Reading – Grade 5
Unit of Study: Creating Strategic Readers/ Creando lectores estratégicos
CURRICULUM OVERVIEW
Third Grading Period – Weeks 1 - 6
Big Idea
Unit Rationale
This unit will focus on helping students monitor their comprehension. “Readers need explicit
instruction to become aware of their thinking as they read, detect obstacles and confusions that
derail understanding, and understand how strategies can help them repair meaning when it
breaks down.” (18)
“Strategic readers use thinking and comprehension strategies to enhance understanding and
acquire knowledge. They are able to monitor and repair meaning when it is disrupted. “ (17). A
clear knowledge of comprehension strategies combined with an awareness of when and how to
use them provides students with an arsenal of tactics to ensure that they construct meaning as
they read.
Harvey, S. and Goudvis, A. (2000). Strategies That Work. Stenhouse Publishers, Portland, ME.
“Strategic readers address their thinking in an inner conversation that helps them
make sense of what they read. They search for answers to their questions. They
better attempt to understand the text through their connections to the characters,
the events, and the issues. Readers take the written word and construct meaning
based on their own thoughts, knowledge, and experiences.” (5)
“The strategic reader knows which strategies to activate when meaning is lost. The
ability to repair comprehension means that a reader can access different strategies
– asking, questions, visualizing, or inferring –to construct meaning in the face of
problems.” (19) Harvey, S. and Goudvis, A. (2000). Strategies That Work.
Stenhouse Publishers, Portland, ME.
Concepts
TEKS
TEKS Specificity - Intended Outcome
TEKS 5 The student is expected to:
 4A connect his/her own experiences, information, insight, and ideas with the experiences of
others through speaking/listening
 4C identify how language use such as labels and sayings reflects regions and cultures
 6A apply knowledge of letter-sound correspondences, language structure and context to
recognize words
 7A read regularly in independent-level materials (texts in which no more than approximately 1 in
20 words is difficult for the reader)
 7B read regularly in instructional-level materials that are challenging but manageable (texts in
which no more than approximately 1 in 10 words is difficult for the reader; a "typical" 5th grader
reads approximately 100 wpm)
 7C demonstrate characteristics of fluent and effective reading
 7F read silently with increasing ease for longer periods
 8A reads classic and contemporary works
 8C read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s
craft, and to discover models for his/her own writing
 9A develop vocabulary/listening to selections
9B draw on experiences to bring meanings to words in context multiple-meaning
9D determine meanings of derivatives by applying knowledge of the meanings of root words such
as like, pay, or happy and affixes such as dis-, pre-, and un 9E study word meanings systematically such as across curricular content areas and through
current events
 10A use his/her own knowledge to comprehend
 10B establish and adjust purposes for reading such as reading to find out, to understand, to
interpret, to enjoy, and to solve problems
 10C monitor his/her own comprehension and make modifications when understanding breaks
down such as by rereading a portion aloud, using reference aids, searching for clues, and asking
questions
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
I can:
 enjoy listening to stories read aloud to make connections and learn
new vocabulary 4A, 9A, 9B
 identify how language reflects different regions and cultures 4C
 recognize words: letter-sound correspondences, language structure,
context 6A
 increase the amount of time spent reading independently 7A , 7F, 8A,
8C
 read text on my instructional level 7B
 reads fluently and effectively 7C, 8A
 use root words and affixes to understand new words 9D
 study word meanings 9E
 set the stage for reading the story by activating my prior knowledge
10A
 set a purpose for reading so that I know what I am looking for 10B
 pause and think about what I do and don’t understand and reread, if
necessary 10C
 use text topic and details (text structure) to locate and recall
words (TAKS 1)
information 10E
 find the main idea and supporting details 10F
 determine the gist and details in order to summarize text 10G
 infer such as by drawing conclusions and supporting them with text
evidence 10H
 make text to text connections 10I
 use graphic sources to answer different types of questions 10K
 react and reflect on what I read using the RCP 11A
 study how a text is organized 11C
 compare and contrast ideas 11D
 judge the logic of stories and texts 12A
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10E use the text’s structure or progression of ideas such as cause and effect or chronology to
locate and recall information (TAKS 3)
10F determine a text's main (or major) ideas and how those ideas are supported with details
10G paraphrase and summarize text to recall, inform, or organize ideas (TAKS 1)
10 H draw inferences such as conclusions or generalizations and support them with text
evidence and experience
 10I find similarities and differences across texts such as in treatment, scope, or organization
 10K answer different types and levels of questions; open –ended, literal, interpretative, multiplechoice, true-false, short-answers
 11A offer observations, make connections, react, speculate, interpret, and raise questions in
response to text
11C analyze how the organizational pattern of a text (e.g., cause and effect,
compare and contrast, sequential order, logical order, classification schemes)
influences the relationships among the ideas.
11D connect, compare, and contrast ideas, themes, and issues across text
12A judge the internal consistency or logic of stories and texts such as "Would
this character do this?"; "Does this make sense here?"
12C identify the purposes of different types of texts such as to inform, influence,
express, or entertain
 12D recognize the distinguishing features of genres, including biography, historical fiction,
informational texts, and poetry
 12F understand and identify literary terms such as title, author, illustrator, playwright, theater,
stage, act, dialogue and scene across a variety of literary forms (texts)
 12G understand literary forms by recognizing and distinguishing among such types of text as
stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies
12H analyze characters, including their traits motivation, conflicts, point of view,
relationship, and changes they undergo (TAKS 2)
12I recognize and analyze story plot, setting, and problem resolution (TAKS 2)
12J describe how the author's perspective or point of view affects the text
14A compare text events with his/her own and other readers' experiences
14B determine distinctive and common characteristics of cultures through wide reading
14C articulate and discuss themes and connections that cross cultures
17A write with accurate spelling of syllable constructions, including closed, open, consonant
before -le, and syllable boundary patterns
17B write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as
those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un



 identify the author’s purpose and how it affects the text 12C,12J
 understand text structure 12D,12G
 understand literary terms 12F
 analyze characters and their motivations 12H
 understand the plot and the main problem or conflict of a story 12I
Yo puedo:
 gozar los cuentos que me lee el maestro/la maestro para hacer
conexiones y aprender vocabulario nuevo 4A, 9A, 9B
 identificar como el lenguaje refleja las regiones y culturas diferentes
4C
 reconocer las palabras por usar sus letras, la estructura de lenguaje
y el contexto 6A
 aumentar la cantidad de tiempo que leo
 independientemente 7A , 7F, 8A, 8C
 leer texto al nivel instruccional 7B
 leer con fluidez 7C, 8A
 usar las palabras raíces y afijos para entender palabras nuevas 9D
 estudiar los significados de palabras 9E
 preparar para leer al activar los conocimientos previos 10A
 hacer un propósito para leer para que sepa lo que quiero hallar 10B
 pausar y pensar de lo que entiendo y lo que no entiendo y volver a
leer, si sea necesario 10C
 usar el tema y los detalles del texto (estructura del texto para buscar
y recordar la información del texto 10E
 hallar la idea principal y los detalles de apoyo 10F
 determinar lo ensencial y los detalles importantes para resumir el
texto 10G
 inferir por sacar conclusiones y apoyarlas con evidencia del texto
10H
 hacer conexiones entre los textos 10I
 usar fuentes gráficas para contestar varios tipos de preguntas 10K
 reaccionar y reflexionar en lo que estoy leyendo usando el proceso
de comprensión de la lectura 11A
 estudiar la organización del texto 11C
 hacer comparaciones y contrastes de ideas 11D
 juzgar la lógica de historias y textos 12A
 identificar cómo el punto de vista del autor afecta al texto 12C, 12J
 entender la estructura del texto 12D, 12G
 entender los términos literarios 12F
 analizar los personajes y sus motivaciones 12H
 entender el argumento y el problema principal o el conflicto del
cuento 12I
Evidence of Learning
95% of students will have sufficient entries in the Reader’s Notebook using the Reading Comprehension Process.
Confer with students and give them feedback on their reader’s notebook entries.
Use the Reader’s Notebook Rubric for grading.
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
Page 2 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 5
Unit of Study: Creating Strategic Readers
CURRICULUM GUIDE
Essential Questions
Unit of Study:
 What does it mean to make connections?
 Why is it important to make connections in reading?
 What is schema?
 Why do good readers predict before, during, and
after reading?
 What do you do when you come to a word that you
don’t know?
 How does knowing the author’s purpose help you in
reading?
Essential Pre-requisite Skills







Read high frequency words (Grades 1 and 2).
Decode multi syllabic words, as well as regular and irregular words (Grade 3).
Read regularly in instructional level materials (Grade 3)
Develop vocabulary through reading (Grade 3).
Retell order of important events (Grades K-3)
Identify the importance of setting to a story’s meaning (Grades 1-3)
Recognize the story’s problem(s) or plot. (Grades 1-3)
The Teaching Plan
Instructional Model/Teacher Directions:
The teacher will…
Week 1
Comprehension Skill: Making Connections
English
Spelling
Words
with
Syllables
Vocabulary
Closed
See teacher toolkit for list
of spelling words.
Select Tier 2 vocabulary
words from read alouds.
Isabel Beck, Bringing
Words to Life: Robust
Vocabulary Instruction
refers to these words as
“Goldilocks Words.” They
are not too hard, not too
easy, but just right.
(Teacher Toolkit: Tier 2
Words)
Spanish
Academic Vocabulary





Making connections
Text-to-self
Text-to-text
Text-to-world
schema
Ortografía
Words
with
Syllables
Closed
See teacher toolkit for list
of spelling words.
Tier 2 words can add to
an individual’s language
ability and come up with
high frequency for the
mature language learner,
such as coincidence,
absurd, and industrious
SAISD © 2008-09 – Third Grading Period
Vocabulario
Select Tier 2 vocabulary
words from read alouds.
Isabel Beck, Bringing
Words to Life: Robust
Vocabulary Instruction
refers to these words as
“Goldilocks Words.” They
are not too hard, not too
easy, but just right.
(Teacher Toolkit: Tier 2
Words)
Vocabulario Académico





