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Curriculum Plan

Reading-Common Core  

5th Grade

 

2019 – 2020

 

Resource:  Journeys

 

Note:  The following is the key for “Teacher Time.”

B – below grade level

O – on grade level

A – above grade level

Week 1:           Reading Workshop

Source:                Guiding Readers and Writers, by Fountas & Pinnell

Essential Question:  What are the learners’ responsibilities for Independent Reading

 

Day Materials/Resources Mini-lesson and Key Concepts Procedure
1 Guiding Readers and Writers, by Fountas & Pinnell

 

Readers’ Magazine File:  plastic holder per student for reading materials

 

Class library or bucket of books from school library

 

chart paper

 

markers

 

Readers’ Notebooks

(notebooks or small binders)

Accessing Reading Materials

Management mini-lesson

 

Key Concepts

  • We have specific ways to find and select books in our classroom.

 

  • We read independently and do not chat so we can do our best thinking while reading.

 

  • READING IS THINKING – We do our best thinking when there are limited distractions.  If there is talking (conferencing) quiet voices/whispers will be used.
  • Teach the mini-lesson (Part 1 and 2) and key concepts (FOUNTAS AND PINNELL, p.146).
  • Allow students to choose a book from the classroom library or basket of library books
  • Begin “Reading is Thinking” anchor chart with class (see Appendix #1)
  • Allow time to read silently.  Teacher circulates the room to assist students and ensure best strategies and use of time
  • After 5 minutes of successful independent reading check in with whole class about:
    • Conditions for best reading – environmental, music on/music off/ best places in school/lighting
    • How did we do?
    • Where book was found in classroom
    • Old friend/new friend (is what they are reading a familiar book or something new?)
  • Continue independent reading for the rest of the period. Teacher circulates room to assist students. Length of time will depend on how long most students are successful
  • As a whole group (in whole group teaching area), share good reads and successes
  • Share at end of period to evaluate how the reading went/ who is reading something great, etc.
  • Hand out Readers’ Notebooks and Magazine File to each student to be filled with personal work as the First 20 Days continues
2 chart paper

 

magazine file

 

Read Aloud Suggestions:

 

Goldisocks and the Three Libearians

 

Peter’s Chair

 

Big Sarah’s Little Boots (Bourgeious)

Making Good Book Choices

Strategies and Skills mini-lesson

 

  • Books can be easy, just-right or challenging for a reader.

 

  • Research shows that just-right books are best to move readers forward.

 

  • Readers have criteria to judge whether a book is just right for independent reading.

 

Resources:

Fountas and Pinnell (p.146)

  • Create an “EASY, JUST-RIGHT and CHALLENGING” anchor chart. (See Appendix #2 for example).
  • Each child chooses 2 pieces of JUST RIGHT reading materials from the library (graphic novels, fiction, non-fiction, magazines etc.) These go in a special independent reading magazine file to be kept in the student’s desk for independent reading time.
  • Sign-out books. (Depending on student skill level, this could be done independently or with teacher assistance)
  • Use remainder of period to read independently practicing skills from previous mini-lesson. Teacher circulate the room to assist students and ensure best strategies and use of time.
3 Favorite picture book

 

chart paper

 

markers

 

Thought

Bubbles (Appendix #3)

 

Suggestions for Think Alouds (Appendix #4)

 

How to do a Think Aloud (Appendix #5)

 

sticky notes

Reading is Thinking

Strategies and Skills mini-lesson

 

  • Readers are always thinking about what they understand and how they feel about what they understood.

 

  • Readers are aware of their thinking (inner voice). This is an IMPORTANT metacognitive piece.

 

  • Readers remember their thinking in order to share it with other readers.

 

Readers talk with each other about their thinking.

  • Do a Think Aloud with a favorite picture book (see Appendix #4 for suggestions on books and how to do this) or class read aloud

Strategies you might mention (just use 3-5 per book):

Personal connection

Prediction

Visualization

Comment on author’s language/style

Make connections to character

  • After the teacher has pre-read a book or chapter of novel, the teacher will have prepared any thoughts on actual paper shaped like thought bubbles and will have them filled out and inserted in the text prior to reading to the class. (See Appendix #3 for the thought bubble.)
  • Add any new concepts the teacher has used in the Think Aloud of the favorite picture book to the Reading is Thinking chart from Day 1. Stick bubbles right on the Reading is Thinking chart
  • Give students stickies (bubble-shaped if possible) to mark two places in their books where they might share something they were thinking about as they read
  • Allow students time to read independently, while adding their personal stickies.  Teachers circulate the room to assist students and ensure best strategies and use of time
  • As a whole group (in whole group teaching area), share student thinking. Add any more suggestions to your Reading is Thinking chart as a whole class
  • Celebrate any successes
4 magazine file holders

 

chart paper

 

markers

How Readers Choose Books

Management mini-lesson

 

  • Readers choose books in many different ways.

 

  • Students use several different kinds of information to help them choose books.

 

  • Students think carefully about book choice.
  • Students need their magazine file
  • Teacher and students create a classroom anchor chart “Ways We Choose Books” based on the methods they used on Day 2 and/or ways they might choose books in the future (see Appendix #6)
  • Put anchor chart on chart paper.  There will be little check boxes across from each method and then each child will be able to keep track of what methods he/she is using to choose books
  • Students choose 2 more JUST RIGHT texts becoming aware of their method for choosing books
  • Sign the materials out and keep in magazine file
  • Read for remainder of period in the library.  Teachers circulate the room to assist students and ensure best strategies and use of time
  • As a whole group (in whole group teaching area), share good reads and successes.  Refer back to anchor chart to see which methods were used
  • Challenge students to use a different method of choosing books next time they choose library books
5 favorite picture book

 

Inner Voice Interactive (Appendix #7)

 

Readers’ Notebooks

 

copy of Thought Bubbles (Appendix #6)

Listening to Your Inner Voice to Help Create Meaning

or Sharing Your Thinking Part 2

 

Strategies and Skills mini-lesson

 

When readers read, they have an inner dialogue as they create meaning called their Inner Voice.

  • Teacher models another Think Aloud with a favorite picture book or included essay focusing on how to use the inner voice to track meaning
  • The teacher focuses on modelling strategies he/she is using.   For example, questioning, rereading, slowing down to capture understanding, refocusing, stopping and thinking about what they know, thinking about what would make sense, handling challenging concepts or vocabulary and asking for help.
  • Give students a sheet with the 3 thought bubbles (Appendix #6) to fill out as they do their independent reading today.  Teachers circulate the room to assist students and ensure best strategies and use of time is practiced. Sheets go in the Readers’ Notebook
  • As a whole group (in whole group teaching area), share student completed bubbles
  • Celebrate successes
 

Week 2:           Reading Workshop (continued)

Source:                Guiding Readers and Writers, by Fountas & Pinnell

Essential Question:  What are the learners’ responsibilities for Independent Reading

Day Materials/Resources Mini-lesson and Key Concepts Procedure
1 Anchor chart “How to Buzz Effectively”

 

Markers

 

Article for shared reading

Dynamic Duos: How to Turn-and-Talk Effectively

 

Management mini-lesson

 

  • Students need the opportunity to talk about their reading.

 

  • Following Turn-and-Talk guidelines allows groups to have effective discussions.
  • Initiate discussion – “There is no better way to understand the information we read, hear or see than to talk to someone else. When we actively process information we almost always learn, remember and understand better.”
  • Dynamic Duo Interactive – Ranking Turn-and-Talk Guidelines (Appendix #8)
  • Round up another adult to model how you talk about a piece of text.
  • Ask kids to notice what the two of you are doing.
  • Read a piece of text silently (students read it also) and then model with your chosen adult. Demonstrate how you look each other in the eye, listen attentively, ask follow-up questions, disagree politely, share connections, and express reactions.
  • Have the student report what they noticed about what you were doing.
  • Suggest a kid-friendly topic and have them practice turn-and-talk
  • Then have students regroup and have students discuss what the discussed and what they learned using the
  • Follow up with self-assessment (Appendix #9)
2 sample abandoned book

 

chart paper

 

markers

 

My Reading Log sheets

 

Library books and book magazine files

Reasons for Abandoning Books

 

Strategies and Skills

 

  • There are many reasons readers abandon books.
  • It is acceptable to abandon a book occasionally.

 

Book exchange today

  • Address reasons for abandoning books

“What makes a book a poor fit?”

  • Teacher role play the abandoning of a book using their own personal experiences
  • Create a chart with the students on why books should and should not be abandoned (see Appendix #10) Make comparisons to last year to identify how they have grown as readers
  • Using Turn-and-Talk guidelines (Appendix #8) have students take a moment to reflect on how they have changed as readers
  • Students complete the reflection sheet Thinking About Myself as a Reader (Appendix #11).  This sheet is intended to reflect on their past reading experiences. It is to be kept in their Readers’ Notebooks
  • Students are given time for Independent Reading.  Teachers circulate the room to assist students and ensure best strategies and use of time
  • Have students sign out a new batch of independent reading books for their book magazine files
3 Readers’ Notebooks

 

Reading Log sheets

Keeping a Record of Your Reading

 

Management mini-lesson

 

  • Independent reading time is accountable reading time.

