traits and
emotions in complex
characters.
prediction
KBAD stop and jot
while reading
fiction.
Students will identify character
traits and discuss what the
character might be thinking and
feeling. Characters in upper level
texts are complex. There is more
than one side to a character. A
mystery and fantasy text might
have characters that are clearly
good or evil, but just like in real
life characters are more
complicated in realistic fiction.
Students will use post it notes to
record their thinking and
questions while reading fiction.


25
KBAD stop and jot
while reading
nonfiction.
sophisticated
KBAD make
sophisticated self to
text connections
using a fiction text.
sophisticated
debate
KBAD make
sophisticated self to
text connections
using a nonfiction
text.
I wonder… (questions)
I think… (predictions)
Students will notice anecdotes,
comparisons, and background
information. Why did the author
set up the text this way?
Before, during and after reading,
students will stop and think
about how a story connects to
their own lives.


27
I wonder… (questions)
I think… (predictions)
Students will notice the setting
and choices of characters. Why
did the author set up the
characters to behave this way?
Students will use post it notes to
record their thinking and
questions while reading
nonfiction, noticing how they
react to the text.


26
Activism (Good v. Evil)
Friendships with Animals
Tragedy/ Overcoming
Devastation
Hope, Cooperation,
Commitment
Identifying themes
from ES read aloud
texts.
Passages connect to
ES theme.
Explain Passage:
Camouflage
Persuade Passage:
Running
Passages connect to
ES theme.
Character Traits
Passage:
Beach/Shark Teeth
Reference Chart:
Themes in Literature
Author’s Purpose
Explain Passage
Author’s Purpose
Persuade Passage
Reference Chart:
Author’s Purpose
Character Traits
Passage
Reference Chart:
Character Traits
RWT: Character Traits
The classroom
library features an
abundance of fiction
text directly related
to our ES theme.
The classroom
library features an
abundance of
nonfiction text
directly related to
our ES theme.
Passages connect to
ES theme.
Connections
Passage: Deer
Connections Passage
Passages connect to
ES theme.
Four Corners
Passage: Junk Food
Commercials
NF Four Corners
Passage
This reminds me of…
This makes me feel…
Students will take a position
using the four-corners debate
format.
A four-corners debate requires
students to show their position on a
specific statement (strongly agree,
agree, disagree, strongly disagree) by
standing in a particular corner of the
room (signs will be posted) or by
responding to four choices to one
question. This activity gets everyone
involved and requires full participation
by taking a position.
28
context clues
synonym
antonym
KBAD use context
clues to find the
meanings of new
words.
Review of context clues
strategies.
29
point of view
KBAD identify point
of view in first
person narration
versus third person
in a fiction text.
30
point of view
KBAD identify point
of view in a
nonfiction text.
31
evidence
KBAD support
opinions with
evidence from the
text.
Students will identify point of
view in a passage (focus on
realistic fiction, narration by
characters). Are we reading more
first person accounts? Do we
need to add more third person
fiction to our independent
reading?
Students will identify point of
view in a nonfiction article. What
does the journalist want me to
believe? Can you make an
inference about their opinion on
this topic?
Write reading responses that cite
supporting evidence from the
text.
32
quotation
marks
33
evidence
34
story
element
KBAD support
opinions with
evidence from a
fiction text (using
quotation marks).
KBAD support
opinions with
evidence from a
nonfiction text
(using quotation
marks).
KBAD identify story
elements.
 Helping words or punctuation; or, and,
called, like (Mary was furious, or
angry, at her brother).
 Synonym/antonym (Mary’s cat looks
tame when sleeping, but wild when
awake).
 Experience (When Mary’s dog died,
she was filled with grief).
 Sentences before/after (The people
were nomads. They went from place
to place looking for food).
 Definition (The people were nomads.
They went from place to place looking
for food).
 Examples (Mary used the utensils to
eat her lunch).
Write reading responses that cite
specific supporting evidence
from the text. Students will
quote evidence citing the page
that supports their thinking.
Write reading responses that cite
specific supporting evidence
from the text. Students will
quote evidence citing the page
that supports their thinking.
Review a list of story elements
and connect them to a story that
we have read.
 Plot: series of events in a story; What
is happening
 Characters: Who is in the story?
 Setting: Where does it take place?
When does it happen?
 Theme: topic of a story that can be
summed up in a few words; What is
the story about? (ex. “friendship”)
Examples connect
to ES theme.
Context Clues
Passage: Astronomy
Context Clues Passage
(doubted, gawked, awe)
Reference Chart:
Context Clues
The classroom
library features an
abundance of fiction
text directly related
to our ES theme.
Passages connect to
ES theme.
Point of View
Passage: Unhealthy
Snacking
NF Point of View
Passage
The classroom
library features an
abundance of fiction
text directly related
to our ES theme.
The classroom
library features an
abundance of fiction
text directly related
to our ES theme.
Passages connect to
ES theme.
Point of View
Passage: Living
Healthy Without
Television
Passages connect to
ES theme.
Reference Chart:
Responding with
Evidence
Reference Chart:
Responding with
Evidence
Responding with
Evidence AS
NF Opinion Response
Passage
Reference Chart:
Story Elements
35
KBAD reflect on our
individual goals.
Reexamine our goals and
progress (AR pacing, percentage,
points). What type of books are
you choosing? How many AR
points do you have? What is your
AR percentage? How do you plan
to improve?
The classroom
library features an
abundance of fiction
and nonfiction text
directly related to
our ES theme.
Reflection AS
Reference Chart:
Student AR
Point/Percentages by
Month
Environmental Stewardship Themed Text for Read Alouds
The Big Wave by Pearl S. Buck (realistic fiction chapter book – natural disaster, tsunami, Japan)
Someday a Tree by Eve Bunting (realistic fiction picture book – dumping of chemicals causes tree to die)
The Wednesday Surprise by Eve Bunting (realistic fiction picture book – teaching other how to read;
stewardship)