Hacer conexiones
Texto y uno mismo
Con otros textos
Texto y el mundo
Esquema
Tier 2 words can add to an
individual’s language ability
and come up with high
frequency for the mature
language learner, such as
coincidence, absurd, and
industrious
Reading Grade 5
Page 3 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Monday
Word Work: Spelling
(20 minutes)
Closed Syllables
Explain that every syllable in a word has
one vowel sound. Write napkin and
subject on the board. Divide the words
into syllables. Show students how the
first syllable in each word ends in a
consonant. Explain that this is called a
closed syllable and that most closed
syllables have a short vowel sound.
Focus Lesson (20 minutes)
Vocabulary Introduction
 Making Connections
 Vocabulary Introduction with cloze
procedure or hands-on activity from
the Teacher Toolkit
Wednesday
Tuesday
Write the word fabric on the board.
Model how to use syllabication
strategies to solve the word.
Think Aloud: I know that each syllable
has a vowel sound. If I divide the word
between the consonants I get f-a-b and
r-i-c. Both of these syllables are closed
syllables since they end with a
consonant. Most closed syllables have a
short vowel sound. Let me say each
syllable: /fab/ /rik/. When I put the two
syllables together I get fabric.
 Making Connections
 Vocabulary Introduction with
hands-on activity from the Teacher
Toolkit
 Reading Comprehension Process
using novel of your choice, article
from Time For Kids, Scholastic
News, Weekly Reader, science, or
social studies text
Independent Reading
Assignment/Guided Reading
(35 minutes)
Reading Assignment Routine
The students not meeting with the
teacher will use the reading
comprehension process in their
notebooks and apply the comprehension
skill taught that day within the process.
Most main selections will take two days
to complete. Teachers may also
substitute the suggested Scott Foresman
selection with another appropriate
selection of the same genre.
Guided Reading
The teacher will guide students through
the assignment, perhaps with oral
discussion in place of writing. Students
will read, for the most part, silently until a
stopping point. The teacher may ask an
individual student to read aloud to
her/him, while the other students
continue to read silently. Students may
read aloud to each other when reentering
text for text evidence.
Practice: Have students practice
dividing the following words into syllables
and reading each word.
absent atlas comet husband
kitten fossil velvet zigzag
plaster habit sunset tidbit
Write the following words on the board:
sat, run, lid, nest.
Say: Look at these words. How many
vowels do you see in each word? (One)
What does each word end with?
(One consonant)
Have students read the words aloud.
Explain that these words have a closed
syllable.
Define closed syllable. (A closed syllable
ends in at least one consonant; the
vowel sound is short.)
Practice writing two syllable words with a
closed first syllable.
SAISD © 2008-09 – Third Grading Period
Read Aloud
(15 minutes)
Select a read aloud of your choice.
Remember that you can sometimes use
your read aloud time in conjunction with
your focus lesson, if the title will
exemplify what is being taught.
 Making Connections
 Reading Comprehension Process
using novel of your choice, article
from Time For Kids, Scholastic
News, Weekly Reader, science, or
social studies text
Reading Grade 5
Page 4 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Thursday
 Have students work on their “Get to
50” Spelling Activity.”
Friday
 Administer a spelling test with at
least two dictation sentences
SAISD © 2008-09 – Third Grading Period
 Making Connections or other skill
as needed to meet classroom needs
 The Reading Zone
Silent Reading in the Zone
(25 minutes)
With teacher monitoring
 Assessment for the week’s
comprehension skill (30 minutes)
The Reading Zone
 Book Talks (5 minutes)
The teacher introduces books to
entice students, or the other
students booktalk a book they have
rated a 9 or 10 (out of 10).
Reading Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Focus Lesson Plan
(20 Minutes)
Comprehension Skills Taught Week 1:
Making Connections/Hacer conexiones
Hook: Inside your head you have a colorful file folder and a cabinet where you have different folders for each subject. We constantly add information to our files. We can use that
information to help us when we read. A good reader is an active reader.
Focus:
 What does it mean to make connections? Good readers use their schema or prior knowledge to help them understand the text. We are going to practice making Text-to-Self
connections (Conexiones entre el texto y uno mismo), Text-to-Text connections (Conexiones con otros textos) and Text-to-World connections (Conexiones entre el texto y el
mundo). Explain each type of connection.
o
Text-to-Self (TS)/Texto y uno mismo (TUM)
students make connections with the text and their own experiences (people they
know, things they did, places they’ve been, experiences they’ve had)
o
Text-to-Text (TT)/Con otros textos (COT)
students make connections with characters or events in the text they are reading with
other texts they have read
o
Text-to-World (TW)/Texto y el mundo (TEM)
students make connections with the text and what they know about the world
(locations, social issues, current events)
 When we make connections, it helps us to improve our comprehension.
 Have students write the definition in their reader’s notebooks.
 Ask yourself before reading: What does this remind me of? A good reader always brings his/her experiences to the text.
Teaching:
 Use a read aloud, short article or chapter from a book to demonstrate making connections.
 Model Making Connections: After reading, return to the selection and point out connections to your own life (Text-to-Self), connections to other texts (Text-to-Text) or
connections to the world (Text-to-World),
 Have students turn and talk to a partner about connections they made to the text. Have a few students share their connections.
 Why is it important to make connections in reading? What do good readers do when they make connections?
Guided Practice
 Make a chart with three columns: Text-to-Self, Text-to-Text, Text-to-World. (Day 2)
 Remind students that good readers are always making connections to themselves, other books, and the world around them as they read. Making connections helps us to
understand what we read.
 Use a read aloud, short article or chapter from a book to demonstrate making connections.
Stop periodically to discuss and record connections. Focus on connections that help the reader to comprehend the text. As students add their connection to the chart, ask
them to explain how each connection helped them understand what they read.
 Use a read aloud to model. (Day 3)
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Tell students about the type of connection you made and how it helped you understand the story. Write TS (for Text-to-Self), TT (for Text-to-Text) or TW (for Text-to-World) on
a sticky note and place it on the page where you made the connection.
 Have students turn to a partner to share a connection they made from the read aloud.
 Pass out sticky notes and tell students to mark one spot where they made a connection as they read the texts of their choice independently. If you modeled TS, have students
make a TS connection in their own reading. Encourage students to make more than one connection.
Students may share their connections during post-reading discussion.
Additional activities:
Readers Notebook: Write at the top of each page, Text-to-Self, Text-to-Text, Text-to-World.
Students can make matchbook foldables to record their connections (Teacher Toolkit: Matchbook Foldable) and glue them to the appropriate page.
Closure:
 ask the following questions:
o What comprehension strategy did we practice today?/¿Qué estrategia practicamos hoy? (making connections)
o Why do you make connections?/¿Por qué es importante hacer conexiones? (It can help me to be an active reader and comprehend what I am reading./Me puede
ayudar a ser un lector activo y comprender lo que estoy leyendo.)
 Remember on the TAKS test, to make connections with the text. Making connections helps the reader improve comprehension.
Students who need more support:
Confer with students who are having trouble making connections.
This Text Reminds Me Of…/Este texto me recuerda de…
Encourage student to write two or three sentences about their reading. What did it remind you of?
Students Who Master the Learning Quickly
 Have students work in teams to create posters of the strategy. Posters should include examples from reading, diagrams, and key words. Display the posters as a reference
tool.
 Pass out butcher paper to each group and markers.
 Review what they know about the strategy.
 Tell students that they will work together to create anchor posters that will help the class remember what they’ve learned. (Teacher Toolkit: Creating anchor posters).
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 2
Main Selection: “The Jr. Iditarod,” pp. 355-368/ “Las molas,” pp. 367-377
Comprehension Skill: Main Idea and Supporting Details/Idea principal y detalles de apoyo
English
Spelling
List p. 369h
 answer
 library
 getting
 maybe
 actually
 pumpkin
 grabbed
 minute
 opened
 when
 mystery
 width
 quarter
 frightening
 happened
 length
 finished
 dentist
 caramel
 sandwich
Vocabulary
p. 354b
 announcer
 cargo
 delays
 injuries
 obstacles
 overtakes
 skids
 wilderness
Word Work: Spelling
(20 minutes)
SAISD © 2008-09 – Third Grading Period
Spanish
Academic Vocabulary
 main idea
 supporting details
Focus Lesson (20 minutes)
Vocabulary Introduction
Ortografía
List p. 383i
 vehículo
 cohete
 hielo
 hiedra
 almohada
 hierro
 hyena
 hierbabuena
 hierven
 hola
 Ahorramos
 ahijada
 prohibido
 habitantes
 helado
 háblame
 hocico
 alhajas
 búho
 horizonte
Vocabulario
p. 366b
 caciques
 istmo
 mola
 multicolor
 puntadas
 vestuario
Independent Reading Assignment/Guided
Reading (35 minutes)
Reading Grade 5
Vocabulario Académico
 idea principal
 detalles de apoyo
Read Aloud
(15 minutes)
Page 8 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Monday
Tuesday
Wed
nesd
ay
Thursday
Friday
 Introduce the spelling words
and generalization: Some
words have more letters
than you might expect. To
spell these words,
pronounce each syllable
carefully (SF English p.
369h)
 In Spanish, the letter h is
called muda (silent or mute),
because it is a graphic sign
that represents no sound at
all. Most of the words written
with silent h are related to
others that also contain it.
(Lectura p. 383i)
 Have students work on their
“Get to 50” Spelling Activity.”
 Main Idea and Supporting Details
“Saving Nome” (SF, pp. 352-353)/
“De fibra a tela” (Lectura, pp. 364365)
 Vocabulary Introduction with cloze
procedure or hands-on activity from
the Teacher Toolkit
 Have students work on their
“Get to 50” Spelling Activity.”
 Main Idea and Supporting Details
 Reading Comprehension Process
 Work with students to
complete “Proofread and
Write” (SF Eng, p.
369h/Lectura, p.383j)
 Main Idea and Supporting Details or
other skill as needed to meet
classroom needs
 The Reading Zone
 Administer a spelling test
with at least two dictation
sentences
 Assessment for the week’s
comprehension skill (30 minutes)
The Reading Zone
 Book Talks (5 minutes)
The teacher introduces books to entice
students, or the other students booktalk
a book they have rated a 9 or 10 (out of
10).
Reading Assignment Routine
The students not meeting with the teacher will
use the reading comprehension process in
their notebooks and apply the comprehension
skill taught that day within the process. Most
main selections will take two days to complete.
Teachers may also substitute the suggested
Scott Foresman selection with another
appropriate selection of the same genre.
Guided Reading
The teacher will guide students through the
assignment, perhaps with oral discussion in
place of writing. Students will read, for the
most part, silently until a stopping point. The
teacher may ask an individual student to read
aloud to her/him, while the other students
continue to read silently. Students may read
aloud to each other when reentering text for
text evidence.
 Main Idea and Supporting Details
 Vocabulary Introduction with handson activity from the Teacher Toolkit
 Reading Comprehension Process
Read Aloud Reminders:
 Make sure you have previewed the
book so that you know some stopping
points and ideas for discussion.
 Ask that students help recap the
previous day’s reading to be able to
establish a purpose for today’s
reading,
 Ask students to make predictions.
 Model comments and reflections as
you read.
 Find a few places to pause and invite
students to comment.
 Post a list of books read aloud.
 Display books you have read aloud in
the classroom library for easy access.
Remember that you can sometimes use
your read aloud time in conjunction with
your focus lesson, if the title will exemplify
what is being taught.
Collect words and phrases from the book
for students to use in their writing.
Silent Reading in the Zone
(25 minutes)
 With teacher monitoring
Focus Lesson
(20 minutes)
Comprehension Skills Taught Week 2:
Main idea and supporting details/Idea principal y detalles de apoyo
Hook:
 Draw a very simple picture of a flat rectangle as the table top and 4 legs. Start with a paragraph. Find the main idea and write it on the table top, then write the supporting details
along the legs. The top of the table (main idea) is going to fall without the legs (supporting details) to hold it up.
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
Page 9 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Focus:
 The main idea is the most important idea about the text. The main idea is the central point the author tries to make. Most of the time, the main idea is stated in a topic sentence
which is usually near the beginning of the text but some authors may choose to put the main idea in the concluding sentence of the paragraph. The main idea may not be stated,
but suggested from information in the text.
 The supporting details are sentences that give more information about the main idea. These sentences have information that relate to the main idea.
 Have students write the definition in their readers’ notebooks.
Teaching:
 Choose a short story, article, or chapter from a book and use think aloud strategies to tell what the text is mostly about.
 Why is it important to find the main idea when reading? What do good readers do to find the main idea?
Guided Practice:
 (Day 2) Materials: short paragraph with stated main idea, graphic organizer
This diagram created using Kidspiration® 2 by Inspiration Software®, Inc.
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Reading Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
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 Review definition of main idea with students. Have students read the paragraph. Ask “What is the paragraph mostly about? What are some supporting details?/¿De qué trata
principalmente el párrafo? ¿Cuáles son unos de los detalles de apoyo?” Work together to fill in the graphic organizer. Provide students with a copy of the graphic organizer or
have them draw it in their reader’s notebooks.
 Give students a copy of another short paragraph. Have students read and work in small groups to write the main idea and supporting details in their graphic organizer.
 (Day 3) Use text from social studies or science. Give students a copy of the graphic organizer and have them work in small groups to fill in the main idea.
Closure:
 Ask the following questions:
o What comprehension strategy did we practice today?/¿Qué estrategia practicamos hoy? (main idea and supporting details/idea principal y detalles de apoyo)
o How can this help you in reading?/¿Cómo te puede ayudar esta estrategia cuando lees? (It helps me to think about the most important idea in the text)
Students who need more support:
Have students draw a tree in their reader’s notebooks- the trunk is the main idea and the branches are the supporting details. After reading a short selection, guide students to
determine the main idea and supporting details.
 Materials: pictures from magazines, graphic organizer web
 Have students think of the main idea of the picture and list it in the middle of the web. Have them list supporting details on the outside circles.
Main Idea/Idea Principal
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
The Teaching Plan
Instructional Model/Teacher Directions
The teacher will…
Week 3
Main Selection: “The Night Alone,” pp. 373-386/ “La noche a solas,” pp. 387-401
Comprehension Skill: Predicting/Predecir
English
Spelling
List p. 391h
 followed
 lightest
 cuter
 exciting
 bigger
 wrapping
 easier
 following
 tried
 cutest
 amused
 biggest
 earlier
 easiest
 lighter
 trying
 excited
 amusing
 wrapped
 earliest
Vocabulary
Page 372b
 bruised
 lodge
 possession
 pouch
 reckless
Word Work: Spelling
(20 minutes)
SAISD © 2008-09 – Third Grading Period
Spanish
Academic Vocabulary
 predicting
 text structure
Focus Lesson (20 minutes)
Vocabulary Introduction
Ortografía
List, p. 405i
 zanahoria
 horario
 helecho
 hogar
 higuera
 hormiga
 hermanos
 hombres
 hundido
 hermoso
 hebilla
 humor
 huesos
 huevos
 cacahuates
 hueco
 prohíbe
 huelen
 huésped
 ingenua
Vocabulario
Page 386b
 clanes
 insensato
 magullado
 reconfortantes
 tienda
Independent Reading Assignment/Guided
Reading
(35 minutes)
Reading Grade 5
Vocabulario Académico
 predecir
 estructura del texto
Read Aloud
(15 minutes)
Page 12 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Monday
Tuesday
Wednesday
 Introduce the spelling words
generalization: Some words do
not change when adding –ed, ing, -er, and –est. If the base
word ends in e, drop the e. In
one-syllable words with CVC,
double the final consonant. If the
base word ends in y, change y to
i before adding –ed, -er, or –est.
Keep the y when adding –ing.
(SF English p. 391h)
 In Spanish the h is a silent letter,
it doesn’t stand for any sound.
When syllabificating with h, this
letter always is included in the
syllable with the vowel that
follows it. The letter h is used in
words that begin with certain
dipthongs, as in hielo. (Lectura p.
405i)
 Have students work on their “Get
to 50” Spelling Activity.”
 Have students work on their “Get
to 50” Spelling Activity.”
Thursday
 Have students work on their “Get
to 50” Spelling Activity.”
SAISD © 2008-09 – Third Grading Period
 Predicting “Why Bears Have
Short Tails” (SF, pp. 370-371)/
“Por qué los osos tienen el rabo
corto” (Lectura, pp. 384-385)
 Vocabulary Introduction with
cloze procedure or hands-on
activity from the Teacher Toolkit
Reading Assignment Routine
Each day, the students not meeting with the
teacher will use the reading comprehension
process in their notebooks and apply the
comprehension skill taught that day within the
process. Most main selections will take two days
to complete. Teachers may also substitute the
suggested Scott Foresman selection with
another appropriate selection of the same genre.
Guided Reading
The teacher will guide students through the
assignment, perhaps with oral discussion in
place of writing. Students will read (for the
most part) silently until a stopping point. The
teacher may ask an individual student to read
aloud to her/him, while the other students
continue to read silently. Students may read
aloud to each other when reentering text for text
evidence.
 Predicting
 Vocabulary Introduction with
hands-on activity from the
Teacher Toolkit
 Reading Comprehension
Process
 Predicting
 Reading Comprehension
Process
The Reading Zone
Focus Lesson (20 minutes)
 Continuation of Monday through
Wednesday skill or a
Reading Zone Routine
 Book Talks (10 minutes)
The teacher introduces books to
entice students, or the other
students booktalk a book they
have rated a 9 or 10 (out of 10).
Read Aloud Reminders:
 Make sure you have previewed
the book so that you know some
stopping points and ideas for
discussion.
 Ask that students help recap the
previous day’s reading to be able
to establish a purpose for today’s
reading,
 Ask students to make
predictions.
 Model comments and reflections
as you read.
 Find a few places to pause and
invite students to comment.
 Post a list of books read aloud.
 Display books you have read
aloud in the classroom library for
easy access.
Collect words and phrases from the
book for students to use in their
writing. They may be written on a
chart and kept in the students’ writing
toolkit.
Silent Reading in the Zone
(25 minutes)
With teacher monitoring
Reading Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
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Friday
 administer a spelling test with at
least two dictation sentences
 Assessment for the week’s
comprehension skill (30
minutes)
The Reading Zone
 Book Talks (5 minutes)
The teacher introduces books to
entice students, or the other
students booktalk a book they
have rated a 9 or 10 (out of 10).
Silent Reading in the Zone
(20 minutes)
With teacher monitoring
Focus Lesson
(20 minutes)
Comprehension Skills Taught Week 3:
Predicting/Predecir
Hook:
 When you look outside what can you predict about the weather?
 Have you ever predicted something about a television show or movie?
 What can you tell about a story by looking at the cover of the book?
Focus:
 Good readers use their own background knowledge (schema) plus information in the text to make predictions. As readers make predictions, they become more interested in
the reading, which helps to improve their understanding. Active readers predict where a text is going and what will happen next.
Information
from text
(Información
del texto)
+
What you know
(Lo que sabes)
=
Predictions
(Predicciones)
We make a prediction when we take information from the text and what we know to make a good guess about what will happen in the future. As we read, our predictions are
confirmed or we have to form another prediction based on the clues in the text. Confirming predictions helps students to monitor their comprehension as they read.
 Ask students to share definitions of the word prediction (predicciones), and work from their definitions to form a class definition of the word.
 Have students write the definition in their readers’ notebooks.
Teaching:
 Use realistic fiction, a short story, or article to model making predictions.
 Tell students that good readers predict before, during, and after reading.
Predicting Before Reading:
What is this book/passage/article about? Why do you think that? (¿De qué trata este
libro/pasaje/artículo? ¿Por qué creen eso?)
During Reading: Do I need to adjust my prediction? What is my new prediction? (¿Necesito ajustar
mi predicción? ¿Qué es mi predicción nueva?)
After Reading: Did I change my prediction? (¿Cambié mi predicción?)
Using a short text, show students how to predict before, during, and after reading.
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Guided Practice:
 (Day 2) Show students how to use all kinds of clues to help them predict such as
schema (background knowledge), illustrations, and text structure. Text structure refers to the way
that the text is organized. Fiction has a story map structure (characters, setting, problem,
resolution/personajes, ambiente o escenario, problema, resolución)
 Give students a short text. Have them make a four tab Foldable, copy the headings on the front and list known information inside the Foldable.
English:
What I Know
Textual Evidence
Prediction
Was my prediction
(background
(includes illustration
correct/incorrect?
knowledge)
clues, info from
headings or story
line)
Spanish:
Lo que sé
(conocimiento
previo)
Apoyo del texto
(incluye
ilustraciones,
pistas, información
de los
encabezamientos o
el argumento)
Predicción
¿Mi predicción fue
correcta/incorrecta?
 Tell students to read the text and work in a small group to complete the Foldable. Students will list their predictions and give textual evidence.
 (Day 3) Familiarize students with nonfiction text features so they learn how nonfiction texts are organized and how the features help readers to make logical predictions.
Nonfiction books have a text structure. Look at the main headings to make predictions. Turn the headings into questions or wonder statements.
Using a nonfiction selection, show students how to look at the main headings to form predictions.
Allow students to form their own predictions using another part of the text.
 Students can fill out the same graphic organizer with a partner.
Encourage students to work in pairs to scan the headings for text clues to make predictions about
what they will learn when they read the text.
Closure:
Tell students to preview the text as a study tool to help them comprehend and remember key points.
 ask the following questions:
o What comprehension strategy did we practice today?/¿Qué estrategia de comprensión practicamos hoy? (predicting/predecir)
o What do you do when you predict?/¿Qué hacen cuando predicen? (You combine your background knowledge and textual evidence to form the prediction. As you
read, you confirm or readjust your prediction./Combinan sus conocimientos previos y el apoyo del texto para formar la predicción.)
o
How can this help you in reading?/¿Cómo les ayuda esta estrategia cuando leen? (It helps me to understand better and keeps me focused on the reading./Me
ayuda a entender mejor y a enfocarme en la lectura.)
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Students who need more support:
Provide students with the following stop and jots to use to monitor comprehension.
Stop and Jots:
 What will ____probably do next? (¿Probablemente, que va a hacer _______________ después?)
 What will probably happen next time? (¿Probablemente, que va a suceder la próxima vez?)
 What will happen in the future? (¿Qué va a suceder en el futuro?)
 Based on the information given in the story, the reader can conclude _________. (Basado en la información del texto, el lector puede concluir que _______________.)
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 4
Main Selection: “The Heart of a Runner,” pp. 395-414/ “Corazón de corredora,” pp. 409-428
Comprehension Skill: Context Clues/Claves de contexto
English
Spelling
List p. 421h
 manager
 terrible
 supposed
 especially
 innocent
 pollute
 grocery
 president
 finally
 probably
 balance
 realize
 prisoner
 elevator
 different
 really
 California
 constant
 opportunity
 celebrate
Spanish
Vocabulary
Page 394b
 ankle
 athlete
 confident
 overcame
 relay
 responsible
 sprint
Word Work: Spelling
(20 minutes)
SAISD © 2008-09 – Third Grading Period
Ortografía
Academic Vocabulary
 context clues
Focus Lesson (20 minutes)
Vocabulary Introduction
List, p. 429i
 cambiaste
 automóvil
 aplaude
 europea
 reunidos
 neutron
 flauta
 envuelve
 aunque
 enfrió
 confiaba
 compuertas
 enfrente
 automático
 comprueba
 pausadamente
 causa
 ambiente
 hambriento
 también
Vocabulario
Page 408b
 atleta
 contrincantes
 meta
 relevo
 torcedura
 torneo
Independent Reading Assignment/Guided
Reading
(35 minutes)
Reading Grade 5
Vocabulario Académico