 

  • Readers have “AHA!” moments and it is important to keep track of them.

 

  • Teacher does whole group mini-

lesson about using Readers’ Notebook (given to students Day 1) and how to fill out “My Reading Log” (see next page)

  • Discuss purpose of tracking reading through use of Reading Log

 

Overall Expectations

1- Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

2 – Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

3 – Use knowledge of words and cueing systems to read fluently

4 – Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during and after reading

  • Use a volunteer from the class to share their reading material. Using this, the teacher will model how the Reading Log is to be completed
  • Everyone practices this on their sheets and files it in the Readers’ Notebook
  • Students are given time for Independent Reading.  Teachers circulate the room to assist students and to ensure reading log is completed.
  • Students bring Readers’ Notebooks with Reading Logs to share with elbow partners in whole group area.  Students turn-and-talk to check each other’s Reading Logs to be sure they have been completed correctly
4 chart paper

 

markers

 

list or basket of familiar books

 

Extra:

Movie – The Pagemaster (with Macaulay Caulkin)

Genres – Different Types of Fiction

 

Skills and Strategies mini-lesson

 

  • Fiction books fall into categories called genres.

 

  • Being aware of genre is important to our book selection process.
·   Present a mini-lesson on the definition of Fiction Books.

·   Present and define different types of Fictional Genres through game of Charades.  For example, Adventure, Romance, Fantasy, Science Fiction, Historical Fiction, Realistic Fiction, Classics, Humor.  (See definitions in. Appendix #13.)

·   Students select genre card and play game of Headbandz to guess their genre. Students then are sent to find a book in the library of that genre and to meet with other students of the same assigned genre to create a definition poster

·   In the whole group discussion, ask selected students what books they are currently reading and what genre it is.  Have each selected student physically walk to the area where their book is shelved

·   Make the point that books are shelved/organized alphabetically by the author’s last name-not by Genre.

·   Review and discuss which genres are in fact fictional? Will new genres need to be created (i.e. survival literature)? Discuss books that cross borders.

5 sticky notes

 

chart paper

 

book to model focused, engaged reading

 

BLM Guidelines for Reading Workshop

 

BLM for Key Comprehension Strategies

 

Guidelines for Reading Workshop

 

Management Mini lesson

 

  • Reading Workshop is intended for accountable, focused, and enjoyable reading.

 

  • Efficient reading behavior is observable.
  • Teacher models what a focused engaged reader looks like.  Teacher does this as a ‘Think Aloud’ also modelling the making of notes using sticky notes and/or journals demonstrating the chosen reading comprehension strategy
  • With class, teacher creates anchor chart (Appendix #15) Guidelines for Reading Workshop)
  • Students are given Independent Reading time.

 

The teacher will provide a focus for students when they are reading. Students record ideas on sticky notes to be placed in their books (diagnostic).

Suggestions:

  • Determining a purpose for reading
  • Activating prior knowledge
  • Making connections
  • Predicting
  • Visualizing
  • Questioning

If your students are very familiar with this first six strategies, move on to the following high-order thinking strategies:

  • Drawing inferences
  • Finding important information (especially important for non-fiction texts)
  • Summarizing
  • Synthesizing
  • Monitoring Comprehension
  • Evaluating

For the full list and teacher support ideas and Student Sentence Starters.

  • Teachers circulate the room to assist students and ensure best strategies and use of time
  • Students practice ‘Buzzing’ and share their thinking about the books
 

Week 3:           Reading Workshop (continued)

Source:                Guiding Readers and Writers, by Fountas & Pinnell

Essential Question:  What are the learners’ responsibilities for Independent Reading

Day Materials/Resources Mini-lesson and Key Concepts Procedure
1 Anchor charts

 

Books for Book Talks

Choosing Books

 

Strategies and Skills Mini-Lesson

 

  • Choosing books for book bags is a thoughtful ongoing process.

 

BOOK EXCHANGE

At this point students will have up to 5 pieces of reading material in their magazine file

This is a time to review and consolidate prior learning.

  • Classroom teacher uses anchor charts –How to Choose Books and When to Abandoned Books for review and reference.
  • Hold several age-appropriate Book Talks with whole class
  • Review procedures for independent book sign out
  • Assist students in choosing ‘Just Right Books’ for their book magazine files using ‘The Ways We Choose Books’ anchor chart
  • Students are given Independent Reading if time permits
  • Save time for a big share (10 mins.). Time needs to be given to talking about reading as means to understanding and enjoyment.
2 picture book to read aloud

 

sticky notes

 

Annotation (Appendix #16)

Leaving Tracks of Your Thinking

 

Management Mini-Lesson

 

  • The use of text codes will help students become aware of their thoughts when reading… Metacognition-‘Thinking about Thinking
·   Classroom teacher will read aloud a picture book or read aloud book and will model stopping and making annotations and/or notes (on sticky notes) about their thinking on the pages that prompted the thoughts

·   Teacher will point out that these notes can be used for information when students are writing their Reading Response letters (to be covered in detail on Day 14)

·   The marked places can help students remember the parts that they want to write about in their Reading Response Letters

·   Practice the use of sticky notes in their books during Independent Reading based on modelled lesson above

·   As a whole group (in whole group teaching area), students share where they put their sticky notes and why

3 sample letter

 

overhead/

projector/as needed

 

sticky notes

 

prepared anchor chart Topics for your…

 

Appendix #21

Responses to Reading

 

Strategies and Skills Mini Lesson

 

·       Writing about reading allows students to explore meaning and deepen understanding

 

·       A good response includes a date, salutation, a paragraph responding to the teacher’s comments, a brief summary of what has been read so far, connection, evidence from the text, a sentence starter, (the number will increase as the year progresses) and evidence from the text, and conclusion.

  • Teacher models a reading response letter to be shared with whole group. The letter should be based on the teacher’s own sticky note lesson from Day 12.  This can be done on chart paper, overhead, Google docs, to be used later as an anchor chart or photocopied as an example to be included in the student’s Reading Response Journal
  • See Appendix #22 for Sample Reading Response Letter
  • Teacher has prepared the beginning of an anchor chart about Topics for your Reading Response Journal which includes topics from the Reading Response letter above
  • As a whole group (in whole group teaching area), teacher and students create a chart of topics that can be used when writing in Reading Response Journals.   This chart is a work in progress.         Students, with teacher assistance, will add topics as they progress through their reading
  • Create a checklist and success criteria for a response letter
  • Students are given time for Independent Reading if time permits
4 letter from previous day

 

Reading Response Journals (RRJ)

 

Weekly schedule for submitting RRJ

 

Sample response letter form (Appendix #24)

Writing Letters in your Reading Response Journals Each Week

 

Management Mini-lesson

  • Writing about reading allows students to explore meaning and deepen understanding.

 

  • Students transfer and elaborate on their thoughts (from sticky notes) into their reading response letters.

 

Teacher Homework Night: Review class letters to choose examples of successful letters and to identify students who may possibly need a Guided session.

  • Teacher reviews letter from previous mini-lesson
  • Students’ letters will be written in their Reading Response Journals
  • Response Journals are handed out
  • Depending on student needs, sample letter is examined as a class, and/or used as student worksheet
  • Teacher reviews schedule for handing in Response Journals and discusses procedure/expectations for missed days
  • A weekly schedule for the handing in of Reading Response Journals is clearly posted in classroom.
  • For the first letter writing experience, student will all be writing on the same day.  Please remember writing letters includes using assistive technology, a sample letter format, and/or scribing for IEP students.

 

** May use writing workshop time for initial reading responses for students you know need support in writing to help them build confidence with the format. You may have the format outlined on chart paper or in digital format that you can record on during the conference to guide the discussion.