claves de contexto
Read Aloud
(15 minutes)
Page 17 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Monday
 Introduce the Spelling words
and generalization: Syllable
patterns can help you spell
words with the vowel sound
schwa /ə/. Look for closed
and open syllables and other
syllable boundary patterns.
(SF English p. 421h)
 Dipthongs are a combination
of two vowels in the same
syllable. Generally, they are
made up of a strong vowel
(a, e, o) and a weak one (u,
i). The dipthongs au, eu are
made up of a strong vowel
(a or e) and a weak one (u).
 Context Clues “Physical Fitness”
(SF pp. 392-393)/ “La buena
condición física” (Lectura pp. 406407)
 Vocabulary Introduction with
cloze procedure or hands-on
activity from the Teacher Toolkit
Guided Reading
The teacher will guide students through the
assignment, perhaps with oral discussion in
place of writing. Students will read, for the
most part, silently until a stopping point. The
teacher may ask an individual student to read
aloud to her/him, while the other students
continue to read silently. Students may read
aloud to each other when reentering text for text
evidence.
 Context Clues
 Vocabulary Introduction with
hands-on activity from the Teacher
Toolkit
Reading Comprehension
Process
 Have students work on their
“Get to 50” Spelling Activity.”
The Reading Zone
Focus Lesson (20 minutes)
 Continuation of Monday through
Wednesday skill or a
Reading Zone Routine
 Book Talks (10 minutes)
The teacher introduces books to
entice students, or the other
students booktalk a book they have
rated a 9 or 10 (out of 10).
SAISD © 2008-09 – Third Grading Period
Routine:
Read Aloud Reminders:
 Make sure you have previewed the
book so that you know some
stopping points and ideas for
discussion.
 Ask that students help recap the
previous day’s reading to be able to
establish a purpose for today’s
reading,
 Ask students to make predictions.
 Model comments and reflections as
you read.
 Find a few places to pause and
invite students to comment.
 Post a list of books read aloud.
 Display books you have read aloud
in the classroom library for easy
access.
 Context Clues
 Vocabulary Introduction with
hands-on activity from the Teacher
Toolkit
 Reading Comprehension Process
 Have students work on their
“Get to 50” Spelling Activity.”
Thursday
Wednesday
Tuesday
An m (and never an n) is
used before p and b.
An n (and never m) is used
before v and f.
(Lectura p. 429i)
 Have students work on their
“Get to 50” Spelling Activity.”
Reading Assignment Routine
The students not meeting with the teacher will
use the reading comprehension process in their
notebooks and apply the comprehension skill
taught that day within the process. Most main
selections will take two days to complete.
Teachers may also substitute the suggested
Scott Foresman selection with another
appropriate selection of the same genre.
Silent Reading in the Zone
(25 minutes)
With teacher monitoring
Reading Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Friday
 administer a spelling test
with at least two dictation
sentences
 Assessment for the week’s
comprehension skill (30 minutes)
The Reading Zone
 Book Talks (5 minutes)
The teacher introduces books to entice
students, or the other students booktalk
a book they have rated a 9 or 10 (out of
10).
Silent Reading in the Zone
(20 minutes)
With teacher monitoring
Focus Lesson
(20 minutes)
Comprehension Skills Taught Week 4:
Context Clues/Claves de contexto
Hook:
 Write on the board or transparency: Last Saturday, I went to Ziti with my friend for lunch. I ordered the manicotti, salad, and bread. The pasta was filled with four cheeses. I
was full but I still managed to have a cannoli, a sweet finish to my meal. (El sábado pasado, fui a Ziti con mi amigo/-a para el almuerzo. Pedí manicotti, una ensalada, y pan.
La pasta estaba rellena con cuatro quesos. Estaba lleno/-a pero logré tener un cannoli, un postre para terminar el almuerzo.)
 Ask students to tell you the meanings of the words, Ziti, manicotti, and cannoli. Tell students to use clues from the passage. Discuss each word and discuss clues that help you
figure out the meaning of the word.
Focus:
 When you are reading, when you come to an unknown word, look for clues in the text to help you figure it out. The words and sentences around the unknown word can give
you clues to help you figure out the meaning of the word. Context clues can be found close to the unknown word. Good readers use the information in the text and what makes
sense to figure out the meaning of the word.
 Have students write the definition in their readers’ notebooks.
Teaching:
 Why is it important to use context clues in reading? (Context clues help us figure out the meaning of unknown words)
 What do good readers do when they see a word they don’t know? (They use the words and sentences around the unknown word to figure out the meaning).
 Show students a short text which contains unknown words. Model reading around the new word, using context clues to help define the word. Say: “I’ve come to a word that I
don’t know. I need to look for some context clues to help me understand what it means. I predict that the word means ______ because I used the context clues _______.”
(Diga: “Encontré una palabra que no conozco. Necesito buscar unas claves de contexto para entender lo que significa. Predigo que la palabra significa ___________ porque
usé las claves de contexto _______.) Reread to make sure the word makes sense.
 Pair up students and give them a paragraph or short text which contains unknown words that are underlined. Ask students to use context clues to find the meaning of the word.
Have student write the word, context clues, and what they think the word means.
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Guided Practice:
 (Day 2) Pass out a short story, article, or passage from a chapter book. Tell students to write an unknown word in their reader’s notebooks. Read before and after the word.
Write down context clues that help you find the meaning of the word.
 Write what you think the word means. Check to see that your prediction makes sense.
 (Day 3) Give students a short text containing two new words.
 Have students practice using context clues during independent reading. Tell students as they read their own books, be on the lookout for unknown words. When you encounter
a word you don’t know, write the word in your reader’s notebook. Look for context clues before and after the word that will help you define the word. Write the context clues in
your notebook. Write the definition. Check to see that your prediction makes sense.
Context Clues – Independent Practice (Use during math, science, social studies, and independent reading)
Words
(Palabras)
Page/Paragraph
(Página/Párrafo)
Clues
(Claves)
Predictions
(Predicciones)
Closure:
 ask the following questions:
o What comprehension strategy did we practice today?/¿Qué estrategia de comprensión practicamos hoy? (context clues/claves de contexto)
o As you read, you will find words that you don’t know. You need to think about these words and search for clue words and context clues to help you.
o What do you do when you come to a word that you don’t know?/¿Qué hacen cuando encuentran una palabra que no conocen? (Use context clues to help me figure
out what the word means./Usar claves de contexto para averiguar el significado de la palabra.) How can this help you in reading?/¿Cómo les ayuda esta estrategia
cuando leen? (It helps me to figure out the meanings of the words so I can comprehend the text./Me ayuda a averiguar los significados de las palabras para que
comprenda mejor el texto.)
Students who need more support:
Before reading- "word detectives"- give each student a magnifying glass (just to make it fun). Tell them the page number and the word and have them search for the word. After
everyone has found the word, have them read the entire sentence and to try to figure out the meaning.
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 5
Main Selection: “The Memory Box,” pp. 425-437/ “El vuelo de los colibríes,” pp. 433-446
Comprehension Skill: Author’s Purpose/Propósito de la autora
English
Spelling
List p. 439h
 either
 calendar
 evil
 cancel
 quarrel
 siren
 fountain
 another
 solar
 fossil
 label
 eaten
 curtain
 bargain
 computer
 particular
 civil
 channel
 frozen
 captain
Vocabulary
Page 424b
 recall
 reel
 sheath
 souvenirs
 squished
 traditions
Word Work: Spelling
(20 minutes)
SAISD © 2008-09 – Third Grading Period
Spanish
Academic Vocabulary