 

  • Please note letter writing will progress to the weekly schedule (Appendix #25)
5 chart paper

 

markers

 

Sample anchor chart on Proofreading Your Letter

(Appendix #26)

 

Reading Response Journals

Proofreading your letter

 

Strategies and Skills Mini-Lesson

 

  • Response letters need to make sense. Students must understand that proofreading is important when writing for an audience.
  • Students must be sure to respond to teacher feedback.
  • Together with students, teacher creates an anchor chart for how to proofread response letters to ensure they are the best they can be.
  • Teacher may say, “I looked over your letters last night.  You are asking good questions, sharing what surprises you and writing about how your book reminds you of something in your life or of other books.  Today we are going to talk briefly about how you are going to proofread your letter to ensure it is your best work. What do you think you need to check for? We will build upon the Learning Goals and Success Criteria we have already begun. We may find that we need to add or revise this list as our learning progresses this year.”
  • See appendix #26 for sample anchor chart on Success Criteria for Proofreading Your Letter
  • Teacher directs students to reread their letters aloud. (Whisper phones may be used)
  • Teacher reminds students to be sure to respond to what their teacher has written in their Reading Response Journals
  • Make sure there is a date, opening and closing

Link this to revising and editing strategies you are using in your Writer’s Workshop

 

Week 4:           Reading Workshop (continued)

Source:                Guiding Readers and Writers, by Fountas & Pinnell

Essential Question:  What are the learners’ responsibilities for Independent Reading

Day Materials/Resources Mini-lesson and Key Concepts Procedure
1 My Reading Interests (Appendix #27)

 

Books I Plan To Read

(Appendix #27)

 

Independent Reading Folders

 

Creating a list of reading interests

 

Management Mini-Lesson

  • Keeping track of our reading interests allows us to be more efficient when choosing books.

 

  • It also allows us to become aware of the importance of variety when choosing books.

 

  • Fill in BLM ‘Books I Plan To Read’.  To be kept in students Independent Reading Folders
  • Teacher introduces “My Reading Interests” (Appendix #27) and models how to fill in the sheet using personal thoughts.
  • Students are given the opportunity to do a Library Walk to collect ideas and begin filling in their Reading Interest sheet.
  • As a whole group (in whole group teaching area), students share what they have written on their sheets and may add other areas or ideas of interest based on the group discussion.
  • Teacher introduces Books I Plan to Read (Appendix #28) table, and models how to correctly fill all columns in.
  • The ‘Notes’ column might include: Who it was recommended by; Where you read or heard about it; Add to wish list;
  • These are some websites that students might use to find reviews of books or for suggestions to help them find books of interest
2  

Pre-made anchor chart of T.A.C.S. (Appendix #29)

Book Talks

 

Strategies and Skills Mini-Lesson

 

  • Book talks are a key element to creating and sustaining student engagement in independent reading.
  • Helps create a culture of reading and gives value to reading in the classroom.
  • Book talks demonstrate student accountability
·   Teacher shares the grade appropriate framework (see outline in Appendix and checklist in Appendix #29) with students prior to modelling an effective book talk/recommendation

·   Post anchor charts of frameworks

Introduce the LIVING WALL (Appendix #30)

·       Students share books that they have enjoyed by posting them on the Living Wall

·       Students complete biographical information on sticky notes and post them in the correct genre spot on the wall

·       This will become a go-to spot for book selection

3, 4 Independent Reading
  • Finish the week by using the reading workshop time for independent reading
  • Require students to practice the strategies learned up to this point

 

Week 5:           Reading Workshop – Journeys Unit 1/Lesson 1

Genre:           Humorous Fiction and Readers’ Theater

Domain/Topic:       Physical Science / Experiments

Essential Question:  How can an experiment clarify an idea?

Target Skill/Target Strategy/Supporting Skills: Story Structure/Summarize/Irony/Point of View

Standards:           RL5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.5; RL. 5.; RL.5.6; RL.5.7; RL.5.10; RI.5.4; RI.5.7; RI.5.9; RF.5.3A; RF.5.4A; RF.5.4B

Workshop

(3 12-minute rotations OR 2 15-minute rotations)

Day Info for Mini-Lesson

10 minutes

Guided Reading Literacy Stations Closure

Whole Group

5 minutes

Other Resources
1 Warm Up:  Read aloud – “Ode to Lunch” – p. T12

 

Mini Lesson:  Intro vocabulary    pp T30

See pp T4

 

B: Vocabulary Reader Check Out the Library – p T62

 

O and A: Leveled Reader- Vocabulary Reader Check Out the Library – p T62

·

See pp T8-T9, T60-T61 Technology

 

Independent Reading

 

Vocabulary activity-p T62

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Journeys – see p T3 for list of Grab & Go resources

 

Journeys Write-In Reader

2 Warm Up:  “A Package for Ms. Jewls” – p. T18

 

Mini-Lesson: Analyze the Text

·       Story structure – p T30

See p 59

 

B: Story Structure & Summarize – p T64

O: Story Structure & Summarize – p T64

 

A: Story Structure & Summarize – p T65

See p T74

 

Technology

Independent Reading

WB-pp 4-11

Comprehension-Fluency Practice-p T8

Review:  Story

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
3

 

Warm Up:  Classroom Collaboration – p 35

 

Mini-Lesson:  Analyze the Text

·       Point of View – p T21, T31

Guided Reading Groups: p. T59

B: Leveled Reader-Cafeteria Contest – p T66

 

O: Leveled Reader-Serves Two Hundred – pT67

 

A: Leveled Reader-Project Bug – pT68

See p T8

Technology

 

Independent

 

Reading

 

Partner re-read

 

Analyzing Text practice

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
4 Groups: p T59

B:  Readers’ Theater:  “Questioning

T36Advanced:

 

O and A: Readers’ Theater:  “Questioning Gravity” p Gravity” p T36

See pp T60, T75

 

Technology

 

Independent Reading

 

Vocabulary

WB-pp 11A and 11B

Review Vocabulary

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
5 Warm Up:  Recall “A Package for Ms. Jewels” – pp. T18

 

Mini Lesson:  Connecting to the text-p T57

Guided Reading Groups: p T59

 

B:  Options for Reteaching – pp T72-T73

 

O:  Options for Reteaching – pp T72-T73

 

A:  Options for Reteaching – pp T72-T73

See p T75

 

Technology

 

Independent Reading

 

Connecting to the Text

Partner re-read

Review:  Story

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down

 

Week 6:           Reading Workshop – Journeys Unit 1/Lesson 2

Genre:                           Play and Fairy Tale

Domain/Topic:       The Arts / Performance and Visual

Essential Question:         How can art and performance help people understand a text?

Target Skill/Target Strategy/Supporting Skills: Theme/Question/Elements of Drama/Charaterization

STANDARDS:                RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.7; RL.5.9; RL.5.10 RF.5.3A; RF.5.4A; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: A Royal Mystery) Journeys Leveled Readers

B:   Ella’s Big Night, T148

 

O:  City Cousin, Country Cousin, T149

 

A:  Jack & The Mean Beans, T150

 

If using supplemental materials, the following skills are recommended for guided reading:

*Theme

*Questioning

*Elements of Drama

See pp T141-142

·       Comprehension & Fluency -T82

·       Word Study – T82

·       Think & Write – T83

·       Digital Center – T83

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: The Princess & The Pea) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Theme
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Theme –

*Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan

*More than Anything Else by Marie Bradby

*Those Shoes by Maribeth Boelts

*The Invisible Boy by Trudy Ludwig

*The Hungry Coat by Demi

*The Empty Pot by Demi

*One Green Apple by Eve Bunting

Graphic Organizer & Supplemental Materials:

http://www.paterson.k12.nj.us/11_departments/language-arts-docs/resources/Reading%20Resources/Story%20Elements/Theme/Theme.pdf

 

Sample Activities & Anchor Charts:

https://jenniferfindley.com/teaching-theme-in-upper-grades-and/

 

Video for Reinforcing Theme:

https://www.youtube.com/watch?v=AXPbijjMnV8

 

Week 7:           Reading Workshop – Journeys Unit 1/Lesson 3

Genre:                  Realistic and Persuasive

Domain/Topic:       Civics / Politics

Essential Question:         Why is determination a good quality for a politician to have?

Target Skill/Target Strategy/Supporting Skills: Compare and Contrast/Infer and Predict/Idioms/Formal and Informal Language

STANDARDS:                RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.10; RI.5.7; RI.5.9; RF.5.3A; RF.5.4Q; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Off & Running) Journeys Leveled Readers

B:  The Mighty, Mighty Daffodils, T224

 

O:  The Presentation, T225

 

A:  The Geography Bee, T226

 

If using supplemental materials, the following skills are recommended for guided reading:

*Compare and Contrast

*Making Predictions

*Idioms

See pp T218, T219

·       Comprehension & Fluency -T164

·       Word Study – T164

·       Think & Write – T165

·       Digital Center – T165

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Vote for Me!) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Compare/Contrast
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Compare/Contrast-

*Big Bad Bunny by Alison Durant & The Black Rabbit by Phillipa Leathers

*Cactus Soup by Eric Kimmel & Stone Soup by Marcia Brown

*My Rotten, Redheaded Older Brother & Richie and the Ultimate Dare by Patricia Pollacco

Graphic Organizers & Supplemental Materials for Compare/Contrast

 

http://www.scott.kyschools.us/userfiles/2201/5th%20-%20compare-contrast.pdf

 

Compare & Contrast Video for Students

https://www.youtube.com/watch?v=HtGzwoVCO4E

 

Day & Night – Pixar Video (Students can compare/contrast characters using graphic organizer)

 

https://www.youtube.com/watch?v=dJz_noKP-Bw

 

Week 8:           Reading Workshop – Journeys Unit 1/Lesson 4

Genre:                  Narrative Nonfiction and Poetry

Domain/Topic:       Health & Safety / Physical Fitness

Essential Question:         How can being active in sports improve someone’s attitude?