author’s purpose
persuade
inform
entertain
Focus Lesson (20 minutes)
Vocabulary Introduction
Reading Grade 5
Ortografía
Vocabulario
List p. 447i
Page 432b
 maguey
 colibríes
 doy
 encorvada
 bailaba
 maguey
 heroica
 pizcamos
 mamey
 surcos
 hay
 yunta
 veinte
 traigo
 voy
 peinaste
 aire
 treinta
 reinaba
 oíamos
 vainilla
 faisán
 ley
 boina
 soy
 paisaje
Independent Reading Assignment/Guided
Reading
(35 minutes)
Vocabulario Académico




propósito del autor
persuadir
informar
entretener
Read Aloud
(15 minutes)
Page 21 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Monday
Tuesday
Wednesday
 Introduce the Spelling words and
generalization: Vowels in final
syllables often sound alike evn
when they are spelled differently:
another, calendar; civil, cancel;
captain, frozen. (SF English p.
439h)
 The sound /i/ can be written in
two ways: as i or as y. It is
written as i in most cases.
When the dipthongs ai, ei, oi are
at the end of a word, the i
changes to y, as in hay, ley, and
soy. (Lectura p. 447i)
 Have students work on their “Get
to 50” Spelling Activity.”
 Have students work on their “Get
to 50” Spelling Activity.”
Thursday
 Have students work on their “Get
to 50” Spelling Activity.”
SAISD © 2008-09 – Third Grading Period
 Author’s purpose “Your Life
Remembered” (SF pp. 422-423)/
“Los colibríes” (Lectura pp. 430431)
 Vocabulary Introduction with
cloze procedure or hands-on
activity from the Teacher Toolkit
 Author’s purpose
 Vocabulary Introduction with
hands-on activity from the
Teacher Toolkit
 Reading Comprehension
Process
 Author’s purpose
 Reading Comprehension
Process
The Reading Zone
Focus Lesson (20 minutes)
 Continuation of Monday through
Wednesday skill or a
Reading Zone Routine
 Book Talks (10 minutes)
The teacher introduces books to
entice students, or the other
students booktalk a book they
have rated a 9 or 10 (out of 10).
Reading Assignment Routine
The students not meeting with the teacher will
use the reading comprehension process in their
notebooks and apply the comprehension skill
taught that day within the process. Most main
selections will take two days to complete.
Teachers may also substitute the suggested
Scott Foresman selection with another
appropriate selection of the same genre.
Guided Reading
The teacher will guide students through the
assignment, perhaps with oral discussion in
place of writing. Students will read, for the
most part, silently until a stopping point. The
teacher may ask an individual student to read
aloud to her/him, while the other students
continue to read silently. Students may read
aloud to each other when reentering text for text
evidence.
Read Aloud Reminders:
 Make sure you have previewed
the book so that you know some
stopping points and ideas for
discussion.
 Ask that students help recap the
previous day’s reading to be able
to establish a purpose for today’s
reading,
 Ask students to make
predictions.
 Model comments and reflections
as you read.
 Find a few places to pause and
invite students to comment.
 Post a list of books read aloud.
 Display books you have read
aloud in the classroom library for
easy access.
Silent Reading in the Zone
(25 minutes)
With teacher monitoring
Reading Grade 5
Page 22 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
administer a spelling test with at
least two dictation sentences
Friday


Assessment for the week’s
comprehension skill (30
minutes)
The Reading Zone

Book Talks (5 minutes)
The teacher introduces books to
entice students, or the other
students “booktalk” a book they
have rated a 9 or 10 (out of 10).
Silent Reading in the Zone
(20 minutes)
With teacher monitoring
Focus Lesson
(20 minutes)
Comprehension Skills Taught Week 5:
Author’s Purpose/Propósito del autor
Hook:

Show students a picture of a pie.

Brainstorm a list of reasons an author may write a book.

Explain that there are three main reasons: PIE can help us remember them (persuade, inform, entertain/persuadir, informar, entretener). Describe what each of these terms
mean and share an example of a book/ part of a book that would fall under each.

Have students look in the classroom library/school library for an example of each type.
Have students share examples.
Focus:

An author has a purpose or reason for writing. Authors write to persuade, inform, or entertain. The author can also write to express his/her point of view. Authors don’t usually
state their reasons for writing. You can usually tell what the author’s purpose is by considering the genre and way that the text is organized. The author may have several
purposes for writing and may use several types of writing to achieve his/her purpose.
Author’s Purpose
Entertain - enjoy
Inform – convey knowledge
Persuade – change my opinion
Express point of view or ideastake action or follow steps
Type of Writing
Story
Articles, letters
Letter, essay, advertisement, story
How Tos, recipes
Author’s Purpose
Entretener - disfrutar
Inform – expresar/dar el
conocimiento
Persuadir – cambiar mi opinión
Expresar el punto de vista o
ideas – toma las medidas
Type of Writing
Cuento
Artículos, cartas
SAISD © 2008-09 – Third Grading Period
Carta, ensayo, anuncio, cuento
Cuento con instrucciones, recetas
Reading Grade 5
Page 23 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Have students write the definition in their readers’ notebooks.
Teaching:

Review the definition of author’s purpose.
Use examples of stories, articles, or advertisements to model. Ask:
What is the author trying to tell me? (¿Qué trata decirme el autor/la autora?)
Why did the author write this text? (¿Por qué el autor/la autora escribió este texto?)
Did the author have more than one purpose? (Tenía más de un propósito el autor/la autora?)
The author’s purpose is to… (El propósito del autor es para…)

Discuss how the way the author organizes the text helps to present his/her point of view and purpose for writing.
Guided Practice:

(Day 2) Materials: Four short texts with examples of each of the author’s purposes (persuade, inform, entertain)

Read each text together and decide on the author’s purpose for writing. Have students provide evidence for their responses.

(Day 3) What's in the Author's Bag? On index cards or card stock, show students various articles, excerpts or titles that fit each of the three, P, I , or E. Label the heading and
directions on lunch bags and place cards in the lunch bags. Pass out a three column graphic organizer with heading: Persuade, Inform and Entertain. Students work as a group
to read all articles or titles in their Author’s bags and to place the heading in the correct column.
Closure:

ask the following questions:
o What comprehension strategy did we practice today?/¿Qué estrategia de comprensión practicamos hoy? (author’s purpose/propósito del autor)
o How does knowing the author’s purpose help you in reading?/¿Cómo les ayuda a saber el propósito del autor cuando leen? (When you know the author’s purpose for
writing, you will have a better understanding of the message and you will be able to decide if the author has achieved his/her purpose for writing./Cuando conocen el
propósito del autor, comprenderán mejor el mensaje que está tratando de expresar y podrás decidir si el autor ha realizado su propósito para escribir.)
Students who need more support:

Remind students to think of author's purpose as "Everybody wants a piece of the PIE." The PIE meaning P=persuade/persuadir, I=inform/informar and E=entertain/entretener.
Show students a picture of a pie to go along with the saying to give them a visual while thinking of the author's purpose. Read three articles together and decide on the author’s
purpose and why.

Stop and Jot/Pausa, piensa y anota
What is the author trying to tell me? (¿Qué me trata de decir el autor?)
Why did the author write this text? (¿Por qué el autor escribió este texto?)
Did the author have more than one purpose? (¿Tiene más de un propósito el autor?)
The author’s purpose is to… (¿El propósito del autor es para…)
Students Who Master the Learning Quickly

Show students how to use a newspaper to find all the different types of author's purpose
(persuade, inform, entertain). Have students cut out the article, identify the author’s purpose and
why.

Have students keep track of the things they read for a week. Have them list the title and write the author’s purpose beside it in their reader’s notebook. List visual clues that
helped to determine the author’s purpose. At the end of the week, student can make a graph of the four different types of authors’ purposes.
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
Page 24 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The Teaching Plan
Week 6
Instructional Model/Teacher Directions: The teacher will…
Main Selection: “I Want to Vote,” pp. 449-463/ “¡Quiero votar!,” pp. 457-471
Comprehension Skill: setting/ambiente
English
Spelling
List p. 465h

strong

clothing

hanger

trunk

shrink

then

Thanksgiving

nothing

among

lightning

thought

they

without

everything

sting

blank

chipmunk

north

though

there
Vocabulary
Page 448b

banners

headlines

parlor

pavement

splattered

stockings

trolley
SAISD © 2008-09 – Third Grading Period
Spanish



Academic Vocabulary
setting
blend
digraph
Ortografía
List p. 473i

muy

triunfadora

gracioso

astronauta

ruiseñores

huy

buitres

ausente

diccionario

ciudadanos

cuidamos

historiador

gratuita

diurno

ciudadela

fuego

caliente

ciudad

agradecimiento

ruidosa
Reading Grade 5
Vocabulario
Page 456b

discurso

elecciones

marcha

muchedumbre

pancartas

titulares
Vocabulario Académico

ambiente/escenario

diptongo
Page 25 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Word Work: Spelling
(20 minutes)

Wednesday
Tuesday
Monday


Focus Lesson (20 minutes)
Vocabulary Introduction
Introduce the Spelling words and
generalization: Some words have
two consonants together that are
pronounced as one sound: strong,
blank, north, they. (SF English p.
465h)
A dipthong is the union of two
vowels in the same syllable, like in
diccionario. By syllabicating words
with dipthongs, both vowels stay in
the same syllable, as in bui-tres. The
sound /i/ can be written in two ways:
as i or y. It is written I in the majority
of cases, as in ruinas, viuda, and
cuidaba. Nvertheless, when the
dipthong ui is found at the end of the
word, the i is transformed into y as in
¡huy! and muy. (Lectura p. 473i)

Have students work on their “Get to
50” Spelling Activity.”



Setting “The Year of Mother Jones”
(SF pp. 446-447)/ “El año de Mamá
Jones” (Lectura pp. 454-455)
Vocabulary Introduction with cloze
procedure or hands-on activity from
the Teacher Toolkit

Setting
Vocabulary Introduction with
hands-on activity from the Teacher
Toolkit
Reading Comprehension Process
Setting
Reading Comprehension Process

Have students work on their “Get to
50” Spelling Activity.”



Have students work on their “Get to
50” Spelling Activity.”
The Reading Zone
Focus Lesson (20 minutes)

Continuation of Monday through
Wednesday skill or a
Reading Zone Routine

Book Talks (10 minutes)
The teacher introduces books to
entice students, or the other
students booktalk a book they have
rated a 9 or 10 (out of 10).
Thursday

SAISD © 2008-09 – Third Grading Period
Independent Reading
Assignment/Guided Reading
(35 minutes)
Reading Assignment Routine
Each day, the students not meeting with
the teacher will use the reading
comprehension process in their
notebooks and apply the comprehension
skill taught that day within the process.
Most main selections will take two days
to complete. Teachers may also
substitute the suggested Scott Foresman
selection with another appropriate
selection of the same genre.
Guided Reading
The teacher will guide students through
the assignment, perhaps with oral
discussion in place of writing. Students
will read (for the
most part) silently until a stopping point.
The teacher may ask an individual
student to read aloud to her/him, while
the other students continue to read
silently. Students may read aloud to
each other when reentering text for text
evidence.
Read Aloud
(15 minutes)
Read Aloud Reminders:
 Make sure you have previewed the
book so that you know some stopping
points and ideas for discussion.
 Ask that students help recap the
previous day’s reading to be able to
establish a purpose for today’s
reading,
 Ask students to make predictions.
 Model comments and reflections as
you read.
 Find a few places to pause and invite
students to comment.
 Post a list of books read aloud.
 Display books you have read aloud in
the classroom library for easy access.
Silent Reading in the Zone
(25 minutes)
With teacher monitoring
Reading Grade 5
Page 26 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
administer a spelling test with at
least two dictation sentences
Friday


Assessment for the week’s
comprehension skill (30 minutes)
The Reading Zone

Book Talks (5 minutes)
The teacher introduces books to
entice students, or the other
students “booktalk” a book they
have rated a 9 or 10 (out of 10).
Focus Lesson Plan
(20 Minutes)
Comprehension Skills Taught Week 6:
Setting/Ambiente
Hook:

Prepare several index cards with words and pictures showing different settings. Try to use settings from books that students have previously read. Display the cards on a
pocket chart or tape them on chart paper. Ask students how these cards are connected to reading?
Focus:

The setting is the time and place in which a story happens. Sometimes the author tells you when and where the story takes place. If the setting is not stated, you can look for
story details to figure out the setting. The setting can influence the characters and the plot.
Teaching:

Materials: short text containing descriptive sentences about the setting

Read the text, stopping at the descriptive sentences or phrases about the setting. Tell students to close their eyes to visualize the scene as the teacher reads.

Where and when did the story take place? Was the setting important to the plot? Why?
Guided Practice:

(Day 2) Provide students with a short text containing a description of the setting. Read the text and complete the graphic organizer together.
English:
Setting
Where did the story take place?
When did the story take place?
Was the time/place important to the
plot?
Did the place influence the characters?
Textual Evidence
Spanish:
Ambiente
¿Dónde tiene lugar el cuento?
¿Cuándo ocurrió el cuento?
¿Era importante el tiempo/lugar al
argumento?
¿El lugar influyó a los personajes?
SAISD © 2008-09 – Third Grading Period
Apoyo del texto
Reading Grade 5
Page 27 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

(Day 3) Provide students with another short text containing s description of a setting. Review the definition of setting. Have students work independently to complete the
graphic organizer.
Closure:

ask the following questions:
o What comprehension strategy did we practice today?/¿Qué estrategia de comprensión practicamos hoy? (Setting/Ambiente)
o How can this help you in reading?/¿Cómo les ayuda esta estrategia cuando leen?
(The setting can influence the plot and characters. Good readers look for words and story details that tell about the setting. If the setting is not stated, we can look for
details like the season, the year, the time of day./El ambiente puede influir el argumento y los personajes. Los buenos lectores buscan palabras y detalles del cuento
que tienen que ver con el ambiente. Si el autor no expresó el escenario, tenemos que buscar detalles, como la estación, el año, la hora del día.)
Students who need more support:
As students read, ask them to gather details from the text that refer to the locations in the story. Using these details, students can then create a physical map of the places in the
text. The activity can be completed with picture books, novels, or even students’ own writing.
Stop and Jot/Pausa, piensa y anota
The setting in the story is important because… (El ambiente del cuento es importante porque…)
The events in the story takes place in________. Why is that important? (Los eventos del cuento tienen lugar en ___________. ¿Por qué eso es importante?)
List several descriptive sentences or phrases that paint a picture in your mind. (Hacer una lista de varias oraciones descriptivas que pintan una imagen en tu mente.)
Students who master the learning quickly:
The time and location in which a story takes place is called the setting. For some stories the setting is very important, while for others it is not. There are several aspects of a
story's setting to consider when examining how setting contributes to a story (some, or all, may be present in a story):
a) place - geographical location. Where is the action of the story taking place?/lugar – lugar geográfica
b) time - When is the story taking place? (historical period, time of day, year, etc)/tiempo - ¿Cuándo tiene lugar el cuento? (periódo histórico, tiempo del día, año, etc.)
c) weather conditions - Is it rainy, sunny, stormy, etc?/condiciones del tiempo - ¿Está lloviendo o hace sol?
d) social conditions - What is the daily life of the character's like? Does the story contain information that focuses on the speech, dress, mannerisms, customs, etc. of a particular
place?/condiciones sociales - ¿Cómo era la vida cotidiana de los personajes? ¿El cuento contiene información acerca de cómo hablaban las personas, sobre su forme de vestir,
sus peculiaridades o costumbres?
e) mood or atmosphere - What feeling is created at the beginning of the story? Is it bright and cheerful or dark and frightening?atmósfera o ambiente - ¿Qué clima/ambiente
está creado al principio del cuento? ¿Está lleno de vida y alegre u oscuro y espantoso?)
Create a new story by changing the time and place.
Give students a text with a setting that is not stated. Students work in groups to use the clues to determine the setting. Students provide textual evidence.
Resources
Teacher Toolkit




Tier 2 Words
Hands-on vocabulary activities
Spelling words: Closed Syllables
Creating Anchor Posters
SAISD © 2008-09 – Third Grading Period
Textbook: English
Week 2:
Scott Foresman Reading Vol. 2
Vocabulary

Cloze Paragraph p. 354

Vocabulary Activity p. 354b
Spelling

List and activities, p. 369h
Reading Grade 5
Textbook: Spanish
Week 2:
Scott Foresman Lectura Vol.2
Vocabulario

Cloze Paragraph p. 366

Vocabulary Activity p. 366b
Ortografía

List and Activities p. 383i-j
Page 28 of 53
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assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Daily Word Routines p. 352f
Reading

Main Idea and Supporting Details
“Saving Nome” pp. 352-353

Suggested Selection:

“The Jr. Iditarod Race” pp. 355-368
Week 3:
Vocabulary

Cloze Paragraph p. 372

Vocabulary Activity p. 372b
Spelling

List and activities, p. 391h

Daily Word Routines p. 370f
Reading

Predicting
“Why Bears Have Short Tails” pp. 370-371

Suggested Selections:

“The Night Alone” pp. 373-386

“How the Sun Came” pp. 389-391
Week 4:
Vocabulary

Cloze Paragraph p. 394

Vocabulary Activity p. 394b
Spelling

List and activities, p. 421h

Daily Word Routines p. 392f
Reading

Context Clues
“Physical Fitness” pp. 392-393

Suggested Selections:

“The Heart of a Runner” pp. 395-414

“Rituals for Winning” pp. 419-421
Week 5:
Vocabulary

Cloze Paragraph p. 424

Vocabulary Activity p. 424b
Spelling

List and activities, p. 439h

Daily Word Routines p. 422f
Reading

Author’s Purpose
“Your Life Remembered” pp. 422-423

Suggested Selection:

“The Memory Box” pp. 425-437
Week 6:
SAISD © 2008-09 – Third Grading Period
Reading Grade 5

Rutinas diarias con palabras p. 364f
Lectura

Idea principal y detalles de apoyo
“De fibra a tela” pp. 364-365

Suggested Selection:
o “La Molas” pp. 367-377
Week 3:
Vocabulario

Cloze Paragraph p. 386

Vocabulary Activity p. 386b
Ortografía

List and Activities p. 405i-j

Rutinas diarias con palabras p. 384f
Lectura

Predecir
“Por qué los osos tienan el rabo corto” pp. 384-385

Suggested Selections:
“La noche a solas,” pp. 387-401
“Cómo llegó el Sol” pp. 403-405
Week 4:
Vocabulario

Cloze Paragraph p. 408

Vocabulary Activity p. 408b
Ortografía

List and Activities p. 429g-h

Rutinas diarias con palabras p. 406f
Lectura

Claves de contexto
“La buena condición física” pp. 406-407

Suggested Selection:
“Corazón de corredora” pp. 409-428
Week 5:
Vocabulario

Cloze Paragraph p. 432

Vocabulary Activity p. 432b
Ortografía

List and Activities p. 447i-j

Rutinas diarias con palabras p. 430f
Lectura

Propósito del autor
“Los colibríes” pp. 430-431

Suggested Selections:
“El vuelo de los colibríes” pp. 433-446
Week 6:
Vocabulario

Cloze Paragraph p. 456
Page 29 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary

Cloze Paragraph p. 448

Vocabulary Activity p. 448b
Spelling

List and activities, p. 465h

Daily Word Routines p. 446f
Reading

Setting
“The Year of Mother Jones” p. 446

Suggested Selection:

“I Want to Vote!” pp. 449-463

Vocabulary Activity p. 456b
Ortografía

List and Activities p. 473g-h

Rutinas diarias con palabras p. 454f
Lectura

Ambiente
“El año de Mamá Jones” pp. 454-455

Suggested Selection:
“¡Quiero votar!” pp. 457-471
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
Sample Questions
What do you do for students who need more
support?
Fifth Grade: TAKS Released Test
Source: TEA Website
Provide students with Stop and Jot prompts which they
can use to monitor comprehension.
Reading English: April 2006
What do you do for students who master the
learning quickly?




Have students work in teams to create posters of
the strategy. Posters should include examples from
reading, diagrams, and key words. Display the
posters as a reference tool.
Pass out butcher paper to each group and
markers.
Review what they know about the strategy.
Tell students that they will work together to create
anchor posters that will help the class remember
what they’ve learned. (Teacher Toolkit: Creating
Anchor Posters).
SAISD © 2008-09 – Third Grading Period
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
8 The reader knows that the passengers on the
London Eye are not required to stay in their seats,
because
F it was built so people would have room to
move around
G no one is watching what they do
H an announcer tells them they may walk
around
J the pod tilts as the people move
Sample Questions
Eighth Grade: TAKS Released Test
Source: TEA Website Reading English: April 2006
3
Paragraph 12 is mainly about –
A How the lights on the Hindenburg worked
B The Hindenburg’s four giant fins
C How the Hindenburg operated
D The Hindenburg’s appearance
Reading Spanish: April 2006
26 El propósito de esta lectura es F persudir al lector a que done dinero para
ayudar a otras personas
G describir al mejor basquetbolista en la historia
de la NBA
H informar al lector acerca de un hombre que ha
tenido éxito de muchas maneras
J explicar por qué algunas personas necesitan
que otras personas las ayuden
Reading Grade 5
Page 30 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 5
Unit of Study: Reading is Thinking
CURRICULUM OVERVIEW
Third Grading Period – Weeks 7-10
Big Idea
Unit Rationale
“Much of our responsibility when teaching reading is to make what is implicit, explicit.
Explicit reading instruction means that we show learners how we think when we read.
We are likely to teach a strategy by modeling the strategy for the class, guiding students
in its practice in small groups and pairs, and providing large blocks of time for students to
read independently and practice using and applying the strategy.” Harvey, S. and
Goudvis, A. (2000). Strategies That Work. Stenhouse Publishers, Portland, ME.
“To provide proper support and guidance, the teacher eventually releases responsibility
for the strategy. The steps move from teacher modeling to cooperative guided practice
and finally independent practice. Time for reflecting on the strategy and its usefulness is
critical in helping students to internalize the strategy and improve comprehension.”
Oczkus, L. (2004) Super 6 Comprehension Strategies: 35 Lessons and More for
Reading Success. Christopher-Gordon Publishers, Norwood, MA.
Concepts
TEKS
TEKS Specificity - Intended Outcome
TEKS 5 The student is expected to:
 3A listen to proficient, fluent models of oral reading, including selections from
classic and contemporary works
 6A apply knowledge of letter-sound correspondences, language structure and
context to recognize words
 6B use structural analysis to identify root words with prefixes such as dis-, non-,
and in-; and suffixes such as -ness, -tion, and -able
 6C locate the meanings, pronunciations, and derivations of unfamiliar words
using dictionaries, glossaries, and other sources
 7A read regularly in independent-level materials (texts in which no more than
approximately 1 in 20 words is difficult for the reader)
 7B read regularly in instructional-level materials that are challenging but
manageable (texts in which no more than approximately 1 in 10 words is difficult
for the reader; a "typical" 5th grader reads approximately 100 wpm)
 7F read silently with increasing ease for longer periods
 8A reads classic and contemporary works
 8B select varied sources such as nonfiction, novels, textbooks, newspapers, and
magazines when reading for information or pleasure
9B draw on experiences to bring meanings to words in context multiple-meaning
words (TAKS 1)
9D determine meanings of derivatives by applying knowledge of the meanings of
root words such as like, pay, or happy and affixes such as dis-, pre-, and un 9E study word meanings systematically such as across curricular content areas
and through current events
SAISD © 2008-09 – Third Grading Period
I can:
 enjoy listening to stories read aloud to make connections and learn new vocabulary
3A, 9B
 recognize words: letter-sound correspondences, language structure, context 6A
 increase the amount of time spent reading independently 7A , 7F, 8A
 read text on my instructional level 7B
 reads fluently and effectively 8A
 use root words and affixes to understand new words 9D
 study word meanings 9E
 set the stage for reading the story by activating my prior knowledge 10A
 set a purpose for reading so that I know what I am looking for 10B
 pause and think about what I do and don’t understand and reread, if necessary
10C
 visualize 10D
 use text topic and details (text structure) to locate and recall information 10E
 find the main idea and supporting details 10F
 determine the gist and details in order to summarize text 10G
 infer such as by drawing conclusions and supporting them with text evidence 10H
 use graphic sources to answer different types of questions 10K
 react and reflect on what I read using the RCP 11A
 respond to text in different ways 11B
 compare and contrast ideas 11D
Reading Grade 5
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 10A use his/her own knowledge to comprehend
 10B establish and adjust purposes for reading such as reading to find out, to
understand, to interpret, to enjoy, and to solve problems
 10C monitor his/her own comprehension and make modifications when
understanding breaks down such as by rereading a portion aloud, using
reference aids, searching for clues, and asking questions
 10D describe mental images that text descriptions evoke