Target Skill/Target Strategy/Supporting Skills: Sequence of Events/Monitor and Clarify/Rhythm/Narrative Pacing

STANDARDS:                RL5.1; RL.5.10; RI.5.1; RI.5.2; RI.5.7; RI.5.9; RI.5.10RF.5.3A; RF.5.4A; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Double Dutch: A Celebration…) Journeys Leveled Readers

B:  Games We Play,T298

 

O:  Patsy Mink,T299

 

A:  Title IX,T300

 

If using supplemental materials, the following skills are recommended for guided reading:

*Sequence of Events

*Rhythm

*Narrative Pacing

See pp T292-T293

·       Comprehension & Fluency -T240

·       Word Study – T240

·       Think & Write – T241

·       Digital Center – T241

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Score!) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up
Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Sequencing
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Sequencing Events-

*White Socks Only by Evelyn Coleman

*Baghead by Jarrett J. Krosoczka

*Pink & Say – Patricia Pollacco

*The Lotus Seed by Sherry Garland

*How Many Days to America? A Thanksgiving Story by

Sequencing Graphic Organizers & Supplemental Materials

 

https://www.osymigrant.org/ROMWhenDidThatHappen.pdf

 

http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_11_15.pdf

 

Introduction to Sequencing Video for Students

https://www.youtube.com/watch?v=HwUpSsTVCfY

 

Week 9:           Reading Workshop – Journeys Unit 1/Lesson 5

Genre:                  Realistic Fiction and Poetry

Domain/Topic:       Cultures / Language & Expressions

Essential Question:         How can overcoming a challenge change someone’s life?

Target Skill/Target Strategy/Supporting Skills: Theme/Visualize/Dialogue/Sequence of Events

STANDARDS:                RL.5.1; RL5.3; RL.5.4; RL.5.5; RL.5.6; RL.5.7; RL.5.9; RL.5.10

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Elisa’s Diary) Journeys Leveled Readers

B:  Not Just Second Place, T376

 

O:  Baseball Blues, T377

 

A:  Far From Home, T378

 

If using supplemental materials, the following skills are recommended for guided reading:

*Sequence of Events

*Theme

*Dialogue

See pp T370-371

·       Comprehension & Fluency -T314

·       Word Study – T314

·       Think & Write – T315

·       Digital Center – T315

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Words Free as Confetti) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Theme
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Theme –

*Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan

*More than Anything Else by Marie Bradby

*Those Shoes by Maribeth Boelts

*The Invisible Boy by Trudy Ludwig

*The Hungry Coat by Demi

*The Empty Pot by Demi

*One Green Apple by Eve Bunting

Graphic Organizer & Supplemental Materials:

http://www.paterson.k12.nj.us/11_departments/language-arts-docs/resources/Reading%20Resources/Story%20Elements/Theme/Theme.pdf

 

Sample Activities & Anchor Charts:

https://jenniferfindley.com/teaching-theme-in-upper-grades-and/

 

Video for Reinforcing Theme:

https://www.youtube.com/watch?v=AXPbijjMnV8

 

Week 10:          Reading Workshop

Benchmark Assessment – see Journeys Common Core Benchmark and Unit Tests

 

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
B:

 

O:

 

A:

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links

 

Week 11:          Reading Workshop – Journeys Unit 2/Lesson 6

Genre:                  Informational Text and Myth

Domain/Topic:       Life Science / Wild Animals

Essential Question:         Why is it important to research and protect endangered animals?

Target Skill/Target Strategy/Supporting Skills: Cause and Effect/Question/Quotes and Description/Domain-Specific Vocabulary

STANDARDS:                RL.5.1; RL5.2; RL.5.3; RL5.4; RL.5.7; RL.5.10; RI.5.1; RI.52; RI.5.4; RI.5.6; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Quest For the Tree Kangaroo) Journeys Leveled Readers

B:  Kangaroos, T72

 

O:  On the Trail of Rain Forest Wildlife, T73

 

A:  Mad for Marsupials! ,T74

 

If using supplemental materials, the following skills are recommended for guided reading:

*Cause and Effect

*Non-Fiction Text Features

*Vocabulary Strategies

See pp T66,T67

·       Comprehension & Fluency -T8

·       Word Study – T8

·       Think & Write – T9

·       Digital Center – T9

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Why Koala Has No Tail) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Cause & Effect
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Cause & Effect –

*That’s Good! That’s Bad! by Margery Cuyler

*Why I Will Never, Ever Have Enough Time to Read This Book by Remi Charlip
*Because a Little Bug Went Ka-Choo! by Dr. Seuss

*Why Mosquitos Buzz in People’s Ears by Verna Aardema

*Old henry by Joan Blos

Cause & Effect Information and Graphic Organizers

https://docushare.everett.k12.wa.us/docushare/dsweb/Get/Version-24951/Cause

 

Cause & Effect Activity

https://www.fcrr.org/studentactivities/c_022a.pdf

 

Visual Aid for Multiple Skills:

http://www.kingofalltechnology.com/anchorcharts.pdf

 

For the Birds Pixar Short (Have students fill out graphic organizer related to the cause/effect)

https://www.youtube.com/watch?v=pWIVoW9jAOs&list=PLo57bEOSTCcoKKo5FsykI9vBmfK2PLxoR

 

Week 12:          Reading Workshop – Journeys Unit 2/Lesson 7

Genre:                  Historical Fiction and Persuasive Text

Domain/Topic:       Values / Responsibility

Essential Question:         How can dangerous situations bring people closer together?

Target Skill/Target Strategy/Supporting Skills: Understanding Characters/Visualize/Dialect/Author’s Word Choice

STANDARDS:                RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.7; RL.5.10; RI.5.1; RI.5.8; RI.5.10; RF. 5.3A; RF.5.4A; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Old Yeller) Journeys Leveled Readers

B:  Young Eagle & His Horse, T146

 

O:  On the Long Drive, T147

 

A:  Riding with the Camel Corps, T148

 

If using supplemental materials, the following skills are recommended for guided reading:

*Understanding Characters

*Author’s Word Choice

*Visualizing

See pp T140,141

·       Comprehension & Fluency -T88

·       Word Study – T88

·       Think & Write – T89

·       Digital Center – T89

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: What Makes It Good?) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Understanding Characters
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Understanding Characters –

*Henry’s Freedom Box by Ellen Levine

*Thank You, Mr. Falker by Patrica Pollacco

*One Green Apple by Eve Bunting

*Sukey and the Mermaid by Robert D. Dan Souci

Understanding Characters Graphic Organizer & Supplemental Materials

https://www.risd.k12.nm.us/assessment_evaluation/Character%20Analysis.pdf

 

http://sc45.weebly.com/uploads/1/3/1/0/13107602/analyzing_character_traits.pdf

 

Anchor Chart Printables for Understanding Characters

http://www.sps186.org/downloads/basic/716016/To%20Think%20Deeply%20about%20Characters%20.pdf

 

Chraracter Perspectives Introduction Video:

https://www.youtube.com/watch?v=Z2GGLbKoy3g

 

Character Traits Introduction Video:

https://www.youtube.com/watch?v=wWYpj9aqTr0

 

Week 13:          Reading Workshop – Journeys Unit 2/Lesson 8

Genre:                  Narrative Fiction and Informational Fiction

Domain/Topic:       Life Science / Conservation

Essential Question:         What reasons do people have for protecting the environment?

Target Skill/Target Strategy/Supporting Skills: Author’s Purpose/Analyze and Evaluate/Explain Scientific Ideas/Domain-Specific Vocabulary

STANDARDS:                RL.5.10; RI.5.1; RI.5.2; RI.5.3; RI.5.4; RI.5.5; RI.5.6; RI.5.8; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B

 

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Everglades Forever: Restoring…) Journeys Leveled Readers

B:  Guardian of the Everglades, T222

 

O:  America’s Urban Parks, T223

 

A:  The Salton Sea, T224

 

If using supplemental materials, the following skills are recommended for guided reading:

*Author’s Purpose

*Domain Specific Vocabulary

*Explaining Scientific Ideas

See pp T216,217

·       Comprehension & Fluency -T162

·       Word Study – T162

·       Think & Write – T163

Digital Center – T163

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (National Parks of the West) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Author’s Purpose
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Author’s Purpose-

 

PERSUADE

*I wanna Iguana by Karen Kaufman Orloff

*Don’t Let the Pigeon Drive the Bus by Mo Willems

*Hey Little Ant by Hannah Hoose

INFORM

*Dogs by Gail Gibbons

*How to Make An Apple Pie & See the World by Majorie Priceman

*Hoop Genius by John Coy

ENTERTAIN

*Arnie the Doughnut by Laurie Keller

*How I Became a Pirate by David Shannon

*Rotten Teeth by Laura Simms

Author’s Purpose Activities & Graphics

http://www.kingofalltechnology.com/authorspurposelesson4.pdf

 

Author’s Purpose Note Page

https://in01001403.schoolwires.net/cms/lib/IN01001403/Centricity/Domain/532/notes%20Purpose%20PIE.pdf

 

Author’s Purpose Mini Lessons

https://www.robeson.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=39850&dataid=53757&FileName=authors%20purpose%20mini%20lesson.pdf

 

Author’s Purpose Videos for Students:

https://www.youtube.com/watch?v=2QMs24TTZrA&list=PLYmYDLb2oJqFmrlRnlKyw8ibFMHBtEyKA&index=13&t=0s

 

https://www.youtube.com/watch?v=F0XziDwFE-g&list=PLYmYDLb2oJqFmrlRnlKyw8ibFMHBtEyKA&index=11

 

Week 14:          Reading Workshop – Journeys Unit 2/Lesson 9

Genre:                  Historical Fiction and Informational Text

Domain/Topic:       Value / Courage

Essential Question:         How can an act of courage reveal a person’s true nature?

Target Skill/Target Strategy/Supporting Skills: Conclusions and Generalizations/Infer and Predict/Point of View/Characterization

STANDARDS:                RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.6; RL.5.7; RL.5.10; RF.5.3A; RF.5.4A

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Storm Warriors) Journeys Leveled Readers

B:  Sugaring Weather, T296

 

O:  The River Kept Rising, T297

 

A:  Night of the Killer Waves, T298

 

If using supplemental materials, the following skills are recommended for guided reading:

*Drawing Conclusions

*Point of View

*Characterization

See pp T290,T291

·       Comprehension & Fluency -T238

·       Word Study – T238

·       Think & Write – T239

·       Digital Center – T239

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Pea Island’s Forgotten Heroes) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Drawing Conclusions
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Drawing Conclusions-

*If Not for the Cat by Jack Prelutsky

*In the Woods: Who’s Been Here? by Lindsay Barett George

*Beaver is Lost by Elisha Cooper

Drawing Conclusions Lesson Plan & Activities

https://www.risd.k12.nm.us/assessment_evaluation/Drawing%20Conclusions.pdf

 

Drawing Conclusions Video Activity

https://www.youtube.com/watch?v=Z_S1pkkN81s

 

QAR Questioning & Conclusions

http://kyae.ky.gov/educators/resources/rla/MakingInferencesandDrawingConclusionsGuidebook.pdf

 

Week 15:          Reading Workshop – Journeys Unit 2/Lesson 10

Genre:                  Informational Text and Poetry

Domain/Topic:       Life Science / Animal Behaviors

Essential Question:         What can a scientist learn by observing the behaviors of particular animals?

Target Skill/Target Strategy/Supporting Skills: Main Ideas and Details/Monitor and Clarify/Explain Scientific Ideas/Domain-Specific Vocabulary

STANDARDS:                RL.5.1; RL.5.2; RL.5.3; RL.5.6; RL.5.10; RI.5.1; RI.5.2; RI.5.3; RI.5.4; RI.55; RI.5.9; RI.5.10; RF.5.3; RF.5.4A

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Cougars) Journeys Leveled Readers

B:  Sharks, T374

 

O:  The return of the Yellowstone Grizzly, T375

 

A:  Saving the Mexican Wolves, T376

 

If using supplemental materials, the following skills are recommended for guided reading:

*Main Idea & Details

*Domain Specific Vocabulary

*Explaining Scientific Ideas

See pp T368,T369

·       Comprehension & Fluency -T312

·       Word Study – T312

·       Think & Write – T313

·       Digital Center – T313

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Purr-fection) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Main Idea & Details
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Main Idea & Details –

*An Egg is Quiet by Dianna Hutts Atson

*She Persisted by Chelsea Clinton

*Military Animals by Laurie Calkhoven

*Animals Nobody Loves by Seymour Simon

*Super Swimmers by Caroline Arnold

 

Main Idea & Details Graphic Organizers

http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_6_10.pdf

 

http://www.jimwrightonline.com/pdfdocs/mainidea.pdf

 

Main Idea & Details Activities

https://www.k5chalkbox.com/support-files/mainideak5chalkbox.pdf

 

Main Idea Video for Students

https://www.youtube.com/watch?v=42SJTk2XSi4

https://www.youtube.com/watch?v=bEAPBT7ZFyo&pbjreload=10

 

Week 16:          Benchmark Assessment – see Journeys Common Core Benchmark and Unit Tests

Extended Reading with Trade Book:  Discovering Mars by Melvin Berger

 

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
B:

 

O:

 

A:

Allow students share out what they learned today.

 

Resource Materials Resource Links

 

Week 17:          Reading Workshop – Journeys Unit 2/Lesson 11

Genre:                  Historical Fiction and Informational Text

Domain/Topic:       Civics / Early American History

Essential Question:         What can individuals do to help shape a new government?

Target Skill/Target Strategy/Supporting Skills: Cause and Effect/Visualize/Visual Elements/Primary Sources

STANDARDS:       RL.5.1; RL.5.4; RL.5.5; RL.5.6; RL.5.7; RL5.10; RI.5.2; RI.5.4; RI.5.7; RI.5.9; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B; RF.5.4C

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Dangerous Crossing) Journeys Leveled Readers

B:  Fife and Drum Boys, T70

 

O:  A Night to Remember, T71

 

A:  An Artist for the Revolution, T72

 

If using supplemental materials, the following skills are recommended for guided reading:

*Cause and Effect

*Primary Sources

*Visualizing

 See pp T64-T65

·       Comprehension & Fluency -T8

·       Word Study – T8

·       Think & Write – T9

·       Digital Center – T9

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Revolution & Rights) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Cause & Effect
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Cause & Effect –

*That’s Good! That’s Bad! by Margery Cuyler

*Why I Will Never, Ever Have Enough Time to Read This Book by Remi Charlip
*Because a Little Bug Went Ka-Choo! by Dr. Seuss

*Why Mosquitos Buzz in People’s Ears by Verna Aardema

*Old henry by Joan Blos

Cause & Effect Information and Graphic Organizers

https://docushare.everett.k12.wa.us/docushare/dsweb/Get/Version-24951/Cause

 

Cause & Effect Activity

https://www.fcrr.org/studentactivities/c_022a.pdf

 

Visual Aid for Multiple Skills:

http://www.kingofalltechnology.com/anchorcharts.pdf

 

For the Birds Pixar Short (Have students fill out graphic organizer related to the cause/effect)

https://www.youtube.com/watch?v=pWIVoW9jAOs&list=PLo57bEOSTCcoKKo5FsykI9vBmfK2PLxoR

 

Week 18:          Reading Workshop – Journeys Unit 2/Lesson 12

Genre:                  Narrative Nonfiction

Domain/Topic:       American History / Independence

Essential Question:         How can people’s differences of opinion lead to a revolution?

Target Skill/Target Strategy/Supporting Skills: Fact and Opinion/Question/Tone/Similes

STANDARDS:                RL.5.10; RI.5.1; RI.5.2; RI.5.4; RI.5.6; RI.5.7; RI.5.10; RF.5.3A; RF.54A; F.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Can’t You Make Them Behave, King George?) Journeys Leveled Readers

B:  A Song Heard ‘Round the World, T150

 

O:  Pamphleteers of the Revolution, T151

 

A:  A Home at Mount Vernon, T152

 

If using supplemental materials, the following skills are recommended for guided reading:

*Fact and Opinion

*Questioning

See pp T144-145

·       Comprehension & Fluency -T86

·       Word Study – T86

·       Think & Write – T87

Digital Center – T87

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Tea Time) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Fact & Opinion
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Fact & Opinion –

*The Perfect Pet by Margie Palatini

*Earrings by Judith Viorst

*I Wanna New Room by Karen Kaufmann Orloff

Fact & Opinion Flocabulary Song

https://www.youtube.com/watch?v=4fpIHMRDv4o

Cause & Effect Activity

https://www.fcrr.org/studentactivities/c_022a.pdf

 

Fact & Opinion Presentation

http://www.doe.mass.edu/candi/model/resources/MCU-ESLg6-8-WaterLesson7.pdf

 

Fact & Opinion Graphic Organizer and Activities

http://www.risd.k12.nm.us/assessment_evaluation/ImprovSBAscores/SBA%20Reading/5th%20Grade/Facts%20and%20Opinion1.pdf

 

Week 19:          Reading Workshop – Journeys Unit 3/Lesson 13

Genre:                  Narrative Nonfiction and Play

Domain/Topic:       American History / Life on the Battlefield

Essential Question:         How do individual acts of bravery shape history?