10E use the text’s structure or progression of ideas such as cause and effect or
chronology to locate and recall information (TAKS 3)
10F determine a text's main (or major) ideas and how those ideas are supported
with details
10G paraphrase and summarize text to recall, inform, or organize ideas
(TAKS 1)
10 H draw inferences such as conclusions or generalizations and support them
with text evidence and experience
 10K answer different types and levels of questions; open –ended, literal,
interpretative, multiple- choice, true-false, short-answers
 11A offer observations, make connections, react, speculate, interpret, and raise
questions in response to text
 11B interpret text ideas through such varied means as journal writing,
discussion, enactment, and media
11D connect, compare, and contrast ideas, themes, and issues across text
 12D recognize the distinguishing features of genres, including biography,
historical fiction, informational texts, and poetry
 12F understand and identify literary terms such as title, author, illustrator,
playwright, theater, stage, act, dialogue and scene across a variety of literary
forms (texts)
 12G understand literary forms by recognizing and distinguishing among such
types of text as stories, poems, myths, fables, tall tales, limericks, plays,
biographies, and autobiographies
12H analyze characters, including their traits motivation, conflicts, point of view,
relationship, and changes they undergo (TAKS 2)
12I recognize and analyze story plot, setting, and problem resolution (TAKS 2)
 13D interpret and use graphic sources of information such as maps, graphs,
time lines, tables, or diagrams to address research questions
 17B write with accurate spelling of roots such as drink, speak, read, or happy,
inflections such as those that change tense or number, suffixes such as -able or
-less, and prefixes such as re- or un-
understand text structure 12D,12G
understand literary terms 12F
analyze characters and their motivations 12H
understand the plot and the main problem or conflict of a story 12I
use graphic sources 13D
spell words correctly 17B
Yo puedo:
 gozar los cuentos que me lee el maestro/la maestro para hacer conexiones y
aprender vocabulario nuevo 3A, 9B
 reconocer las palabras por usar sus letras, la estructura de lenguaje y el contexto
6A
 aumentar la cantidad de tiempo que leo independientemente 7A , 7F, 8A
 leer texto al nivel instruccional 7B
 leer con fluidez 8A
 usar las palabras raíces y afijos para entender palabras nuevas 9D
 estudiar los significados de palabras 9E
 preparar para leer al activar los conocimientos previos 10A
 hacer un propósito para leer para que sepa lo que quiero hallar 10B
 pausar y pensar de lo que entiendo y lo que no entiendo y volver a leer, si sea
necesario 10C
 visualizar lo que estoy leyendo 10D
 usar el tema y los detalles del texto (estructura del texto para buscar y recordar la
información del texto 10E
 hallar la idea principal y los detalles de apoyo 10F
 determinar lo ensencial y los detalles importantes para resumir el texto 10G
 inferir por sacar conclusiones y apoyarlas con evidencia del texto 10H
 usar fuentes gráficas para contestar varios tipos de preguntas 10K
 reaccionar y reflexionar en lo que estoy leyendo usando el proceso de
comprensión de la lectura 11A
 responder al texto de maneras diferentes 11B
 hacer comparaciones y contrastes de ideas 11D
 entender la estructura del texto 12D,12G
 entender los términos literarios 12F
 analizar los personajes y sus motivaciones 12H
 entender el argumento y el problema principal o el conflicto del cuento 12I
 utilizar las fuentes gráficas 13D
 deletrear las palabras correctamente 17B
Evidence of Learning
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
Page 32 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
95% of students will have sufficient entries in the Reader’s Notebook using the Reading Comprehension Process.
Confer with students and give them feedback on their reader’s notebook entries.
Use the Reader’s Notebook Rubric for grading.
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
Page 33 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 5
Unit of Study: Encouraging Students to Deepen Their Comprehension
CURRICULUM GUIDE
Essential Questions
Unit of Study:

What does it mean to infer?

What do good readers do to make inferences?

Why is it important to paraphrase when reading?

How do visual cues and words help you to visualize?
Essential Pre-requisite Skills







Read high frequency words (Grades 1 and 2).
Decode multi syllabic words, as well as regular and irregular words (Grade 3).
Read regularly in instructional level materials (Grade 3)
Develop vocabulary through reading (Grade 3).
Retell order of important events (Grades K-3)
Identify the importance of setting to a story’s meaning (Grades 1-3)
Recognize the story’s problem(s) or plot. (Grades 1-3)
The Teaching Plan
Week 7
Comprehension Skill: Inferring
English
Spelling
Words with Open
Syllables
See teacher toolkit for list
of spelling words.
Spanish
Vocabulary
Select Tier 2 vocabulary
words from read alouds.
Isabel Beck, Bringing
Words to Life: Robust
Vocabulary Instruction
refers to these words as
“Goldilocks Words.” They
are not too hard, not too
easy, but just right.
(Teacher Toolkit: Tier 2
Words)
SAISD © 2008-09 – Third Grading Period
Academic Vocabulary

infer
Ortografía
Words with Open
Syllables
See teacher toolkit for list
of spelling words.
Reading Grade 5
Vocabulario
Select Tier 2 vocabulary
words from read alouds.
Vocabulario Académico

esencial
Isabel Beck, Bringing
Words to Life: Robust
Vocabulary Instruction
refers to these words as
“Goldilocks Words.” They
are not too hard, not too
easy, but just right.
(Teacher Toolkit: Tier 2
Words)
Page 34 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Word Work: Spelling
(20 minutes)
Monday
Open Syllables
Explain that every syllable in a
word has one vowel sound. Write
favor and tiger on the board.
Divide the words into syllables.
Show students how the first
syllable in each word ends in one
vowel. Explain that this is called
an open syllable. Most open
syllables have a long vowel
sound.


Inferring
Vocabulary Introduction with cloze
procedure or hands-on activity from
the Teacher Toolkit
Tuesday
Practice: Have students practice
dividing the following words into
syllables and reading each word.
baby
cedar cider diver
frozen
female hijack
human lady
motor
prefix social
SAISD © 2008-09 – Third Grading Period
Reading Assignment Routine
Each day, the students not meeting with the
teacher will use the reading comprehension
process in their notebooks and apply the
comprehension skill taught that day within the
process. Most main selections will take two
days to complete. Teachers may also
substitute the suggested Scott Foresman
selection with another appropriate selection of
the same genre.
Read Aloud
(15 minutes)
Select a read aloud of your choice.
Remember that you can sometimes use
your read aloud time in conjunction with
your focus lesson, if the title will
exemplify what is being taught.
Guided Reading
The teacher will guide students through the
assignment, perhaps with oral discussion in
place of writing. Students will read (for the
most part) silently until a stopping point. The
teacher may ask an individual student to read
aloud to her/him, while the other students
continue to read silently. Students may read
aloud to each other when reentering text for
text evidence.
Write the word secret on the
board. Model how to use
syllabication strategies to read
the word.
Think-Aloud: I know that each
syllable has a vowel sound. I see
two vowels in this word. If I
divide the word between the
consonants, I get s-e-c and r-e-t.
I will try the short vowel sound
/sec/ /ret/. When I put the two
syllables together, this doesn’t
sound right. Let me separate the
word between the letters e and c.
The first syllable becomes an
open syllable since it ends with a
vowel. The vowel sound will be
long. When I pronounce the
syllables, I get /se/ /kret/ - secret.
Independent Reading Assignment/Guided
Reading
(35 minutes)
Focus Lesson (20 minutes)
Vocabulary Introduction



Inferring
Vocabulary Introduction with
hands-on activity from the Teacher
Toolkit
Reading Comprehension Process
using novel of your choice, article
from Time For Kids, Scholastic
News, Weekly Reader, science, or
social studies text
Reading Grade 5
Page 35 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Wednesday



Have students work on their
“Get to 50” Spelling Activity.”
The Reading Zone
Focus Lesson (20 minutes)

Continuation of Monday through
Wednesday skill or a
Reading Zone Routine

Book Talks (10 minutes)
The teacher introduces books to
entice students, or the other students
booktalk a book they have rated a 9
or 10 (out of 10).
administer a spelling test
with at least two dictation
sentences

Thursday
Write the following words on the
board: me, hi, no, she.
Say: How many vowels do you
see in each word? (One)
What does each word end
with? (One vowel.)
Have students read each word
aloud.
Explain that these words have an
open syllable since it ends with a
vowel. The vowel sound is long.
Practice writing two syllable
words with an open first syllable.
Friday

Inferring
Reading Comprehension Process
using novel of your choice, article
from Time For Kids, Scholastic
News, Weekly Reader, science, or
social studies text
Assessment for the week’s
comprehension skill (30 minutes)
The Reading Zone

Book Talks (5 minutes)
The teacher introduces books to entice
students, or the other students “booktalk”
a book they have rated a 9 or 10 (out of
10).
Silent Reading in the Zone
(25 minutes)
With teacher monitoring
Silent Reading in the Zone
(25 minutes)
With teacher monitoring
Focus Lesson
(20 minutes)
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Comprehension Skills Taught Week 7:
Inferring/Inferir
Hook:

Show students a picture of a detective like Sherlock Holmes.

Readers who infer are like detectives gathering clues. We are using clues to understand what the author meant to say but didn’t come out and say in words. Authors want
readers to discover things along the way so sometimes we need to infer to comprehend the text.

Readers combine evidence from the text and their own background knowledge to come up with inferences about the characters, events, and themes.
Focus:

What does it mean to infer? Inferring helps us to comprehend at a deeper level. Remember on the TAKS test, there will be many questions that will require you to infer. You
can look the the text over and over again, yet you will not find the words to answer the question. You will use clues from the text along with what you know, your background
knowledge, to infer the answers to questions.

Clues from the text + background knowledge = Inference
Have students write the definition.
Teaching:

Good readers use their own prior knowledge with clues from the text to infer. When you infer, you have to bring together many other strategies such as making connections,
questioning, predicting, and visualizing. A prediction is a form of inferring because the reader has to use background knowledge along with text clues. The only difference is
that with a prediction, the reader will find out if the prediction is true or not, based on the text. When the reader infers, there isn’t always a clear cut answer.

Read an excerpt from The Widow’s Broom/La escoba de la viuda by Chris Van Allsburg. (A widow finds herself in possession of an extraordinary broom left by a witch who fell
into the widow's garden/Una viuda se encuentra en la posesión de una escoba que una bruja que se cayó en el jardín dejó.) or use another read aloud.
Model making inferences as you read aloud.
Guided Practice:

(Day 2) Activity: Get the Feeling
Show students how to infer character feelings by focusing on text and illustration clues. Say: Often a characters’ feelings are not told . The author describes their behavior
instead of stating the characters’ feelings. We infer all the time in our own lives. (Diga: A menudo, no autor no expone los sentimientos del personaje. El autor describe su
comportamiento en vez de escribir los sentimientos del personaje. Inferimos mucho en nuestras propias vidas.) Example: If your friend ignores you and doesn’t sit with you at

lunch, you will infer that your friend is angry with you for some reason. Your friend did not say “I’m angry at you.” You used clues, your friend did not talk to you or sit with you
along with background knowledge to make the inference.