Target Skill/Target Strategy/Supporting Skills: Conclusions and Generalizations/Analyze and Evaluate/Text Structure/Domain-Specific Vocabulary

STANDARDS:                RL.5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.6; RL.5.10; RI.5.1; RI.5.2; RI.5.4; RI.5.9; RI.5.10; RF.5.3A; RF.5.2A

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: They Called her Molly Pitcher) Journeys Leveled Readers

B:  Emily Geiger’s Dangerous Mission, T224

 

O:  An Unsung American Hero, T225

 

A:  George Washington’s Invisible Enemy, T226

 

If using supplemental materials, the following skills are recommended for guided reading:

*Conclusions & Generalizations

*Analyze/Evaluate

 See pp T222-T223

·       Comprehension & Fluency -T166

·       Word Study – T166

·       Think & Write – T167

·       Digital Center – T167

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: A Spy for Freedom) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Drawing Conclusions
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Drawing Conclusions-

*If Not for the Cat by Jack Prelutsky

*In the Woods: Who’s Been Here? by Lindsay Barett George

*Beaver is Lost by Elisha Cooper

Drawing Conclusions Lesson Plan & Activities

https://www.risd.k12.nm.us/assessment_evaluation/Drawing%20Conclusions.pdf

 

Drawing Conclusions Video Activity

https://www.youtube.com/watch?v=Z_S1pkkN81s

 

QAR Questioning & Conclusions

http://kyae.ky.gov/educators/resources/rla/MakingInferencesandDrawingConclusionsGuidebook.pdf

 

Week 20:          Reading Workshop – Journeys Unit 3/Lesson 14

Genre:                  Biography and Informational Text

Domain/Topic:       American History / African American History

Essential Question:         What events or feelings would lead someone to fight for freedom?

Target Skill/Target Strategy/Supporting Skills: Sequence of Events/Summarize/Explain Historical Events/Main Ideas and Details

STANDARDS:                RL.5.10; RI.5.1; RI.5.2; RI.5.3; RI.5.4; RI.5.5; RI.5.9; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: James Forten) Journeys Leveled Readers

B:  The Oneidas, T296

 

O:  The Extraordinary Life of Thomas Peters, T299

 

A:  A Noble French Patriot, T300

 

If using supplemental materials, the following skills are recommended for guided reading:

*Sequence of Events

*Summarizing

See pp T292-T293

·       Comprehension & Fluency -T240

·       Word Study – T240

·       Think & Write – T241

·       Digital Center – T241

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Modern Minute Man) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Sequencing
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Sequencing Events-

*White Socks Only by Evelyn Coleman

*Baghead by Jarrett J. Krosoczka

*Pink & Say – Patricia Pollacco

*The Lotus Seed by Sherry Garland

*How Many Days to America? A Thanksgiving Story by

Sequencing Graphic Organizers & Supplemental Materials

 

https://www.osymigrant.org/ROMWhenDidThatHappen.pdf

 

http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_11_15.pdf

 

Introduction to Sequencing Video for Students

https://www.youtube.com/watch?v=HwUpSsTVCfY

 

Week 21:          Reading Workshop – Journeys Unit 3/Lesson 15

Genre:                  Biography and Poetry

Domain/Topic:       American History / Patriotism

Essential Question:         How are patriotism and courage related?

Target Skill/Target Strategy/Supporting Skills: Compare and Contrast/Monitor and Clarify/Text and Graphic Features/Text Structure

STANDARDS:                RL.5.2; RL.5.3; RL5.5; RL.5.6; RL.5.10; RI.52; RI.5.3; RI.5.5; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: “We Were There, Too!…) Journeys Leveled Readers

B:  Benedict Arnold, T378

 

O:  Phillis Wheatley, T379

 

A:  Abigail Adams, T380

 

If using supplemental materials, the following skills are recommended for guided reading:

*Compare and Contrast

*Monitor/Clarify

See pp T372,T373

·       Comprehension & Fluency -T314

·       Word Study – T314

·       Think & Write – T315

Digital Center – T315

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Patriotic Poetry) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Compare/Contrast
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Compare/Contrast-

*Big Bad Bunny by Alison Durant & The Black Rabbit by Phillipa Leathers

*Cactus Soup by Eric Kimmel & Stone Soup by Marcia Brown

*My Rotten, Redheaded Older Brother & Richie and the Ultimate Dare by Patricia Pollacco

Graphic Organizers & Supplemental Materials for Compare/Contrast

 

http://www.scott.kyschools.us/userfiles/2201/5th%20-%20compare-contrast.pdf

 

Compare & Contrast Video for Students

https://www.youtube.com/watch?v=HtGzwoVCO4E

 

Day & Night – Pixar Video (Students can compare/contrast characters using graphic organizer)

 

https://www.youtube.com/watch?v=dJz_noKP-Bw

Week 22:          Benchmark Assessment – see Journeys Common Core Benchmark and Unit Tests

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
B:

 

O:

 

A:

Allow students share out what they learned today.

 

Week 23:          Reading Workshop – Journeys Unit 4/Lesson 16

Genre:                  Historical Fiction and Informational Text

Domain/Topic:       The Arts / Visual Arts

Essential Question:         In what way can illustrations enhance a reader’s experience?

Target Skill/Target Strategy/Supporting Skills: Author’s Purpose/Monitor and Clarify/Voice/Visual Elements

STANDARDS:       RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.6; RL.5.7; RL.5.10; RI.5.1; RI.5.4; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Lunch Money) Journeys Leveled Readers

B:  Dog Walker, Inc. , T66

 

O:  Incognito, T67

 

A:  The Three R’s, T68

 

If using supplemental materials, the following skills are recommended for guided reading:

*Author’s Purpose

*Monitor/Clarify

 See pp T60,T61

·       Comprehension & Fluency -T8

·       Word Study – T8

·       Think & Write – T9

·       Digital Center – T9

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Zap! Pow! A History of the Comics) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Author’s Purpose
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Author’s Purpose-

 

PERSUADE

*I wanna Iguana by Karen Kaufman Orloff

*Don’t Let the Pigeon Drive the Bus by Mo Willems

*Hey Little Ant by Hannah Hoose

INFORM

*Dogs by Gail Gibbons

*How to Make An Apple Pie & See the World by Majorie Priceman

*Hoop Genius by John Coy

ENTERTAIN

*Arnie the Doughnut by Laurie Keller

*How I Became a Pirate by David Shannon

*Rotten Teeth by Laura Simms

Author’s Purpose Activities & Graphics

http://www.kingofalltechnology.com/authorspurposelesson4.pdf

 

Author’s Purpose Note Page

https://in01001403.schoolwires.net/cms/lib/IN01001403/Centricity/Domain/532/notes%20Purpose%20PIE.pdf

 

Author’s Purpose Mini Lessons

https://www.robeson.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=39850&dataid=53757&FileName=authors%20purpose%20mini%20lesson.pdf

 

Author’s Purpose Videos for Students:

https://www.youtube.com/watch?v=2QMs24TTZrA&list=PLYmYDLb2oJqFmrlRnlKyw8ibFMHBtEyKA&index=13&t=0s

 

https://www.youtube.com/watch?v=F0XziDwFE-g&list=PLYmYDLb2oJqFmrlRnlKyw8ibFMHBtEyKA&index=11

 

Week 24:          Reading Workshop – Journeys Unit 4/Lesson 17

Genre:                  Science Fiction and Informational Text

Domain/Topic:       Technology and Innovation / Creative Inventions

Essential Question:         What role does imagination play in the invention process?

Target Skill/Target Strategy/Supporting Skills: Story Structure/Infer and Predict/Literary Devices/Point of View

Technology:           Research and present information on a famous inventor

STANDARDS:                RL.5.1; RL5.2; RL.5.3; RL.5.; RL.5.5; RL.5.6; RL.5.7; RL.5.10; RI.5.1; RI.5.7; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: LAFFF) Journeys Leveled Readers

B:  Robot Rescue, T144

 

O:  The Watch Girl, T145

 

A:  Pancakes, T146

 

If using supplemental materials, the following skills are recommended for guided reading:

*Story Structure

*Infer/Predict

See pp T138-139

·       Comprehension & Fluency -82

·       Word Study – T82

·       Think & Write – T83

Digital Center – T83

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: From Dreams to Reality) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Story Structure
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Story Structure-

Circular:

If you Give a Mouse a Cookie

If You’re Not From the Prairie

Watch the Stars Come Out

Cumulative:

In Enzo’s Splendid Garden

The Cake that Mack Ate

The Napping House

Increasing:

Bark, George

Mushroom in the Rain

A House for a Hermit Crab

There Was An Old Lady Who…

Linear:

Max’s Dragon Shirt

The Very Hungry Caterpillar

Tops and Bottoms

Story Structure Lessons, Info & Activities

 

https://www.hoodriver.k12.or.us/cms/lib06/OR01000849/Centricity/Domain/873/LA_res_TxtStruc_ORS_Module%20copy.pdf

 

Teaching Plot through Pixar Movies

https://www.youtube.com/watch?v=8yzY6buMflo

 

Text Structure Flocabulary Song

https://www.youtube.com/watch?v=7kWGQ-_ipBY

 

Story Map:

http://www.readingrockets.org/pdfs/storymap_complex3.pdf

 

Week 25:          Reading Workshop – Journeys Unit 4/Lesson 18

Genre:                  Autobiography and Poetry

Domain/Topic:       Media and Communication / Creative Writing

Essential Question:         What do facts and opinions contribute to a story?

Target Skill/Target Strategy/Supporting Skills: Fact and Opinion/Analyze and Evaluate/Main Ideas and Details/Narrative Pacing

STANDARDS:       RL.52; RL.5.3; RL.5.4; RL.5.5; RL.5.6; RI.5.1; RI.5.2; RI..8; RI.5.10; RI.5.1; RI.5.1; EI.5.8; RI.5.10; RF.5.3A; RF.5.4A

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: The Dog Newspaper) Journeys Leveled Readers

B:  Maria Tallchief: American Ballerina, T216

 

O:  B.B. King, T217

 

A:  Isabel Allende, T218

 

If using supplemental materials, the following skills are recommended for guided reading:

*Fact and Opinion

*Analyze/Evaluate

 See pp T210, T211

·       Comprehension & Fluency -T160

·       Word Study – T160

·       Think & Write – T161

·       Digital Center – T161

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Poetry About Poetry) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Week 26:          Reading Workshop – Journeys Unit 4/Lesson 19

Genre:                  Realistic Fiction and Persuasive Text

Domain/Topic:       Community / Community Involvement

Essential Question:         Why is it important to be aware of your community’s needs?

Target Skill/Target Strategy/Supporting Skills: Author’s Purpose/Summarize/Dialogue/Characterization

STANDARDS:                RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.7; RL.5.10; RI.5.1; RI.5.8; RI.5.10; RF.5.3A; RF.5.4

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Darnell Rock Reporting) Journeys Leveled Readers

B:  The Big Interview, T292

 

O:  Saving the General, T293

 

A:  Another View, T294

 

If using supplemental materials, the following skills are recommended for guided reading:

*Author’s Purpose

*Summarizing

 See pp T286, T287

·       Comprehension & Fluency -T232

·       Word Study – T232

·       Think & Write – T233

·       Digital Center – T233

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Volunteer) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Author’s Purpose
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Author’s Purpose-

 

PERSUADE

*I wanna Iguana by Karen Kaufman Orloff

*Don’t Let the Pigeon Drive the Bus by Mo Willems

*Hey Little Ant by Hannah Hoose

INFORM

*Dogs by Gail Gibbons

*How to Make An Apple Pie & See the World by Majorie Priceman

*Hoop Genius by John Coy

ENTERTAIN

*Arnie the Doughnut by Laurie Keller

*How I Became a Pirate by David Shannon

*Rotten Teeth by Laura Simms

Author’s Purpose Activities & Graphics

http://www.kingofalltechnology.com/authorspurposelesson4.pdf

 

Author’s Purpose Note Page

https://in01001403.schoolwires.net/cms/lib/IN01001403/Centricity/Domain/532/notes%20Purpose%20PIE.pdf

 

Author’s Purpose Mini Lessons

https://www.robeson.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=39850&dataid=53757&FileName=authors%20purpose%20mini%20lesson.pdf

 

Author’s Purpose Videos for Students:

https://www.youtube.com/watch?v=2QMs24TTZrA&list=PLYmYDLb2oJqFmrlRnlKyw8ibFMHBtEyKA&index=13&t=0s

 

https://www.youtube.com/watch?v=F0XziDwFE-g&list=PLYmYDLb2oJqFmrlRnlKyw8ibFMHBtEyKA&index=11

 

Week 27:          Reading Workshop – Journeys Unit 4/Lesson 20

Genre:                  Adventure and Informational Text

Domain/Topic:       Life Science / Human Animal Interaction

Essential Question:         What can a person learn from building a relationship with an animal?

Target Skill/Target Strategy/Supporting Skills: Story Structure/Question/Characterization/Theme

STANDARDS:       RL.5.1; RL.5.3; RL.5.3; RL.5.4; RL.5.6; RL.5.7; RL.5L9; RL.5.10; RI.5.1; RI.5.8; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: “The Black Stallion) Journeys Leveled Readers

B:  The Deer, T374

 

O:  Wildnerness Rangers, T375

 

A:  Day of the  Coyotes, T376

 

If using supplemental materials, the following skills are recommended for guided reading:

*Story Structure

*Questioning

See pp T368,T369

·       Comprehension & Fluency -T308

·       Word Study – T308

·       Think & Write – T309

Digital Center – T309

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Horse Power) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Story Structure
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Story Structure-

Circular:

If you Give a Mouse a Cookie

If You’re Not From the Prairie

Watch the Stars Come Out

Cumulative:

In Enzo’s Splendid Garden

The Cake that Mack Ate

The Napping House

Increasing:

Bark, George

Mushroom in the Rain

A House for a Hermit Crab

There Was An Old Lady Who…

Linear:

Max’s Dragon Shirt The Very Hungry Caterpillar Tops and Bottoms

Story Structure Lessons, Info & Activities

 

https://www.hoodriver.k12.or.us/cms/lib06/OR01000849/Centricity/Domain/873/LA_res_TxtStruc_ORS_Module%20copy.pdf

 

Teaching Plot through Pixar Movies

https://www.youtube.com/watch?v=8yzY6buMflo

 

Text Structure Flocabulary Song

https://www.youtube.com/watch?v=7kWGQ-_ipBY

 

Story Map:

http://www.readingrockets.org/pdfs/storymap_complex3.pdf

 

Week 28:          Unit Test – see Journeys Common Core Benchmark and Unit Tests

Extended Reading lesson with Trade Book:  Horses by Seymour Simon

 

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Allow students share out what they learned today.

 

Resource Materials Resource Links

 

Week 29:          Reading Workshop – Journeys Unit 5/Lesson 21

Genre:                  Historical Fiction and Technical Text

Domain/Topic:       Earth Science / Extreme Environments

Essential Question:         What does it mean to have good instincts?

Target Skill/Target Strategy/Supporting Skills: Sequence of Events/Visualize/Figurative Language/Author’s Word Choice

STANDARDS:                RL.5.1; RL5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.7; RK,5,9L RK,5,10L RI.5.1. RI.5.2; RI.5,2; RI.5.10

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Tucket’s Travels) Journeys Leveled Readers

B:  Voyage to California, T72

 

O:  Riding with the Pony Express, T73

 

A:  Decision at Fort Laramie, T74

 

If using supplemental materials, the following skills are recommended for guided reading:

*Sequence of Events
*Visualize

 See pp T65-T66

·       Comprehension & Fluency -T8

·       Word Study – T8

·       Think & Write – T9

Digital Center – T9

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Wild Weather) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Sequencing
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Sequencing Events-

*White Socks Only by Evelyn Coleman

*Baghead by Jarrett J. Krosoczka

*Pink & Say – Patricia Pollacco

*The Lotus Seed by Sherry Garland

*How Many Days to America? A Thanksgiving Story by

Sequencing Graphic Organizers & Supplemental Materials

 

https://www.osymigrant.org/ROMWhenDidThatHappen.pdf

 

http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_11_15.pdf

 

Introduction to Sequencing Video for Students

https://www.youtube.com/watch?v=HwUpSsTVCfY

 

Week 30:          Reading Workshop – Journeys Unit 5/Lesson 22

Genre:                  Historical Fiction and Informational Text

Domain/Topic:       Cultures / Traditions

Essential Question:         How can traditions influence a person’s thoughts and feelings?

Target Skill/Target Strategy/Supporting Skills: Theme/Infer and Predict/Author’s Word Choice/Visual Elements

STANDARDS:       RL.5.1; RL5.2; RL5.3; RL.5.4; RL.5.5; RL.4.6; RL.5.7; RL.5.9; RL.5.10; RI.5.2; RI.5.4; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: The Birchbark House) Journeys Leveled Readers

B:  City in the Cliffs, T146

 

O:  Buffalo Hunt, T147

 

A:  Old Bark’s Cure, T148

 

If using supplemental materials, the following skills are recommended for guided reading:

*Theme

*Infer/Predict

 See pp T140,T141

·       Comprehension & Fluency -T88

·       Word Study – T88

·       Think & Write – T89

Digital Center – T89

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Four Seasons of Food) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Theme
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Theme –

*Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan

*More than Anything Else by Marie Bradby

*Those Shoes by Maribeth Boelts

*The Invisible Boy by Trudy Ludwig

*The Hungry Coat by Demi

*The Empty Pot by Demi

*One Green Apple by Eve Bunting

Graphic Organizer & Supplemental Materials:

http://www.paterson.k12.nj.us/11_departments/language-arts-docs/resources/Reading%20Resources/Story%20Elements/Theme/Theme.pdf

 

Sample Activities & Anchor Charts:

https://jenniferfindley.com/teaching-theme-in-upper-grades-and/

 

Video for Reinforcing Theme:

https://www.youtube.com/watch?v=AXPbijjMnV8

 

Week 31:          Reading Workshop – Journeys Unit 5/Lesson 23

Genre:                  Informational Text and Poetry

Domain/Topic:       American History / The West

Essential Question:         What kinds of lessons were learned by people who lived in the Old West?