Read aloud from a text which displays a character’s feelings through actions. Think aloud, describing the character’s actions, your own prior knowledge, and the inference.

Write an inference statement: We inferred that the character felt __________because__________(text evidence). We know from experience that __________(background
knowledge)./Inferimos que el personaje se sintió ____________ porque ___________ (apoyo del texto). Sabemos de experiencia que _______________ (conocimiento
previo).

Continue modeling with several more examples from the story that show character feelings.


(Day 3) Have students work in pairs to find another example of characters’ feelings that require the reader to infer. Students can write their inference statement using white
paper and markers. We inferred that the character felt __________because__________(text evidence). We know from experience that __________(background
knowledge)./Inferimos que el personaje se sintió _________ porque ____________ (apoyo del texto). Sabemos de experiencia que ________ (conocimiento previo).
Let students walk around the room to read inference statements.
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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Closure:

ask the following questions:
o What comprehension strategy did we practice today?/¿Qué estrategia de comprensión practicamos hoy? (inferring/inferir)
o Why is it important to infer while reading?/¿Por qué es importante inferir mientras leemos?
o What do good readers do to make inferences?/¿Qué hacen los buenos lectores para hacer inferencias?
Students who need more support:
3 tab foldable
How did the character feel?
(¿Cómo se sintió el personaje?)
(Draw a picture inside)
How do you know the character
felt that way?
(¿Cómo sabes que el personaje
se sintió así?)
(I know the character felt this way
because___________________.
My clues came from page _____)
(Sé que el personaje se sintió así
porque __________. Las pistas
vinieron de la página ________.)
SAISD © 2008-09 – Third Grading Period
My own connections
(Mis propias conexiones)
I (or someone I know, read
about, or saw on TV) felt
the same way
Yo (o alguien que conozco,
sobre quien leí, o vi en la
en un libro) me sentí (o se
sintió) así.
Reading Grade 5
Page 38 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Instructional Model/Teacher Directions:
The teacher will…
Week 8
Main Selection: “The Long Path to Freedom,” pp. 469-484/ “El largo camino a la libertad,” pp. 477-492
Comprehension Skill: Paraphrasing/Parafrasear
English
Spelling
List p. 489h

comfortable

washable

valuable

convertible

sensible

contestant

observant

occupant

urgent

resident

reasonable

agreeable

responsible

flexible

reversible

defiant

servant

student

confident

opponent
Spanish
Vocabulary
p. 468b

liberty

plantation

quickened

runaway

slavery

unconscious

vow
SAISD © 2008-09 – Third Grading Period
Academic Vocabulary

paraphrasing
Ortografía
List p. 497i

acentúa

repetía

reír

tíos

alegría

cacatúa

días

había

reúnen

sinfonía

raíces

sabía

oías

salíamos

fotografía

resfrío

sitúa

licúa

confía

vacío
Reading Grade 5
Vocabulario
p. 476b

comerciante

esclavitud

fugitive

libertad

plantación

promesa

riachuelos
Vocabulario Académico

parafrasear
Page 39 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Word Work: Spelling
(20 minutes)

Thursday
Wednesday
Tuesday
Monday


Introduce the spelling words and
generalization: When suffixes –able,
-ible, -ant, and –ent are added, often
the base word stays the same:
comfortable. Sometimes the e is
dropped: sensible. Sometimes y is
changed to i: defiant. (SF Eng, p.
489h)
The strong vowels are a, e, and o,
while the weak vowels are i and u.
In dipthongs the strong and weak
vowels are in the same syllable, as
in the word auto. However the
dipthong is broken each time a weak
vowel sounds strong and is found
next to a strong vowel. This results
in a separation of the vowels into
two different syllables, as in the
words ac-tú-a.
When there is a split dipthong, you
should use a written accent on the
weak vowel with a strong sound.
(Lectura p. 497i)
Have students work on their “Get to
50” Spelling Activity.”
Focus Lesson (20 minutes)
Vocabulary Introduction


Paraphrasing “A Dream” (SF pp.
466-467)/ “Un sueño” (Lectura pp.
474-475)
Vocabulary Introduction with cloze
procedure or hands-on activity from
the Teacher Toolkit
Guided Reading
The teacher will guide students through
the assignment, perhaps with oral
discussion in place of writing. Students
will read, for the most part, silently until a
stopping point. The teacher may ask an
individual student to read aloud to
her/him, while the other students
continue to read silently. Students may
read aloud to each other when reentering
text for text evidence.



Paraphrasing
Vocabulary Introduction with
hands-on activity from the Teacher
Toolkit
Reading Comprehension Process

Have students work on their “Get to
50” Spelling Activity.”


Paraphrasing
Reading Comprehension Process

Have students work on their “Get to
50” Spelling Activity.”

Paraphrasing or other skill as
needed to meet classroom needs
The Reading Zone
SAISD © 2008-09 – Third Grading Period
Independent Reading
Assignment/Guided Reading
(35 minutes)
Reading Assignment Routine
The students not meeting with the
teacher will use the reading
comprehension process in their
notebooks and apply the comprehension
skill taught that day within the process.
Most main selections will take two days
to complete. Teachers may also
substitute the suggested Scott Foresman
selection with another appropriate
selection of the same genre.

Read Aloud
(15 minutes)
Select a read aloud of your choice.
Remember that you can sometimes use
your read aloud time in conjunction with
your focus lesson, if the title will
exemplify what is being taught.
Silent Reading in the Zone
(25 minutes)
With teacher monitoring
Reading Grade 5
Page 40 of 53
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Administer a spelling test with at
least two dictation sentences
Friday


Assessment for the week’s
comprehension skill (30 minutes)
The Reading Zone

Book Talks (5 minutes)
The teacher introduces books to
entice students, or the other
students booktalk a book they have
rated a 9 or 10 (out of 10).
Focus Lesson Plan
(20 Minutes)
Comprehension Skills Taught Week 8: Paraphrasing/Parafrasear
Hook:

Read a short newspaper article to the class. Tell what the article means in your own words. Ask students to retell the article to a partner, using their own words.
Focus:

What does it mean to paraphrase? Paraphrasing means to explain something in your own words. Think about what the author is trying to say. We paraphrase when we put
the sentence or paragraph in your own words without changing the meaning or adding your own opinions.

Have students write the definition.
Teaching:

Why is it important to paraphrase in reading? You will remember your ideas better when you put them in your own words.

Teach students how to deconstruct and reconstruct information using a lesson from Reality Checks by Tony Stead.
Show students how to take notes to remember the information presented by the author.
Make a copy of a nonfiction text on a transparency. Read the text.
Reread the text so you understand what the author is saying
Think about which key words and phrases are important to remember. Write the main idea of the
paragraph and other important words. Use arrows if necessary. Put the text away. Try paraphrasing
the information just using the organizer. Reread the text.
Guided Practice:

(Day 2) Have students reflect on what they learned about paraphrasing. Work with students to paraphrase the next paragraph. Read the paragraph. Ask: What should we do
next? (reread) Why? (It helps us to remember more and we know what’s important to write down)./Diga: ¿Qué deberíamos hacer después? (volver a leer) ¿Por qué? (Nos
ayuda a recordar más y sabemos lo que es importante de notar.) Read it together. Have students turn to a partner to discuss what words or phrases to write down. One
person will write the words or phrases on a sticky note. Record student responses on a web. Tell students that people may include different words, depending on what is
important to them. Show students how to synthesize and summarize the information.

Show students how to reconstruct the information in pairs and share their reconstructions with the class.

(Day 3) Review the key ideas for paraphrasing (taking notes) when reading nonfiction
Read the text twice.
Write down key words/phrases.
Put your most important word on the web organizer.
Put the text away.
Paraphrase the information using your notes.
If you need help, look at the text again and see what extra words you need
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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to include.
Have students deconstruct and reconstruct information using a passage from the social studies or
science book.
Closure:

ask the following questions:
o What comprehension strategy did we practice today?/¿Qué estrategia de comprensión practicamos hoy? (paraphrasing/parafrasear)
o Why do you paraphrase information? (It can help me to understand what I am reading when I put ideas in my own words.)/¿Por qué parafrasean información? (Nos
puede ayudar a recordar lo que estamos leyendo cuando escribimos las ideas en nuestras propias palabras.)
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Reading Grade 5
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assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 9
Main Selection: From “Chester Cricket’s Pigeon Ride,” pp. 493-511/“El Salto Ángel,” pp. 501-515
Comprehension Skill: Visualizing/Visualizar
English
Spelling
List p. 515h

famous

joyous

humorous

dangerous

instruction

rejection

inflation

information

conversation

admiration

nervous

marvelous

mysterious

selection

attraction

education

decoration

organization

imagination

preparation
Spanish
Vocabulary
Page 492b

clinging

excursions

feelers

gale

thrill
SAISD © 2008-09 – Third Grading Period
Academic Vocabulary



visualization
visual cues
suffix
Ortografía
List
p. 519i

rincones

computadoras

buzones

anillos

frijoles

cebollas

cines

tenedores

desayunos

alrededores

jardines

sorpresas

azules

recetas

pizarrones

noches

difíciles

montañas

ferreterías

corazones
Reading Grade 5
Vocabulario
Page 500b

arroyuelos

catarata

navegar

riscos

selva

senderos

zarpamos
Vocabulario Académico



visualización
señales visuales
sufijos
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Word Work: Spelling
(20 minutes)
Monday


Wednesday
Tuesday


Introduce the Spelling words
and generalization: When
adding suffixes –ous, -ion,
and –ation, often the base
word stays the same:
joyous. In most words that
end in e, the e is dropped:
famous. In most words that
end in y, y is changed to i:
mysterious. (SF English, p.
515h)
Words name things. If it
names one thing, it is
singular; if it names more
than one, it is plural. To form
the plural of words that end
in a vowel, add –s, as in
alimento/alimentos and
pradera/praderas. To form
the plural of words that end
in a consonant, add –es, as
in camión/camiones and
roedor/roedores. (SF
Lectura, p. 519i)
Have students work on their
“Get to 50” Spelling Activity.”
Have students work on their
“Get to 50” Spelling Activity.”
SAISD © 2008-09 – Third Grading Period
Independent Reading Assignment/Guided
Reading
(35 minutes)
Focus Lesson (20 minutes)
Vocabulary Introduction


Visualizing “Little Billy’s Swan Rides“
(SF pp. 490-491)/ “Un sueño”
(Lectura pp. 474-475)
Vocabulary Introduction with cloze
procedure or hands-on activity from
the Teacher Toolkit
Reading Assignment Routine
Each day, the students not meeting with the
teacher will use the reading comprehension
process in their notebooks and apply the
comprehension skill taught that day within the
process. Most main selections will take two
days to complete. Teachers may also
substitute the suggested Scott Foresman
selection with another appropriate selection of
the same genre.
Read Aloud
(15 minutes)
Select a read aloud of your choice.
Remember that you can sometimes use
your read aloud time in conjunction with
your focus lesson, if the title will
exemplify what is being taught.
Guided Reading
The teacher will guide students through the
assignment, perhaps with oral discussion in
place of writing. Students will read (for the
most part) silently until a stopping point. The
teacher may ask an individual student to read
aloud to her/him, while the other students
continue to read silently. Students may read
aloud to each other when reentering text for
text evidence.



Visualizing
Vocabulary Introduction with
hands-on activity from the Teacher
Toolkit
Reading Comprehension Process


Visualizing
Reading Comprehension Process
Reading Grade 5
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Have students work on their
“Get to 50” Spelling Activity.”
Thursday

administer a spelling test
with at least two dictation
sentences
Friday

The Reading Zone
Focus Lesson (20 minutes)

Continuation of Monday through
Wednesday skill or a
Reading Zone Routine

Book Talks (10 minutes)
The teacher introduces books to
entice students, or the other students
booktalk a book they have rated a 9
or 10 (out of 10).
Silent Reading in the Zone
(25 minutes)
With teacher monitoring
Silent Reading in the Zone
(25 minutes)
With teacher monitoring

Assessment for the week’s
comprehension skill (30 minutes)
The Reading Zone

Book Talks (5 minutes)
The teacher introduces books to entice
students, or the other students “booktalk”
a book they have rated a 9 or 10 (out of
10).
Focus Lesson
(20 minutes)
Comprehension Skills Taught Week 9: Visualizing/Visualizar
Hook:

Select a descriptive passage from a book. Tell students to close their eyes and form pictures in their mind as you read. Have students draw what they visualized.
Focus:

Visualizing is creating a picture in your mind as you read. Authors help you to visualize by using imagery or sensory details. Sensory details are words that describe how
something looks, sounds, smells, tastes, or feels.

Making pictures in your mind helps you to comprehend and remember.

Good readers build images of people, places, and ideas as they read. Explain how pictures develop and change with the introduction of new information.

Have students write the definition.
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Reading Grade 5
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assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Teaching:

Have students create visual images as they listen to you read stories or informational text. Cite the prompts you have used to create the mental images. Tell students to use
their own background knowledge and description from the story to form mental pictures. Say: Where did the story take place? What is it like there? What do the characters
look like? How are they dressed? What classmates or famous actors would you cast in the roles? (Diga: ¿Dónde tiene lugar el cuento? ¿Cómo es allí? ¿Cómo son los
personaje? ¿Cómo se visten? ¿Qué compañeros de clase o actores famosos asignarán en los papeles?)
Guided Practice:

(Day 2) Type an excerpt of the story on the left and have students draw their images on the right. Have students identify the visual cues and words helped them to visualize
the scene. List cues on the back on their pictures.

(Day 3) Ask students to take a passage from a book they are reading independently and draw a picture of what they visualized. Students share images of characters, events,
settings, and the clues that helped them create these images.
Closure:

ask the following questions:
o What comprehension strategy did we practice today?/¿Qué estrategia de comprensión practicamos hoy? (Visualization/Visualización)
o Why do you visualize? (It can help me to make a picture in my mind of what I am reading. /¿Por qué debemos visualizar? (Nos puede ayudar a formar imágenes en
la mente de lo que estamos leyendo.)
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Reading Grade 5
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assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 10
Comprehension Skill: Inferring
English
Spelling
Words with
Consonant + -le, -al, -el
See teacher toolkit for list
of spelling words.
Vocabulary
Select Tier 2 vocabulary
words from read alouds.
Isabel Beck, Bringing
Words to Life: Robust
Vocabulary Instruction
refers to these words as
“Goldilocks Words.” They
are not too hard, not too
easy, but just right.
(Teacher Toolkit: Tier 2
Words)
SAISD © 2008-09 – Third Grading Period
Spanish
Academic Vocabulary
Ortografía
inferring
For this week’s spelling
words, compile a list of
common words that
students’ frequently
misspell or troublesome
spelling patterns.
Reading Grade 5
Vocabulario
Select Tier 2 vocabulary
words from read alouds.
Vocabulario Académico

inferir
Isabel Beck, Bringing
Words to Life: Robust
Vocabulary Instruction
refers to these words as
“Goldilocks Words.” They
are not too hard, not too
easy, but just right.
(Teacher Toolkit: Tier 2
Words)
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assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Monday
Word Work: Spelling
(20 minutes)
Write dimple, colossal, and
counsel on the board. Explain to
students that –le, -al, and –el all
stand for the same sounds.
These letter pairs and the
consonant that precedes them
usually form the last syllable in a
word.


Inferring
Vocabulary Introduction with cloze
procedure or hands-on activity from
the Teacher Toolkit
Tuesday
Write the word rumble on the
board. Model how to use
syllabication strategies to read
the word.
Think-Aloud: I know that –le
and the consonant before it
forms the last syllable in a word.
I can divide the word into 2
syllables r-u-m and b-l-e. When I
put the two syllables together, I
get rumble.
Practice: Write the following
words on the board. Have
students practice dividing the
words into syllables and reading
each word.
table bundle sparkle sizzle
pickle little mantle middle
global hospital model chapel
SAISD © 2008-09 – Third Grading Period
Independent Reading Assignment/Guided
Reading
(35 minutes)
Focus Lesson (20 minutes)
Vocabulary Introduction



Inferring
Vocabulary Introduction with
hands-on activity from the Teacher
Toolkit
Reading Comprehension Process
using novel of your choice, article
from Time For Kids, Scholastic
News, Weekly Reader, science, or
social studies text
Reading Assignment Routine
Each day, the students not meeting with the
teacher will use the reading comprehension
process in their notebooks and apply the
comprehension skill taught that day within the
process. Most main selections will take two
days to complete. Teachers may also
substitute the suggested Scott Foresman
selection with another appropriate selection of
the same genre.
Read Aloud
(15 minutes)
Select a read aloud of your choice.
Remember that you can sometimes use
your read aloud time in conjunction with
your focus lesson, if the title will
exemplify what is being taught.
Guided Reading
The teacher will guide students through the
assignment, perhaps with oral discussion in
place of writing. Students will read (for the
most part) silently until a stopping point. The
teacher may ask an individual student to read
aloud to her/him, while the other students
continue to read silently. Students may read
aloud to each other when reentering text for
text evidence.
Reading Grade 5
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Wednesday
Write the following words on the
board: table, bridle, puzzle,
middle
Say: What is the same about
each of these words? (They end
with a consonant and –le.)
Read the words. How many
syllables do you hear? (Two.)
The second syllable is
spelled with a consonant + le so
we call it consonant + le syllable.
Whenever you see a
consonant and le, keep them
together in the same syllable.


Inferring
Reading Comprehension Process
using novel of your choice, article
from Time For Kids, Scholastic
News, Weekly Reader, science, or
social studies text
Practice writing two syllable
words with a consonant + le final
syllable.
Have students work on their
“Get to 50” Spelling Activity.”
Thursday

administer a spelling test
with at least two dictation
sentences
Friday

SAISD © 2008-09 – Third Grading Period
The Reading Zone
Focus Lesson (20 minutes)

Continuation of Monday through
Wednesday skill or a
Reading Zone Routine

Book Talks (10 minutes)
The teacher introduces books to
entice students, or the other students
booktalk a book they have rated a 9
or 10 (out of 10).
Silent Reading in the Zone
(25 minutes)
With teacher monitoring

Assessment for the week’s
comprehension skill (30 minutes)
The Reading Zone

Book Talks (5 minutes)
The teacher introduces books to entice
students, or the other students “booktalk”
a book they have rated a 9 or 10 (out of
10).
Silent Reading in the Zone
(25 minutes)
With teacher monitoring
Reading Grade 5
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Focus Lesson
(20 minutes)
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Comprehension Skills Taught Week 10:
Inferring/Inferir
Hook:
Draw this visual on a transparency.
Reading (Leer)
_______
Reading (Leer)
_______
Reading (Leer)
Ask students what this means? Tell them this means reading between the lines. Reading between the lines means using our background knowledge along with text clues to
understand the message that the author wants us to know but did not come out and say in the text .
Focus:
Good readers ask questions before they read.
We can look in the text for the answers to our questions but sometimes, we have to answer the questions by inferring. Inferring is when we use information from the text and our
prior knowledge to create an answer.
Me + the text = Inference
Yo + el texto = Inferencia


We infer when we use clues from the book and our background knowledge to understand what the author wants us to know, but hasn’t stated in the text.
Have students write the definition.
Teaching:

Select a short story, article, or passage from a chapter book. Preview the text. Make predictions. Generate questions using the words: could, would, should, and why. Guide
students to write inferential questions. Write each question on a sticky note. Make a chart with 3 columns:
Questions I Have Before
Reading
(Preguntas que tengo
antes de leer)

Questions With
Answers in the Text
(Preguntas con
respuestas en el texto)
Inference Questions Me and the book
(Preguntas de
inferencia – Yo con el
libro)
What does it mean to infer? Remember on the TAKS test, you will have to read between the lines. You will have to use your background knowledge plus clues in the text to
find answers that are not stated in the text..
SAISD © 2008-09 – Third Grading Period
Reading Grade 5
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assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.



Place all questions in the column: Questions I Have Before Reading/Preguntas que tengo antes de leer
Read Aloud. After reading, read each question, answer it, and move the sticky note to the appropriate column.
Why is it important to infer when we are reading? What do good readers do to infer?
Guided Practice:

(Day 2) Pass out another short story, article, or text for students to use.

Have pairs of students generate additional questions on sticky notes and post them on the chart in the first column. After reading, tell students to write the answer on the back
of the sticky note and place the sticky note in the appropriate column: Question with Answers in the Text (example and page number)/Preguntas con respuestas en el texto
(ejemplo y número de la página) or Inference Questions (me and the book)/Preguntas de inferencia (yo con el libro).

(Day 3) Model by pulling a passage and thinking aloud about the inferences. Use the stem, The author didn’t say this but I know that __________ because I used the clues in
the text___________ and my background knowledge__________ (El autor no dijo esto pero sé que __________ porque usé las pistas en el texto _________ y mi
conocimiento previo.)

Have students form inferences using a passage from the social studies book.
Closure:

ask the following questions:

What comprehension strategy did we practice today?/¿Qué estrategia de comprensión practicamos hoy? (inferring/inferir)

How does inferring help you become a better reader? It helps us to understand what the author is trying to tell us but does not directly say in the text. (¿Cómo nos ayuda la
inferencia a ser mejor lector? Nos ayuda a entender lo que el autor nos quiere decir pero que no nos dice directamente.)
Struggling Reader:

Practice riddle descriptions. Give a description of a person or place with clues. Students read the riddle and discuss which clue helped them infer the answer.

The author didn’t say this but I know that __________ because I used the clues in the text___________ and my background knowledge__________. (El autor no dijo esto
pero sé que ________________ porque usé las pistas en el texto _______________ y mi conocimiento previo ______________.)
Resources
Evidence of Learning
Differentiation
Teacher Toolkit




Tier 2 Words
Hands-on vocabulary activities
Spelling words: Open Syllables
Spelling words: Consonant + -le, -al, -el
SAISD © 2008-09 – Third Grading Period
Interims/TAKS/Benchmarks
Textbook: English
Week 8:
Vocabulary

Cloze Paragraph p. 468

Vocabulary Activity p. 468b
Spelling

List and activities, p. 489g-h

Daily Word Routines p. 466f
Reading

Paraphrasing
“A Dream” pp. 466-467

Suggested Selections:

“The Long Path to Freedom” pp. 469-484

“How the Underground Railroad Got Its Name” pp.
Reading Grade 5
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
Textbook: Spanish
Week 8:
Vocabulario

Cloze Paragraph p. 476

Vocabulary Activity p. 476b
Ortografía

List and Activities p. 497i-j

Rutinas diarias con palabras p. 474f
Lectura

Parafrasear
“Un sueño” pp. 474-475

Suggested Selections:

“El largo camino a la libertad” pp. 477-492
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487-489
Week 9:
Vocabulary

Cloze Paragraph p. 492

Vocabulary Activity p. 492b
Spelling

List and activities, p. 515g-h

Daily Word Routines p. 490f
Reading

Visualizing
“Little Billy’s Swan Rides” pp. 490-491

Suggested Selections:

“Chester Cricket’s Pigeon Ride” pp. 493-511

“Two Fables by Aesop” pp. 514-515
Sample Questions
What do you do for students who need more
support?
Fifth Grade: TAKS Released Test
Source: TEA Website
Teach students that rereading is the primary strategy to
use when comprehension breaks down. Teach them that
good readers may have to reread specific sections
at the word or sentence level.
Reading English: April 2006
What do you do for students who master the learning
quickly?
What Does It Not Say- Kelly Gallagher, author of Deeper
Reading created this strategy to deepen comprehension.
Look at a chart from a newspaper or science or social
studies book. Using a t-chart, list everything the chart
tells you. Brainstorm what the chart doesn’t tell you and
list the ideas on the right side of the t-chart. Train
students to infer what is not said. This activity can be
used with articles, short stories, poems, or political
cartoons. Teach students to be critical readers. Good
readers think about what is said and not said.
SAISD © 2008-09 – Third Grading Period
3
Paragraph 2 is mainly about –
A the workers who built the London Eye
B how the London Eye was constructed
C the cranes used to lift the London Eye
D how much the London Eye cost to build
Week 9:
Vocabulario

Cloze Paragraph p. 500

Vocabulary Activity p. 500b
Ortografía

List and Activities p. 519i-j

Rutinas diarias con palabras p. 498f
Lectura

Visualizar
“El mundo del misterio verde” pp. 498-499

Suggested Selections:
“El Salto Ángel” pp. 498ª-b
“La selva” pp. 518-519
Sample Questions
Eighth Grade: TAKS Released Test
Source: TEA Website Reading English: April 2006
19 Paragraph 2 is mainly about –
A the parts of the house that are the dirtiest
B how the family cleans after a dust storm
C why the family members spend hours washing
the dishes
D how long it takes to clean the house
Reading Spanish: April 2006
4 Los párrafos del 2 al 9 tratan principalmente de –
F las tareas que se les da a los hermanos
según su talento
G las pasos para hacer una escultura
H cuánto respeto le muestran los hermanos a su
papá
J cómo es el mármol que el escultor quiere que
usen sus hijos
Reading Grade 5
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assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.