Target Skill/Target Strategy/Supporting Skills: Text and Graphic Features/Summarize/Main Ideas and Details Adages

STANDARDS:       RL.5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.6; RL.5.10; RI.5.1; RI.5.2; RI.5.4; RL.5.8; RI.5.10; RF.5.3A; RF.5.4A; RF.5.B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Vanqueros: America’s First) Journeys Leveled Readers

B:  Rodeo! T220

 

O:  The Goodnight-Loving Trail, T221

 

A:  How Barbed Wire Changed the West, T222

 

If using supplemental materials, the following skills are recommended for guided reading:

*Text/Graphic Features
*Summarizing

 See pp T214,T215

·       Comprehension & Fluency -T162

·       Word Study – T162

·       Think & Write – T163

Digital Center – T163

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Rhyme on the Range) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Text & Graphic Features
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Text & Graphic Features-

*Ladybugs by Gail Gibbons

*Pierre The Penguin by Jean Marzolo

*Butterflies & Moths by Nic Bishop

Text Features Anchor Chart

https://teachingmadepractical.com/wp-content/uploads/2015/08/text-features-chart.pdf

 

 

Text & Graphic Features Activities & Posters

https://mshimbry.weebly.com/uploads/5/6/0/4/56042017/nonfiction__great_resource_.pdf

 

http://www.fergusonhs.org/Literacy%20Archive/Archive%20Files/4th%20Grading%20Period/Using%20Text%20Features%20in%20content%20textbooks.pdf

 

Non-Fiction Text Features Video for Students

https://www.youtube.com/watch?v=3mAl9QMJJTo

https://www.youtube.com/watch?v=ivWVs8-Cd1U

Week 32:          Reading Workshop – Journeys Unit 5/Lesson 24

Genre:                  Historical Fiction and Informational Text

Domain/Topic:       American History / Pioneers

Essential Question:         Why would a pioneer traveler record events in a journal?

Target Skill/Target Strategy/Supporting Skills: Cause and Effect/Analyze and Evaluate/Figurative Language/Point of View

STANDARDS:       RL.5.1; RL.5.2; RL5.2; RL.54; RL5.5; RL5.6; RL.5.7; RL.5.10; RI.5.1; RI.5.2; RI.5.4; RI.5.9; RI.5.10; RF.5.3A; R.5.4A; RF.5.5B; RF.5.4C

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Rachel’s Journal: The Story of a Pioneer Girl) Journeys Leveled Readers

B:  Down the Columbia, T294

 

O: Gold for Chan Li, T295

 

A:  Dear Cousin, T296

 

If using supplemental materials, the following skills are recommended for guided reading:

*Cause & Effect

*Analyze/Evaluate

See pp T288,T289

·       Comprehension & Fluency -T236

·       Word Study – T236

·       Think & Write – T237

Digital Center – T237

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Westward to Freedom) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Cause & Effect
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Cause & Effect –

*That’s Good! That’s Bad! by Margery Cuyler

*Why I Will Never, Ever Have Enough Time to Read This Book by Remi Charlip
*Because a Little Bug Went Ka-Choo! by Dr. Seuss

*Why Mosquitos Buzz in People’s Ears by Verna Aardema

*Old henry by Joan Blos

Cause & Effect Information and Graphic Organizers

https://docushare.everett.k12.wa.us/docushare/dsweb/Get/Version-24951/Cause

 

Cause & Effect Activity

https://www.fcrr.org/studentactivities/c_022a.pdf

 

Visual Aid for Multiple Skills:

http://www.kingofalltechnology.com/anchorcharts.pdf

 

For the Birds Pixar Short (Have students fill out graphic organizer related to the cause/effect)

https://www.youtube.com/watch?v=pWIVoW9jAOs&list=PLo57bEOSTCcoKKo5FsykI9vBmfK2PLxoR

 

Week 33:          Reading Workshop – Journeys Unit 5/Lesson 25

Genre:                  Narrative Fiction and Pay

Domain/Topic:       American History / Exploration

Essential Question:         How did explorers help America become the country it is today?

Target Skill/Target Strategy/Supporting Skills: Main Ideas and Details/Monitor and Clarify/Primary Source/Explain Historical Events

STANDARDS:                RL.5.2; RL.5.3; RL.5.5; RL.5.6; RLT.10; RI.5.1; RI.5.2; RI.5.2; RI.5.5; RI.5.8; RI.5.9; RI.5.10; RF.5.3A; RF.5.4A

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Lewis and Clark) Journeys Leveled Readers

B:  The Corps of Discovery, T372

 

O:  History of the Fur Trade, T373

 

A:  Friends Along the Way, T374

 

If using supplemental materials, the following skills are recommended for guided reading:

*Main Idea & Details

*Monitor & Clarify

See pp T366,T367

·       Comprehension & Fluency -T310

·       Word Study – T310

·       Think & Write – T311

·       Digital Center – T311

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: A Surprise Reunion) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Main Idea & Details
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Main Idea & Details –

*An Egg is Quiet by Dianna Hutts Atson

*She Persisted by Chelsea Clinton

*Military Animals by Laurie Calkhoven

*Animals Nobody Loves by Seymour Simon

*Super Swimmers by Caroline Arnold

 

Main Idea & Details Graphic Organizers

http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_6_10.pdf

 

http://www.jimwrightonline.com/pdfdocs/mainidea.pdf

 

Main Idea & Details Activities

https://www.k5chalkbox.com/support-files/mainideak5chalkbox.pdf

 

Main Idea Video for Students

https://www.youtube.com/watch?v=42SJTk2XSi4

https://www.youtube.com/watch?v=bEAPBT7ZFyo&pbjreload=10

 

Week 34:          Benchmark Assessment – see Journeys Common Core Benchmark and Unit Tests

 

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
B:

 

O:

 

A:

Allow students share out what they learned today.

 

Week 35:          Reading Workshop – Journeys Unit 6/Lesson 26

Genre:                  Informational Text and Informational Text and Poetry

Domain/Topic:       Life Science / Adaptations and Instincts

Essential Question:         What can people learn by reading about how different animals adapt and survive?

Target Skill/Target Strategy/Supporting Skills: Text and Graphic Features/Visualize

STANDARDS:                RL.5.6; RL.5.9; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B; RF.5.4C

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Animals on the Move) (Weeks 26-30 involve small group trade books to be used during guided reading.)

 

Journeys Trade Books

Accessible – Skunk Scout (Realistic Fiction)

 

ComplexFrindle (Realistic Fiction)

 

More Complex – Mysteries of the Mummy Kids (Informational Text)

 

 Weeks 26-30 can be used as a novel study rotation. Suggested stations could include:

  • Respond To Reading
  • Independent Reading
  • Technology/Listen to Reading
  • Independent Practice
Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Skywoman’s Rescue) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Text & Graphic Features
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Text & Graphic Features-

*Ladybugs by Gail Gibbons

*Pierre The Penguin by Jean Marzolo

*Butterflies & Moths by Nic Bishop

Text Features Anchor Chart

https://teachingmadepractical.com/wp-content/uploads/2015/08/text-features-chart.pdf

 

 

Text & Graphic Features Activities & Posters

https://mshimbry.weebly.com/uploads/5/6/0/4/56042017/nonfiction__great_resource_.pdf

 

http://www.fergusonhs.org/Literacy%20Archive/Archive%20Files/4th%20Grading%20Period/Using%20Text%20Features%20in%20content%20textbooks.pdf

 

Non-Fiction Text Features Video for Students

https://www.youtube.com/watch?v=3mAl9QMJJTo

https://www.youtube.com/watch?v=ivWVs8-Cd1U

 

Week 36:          Reading Workshop – Journeys Unit 6/Lesson 27

Genre:                  Readers’ Theater and Informational Text and Poetry

Domain/Topic:       Cultures / World Travel

Essential Question:         What lessons can we learn from other cultures?

Target Skill/Target Strategy/Supporting Skills: Theme/Analyze and Evaluate

STANDARDS:                RL.5.1; RL,5.2; RL.5.3; RL.5.4; RL.5.7; RL.5.0; RI.5.2; RI.5.10; RF.5.4A; RF.5.4B; RF.5.4C

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Mysteries at Cliff Palace) (Weeks 26-30 involve small group trade books to be used during guided reading.)

 

Journeys Trade Books

Accessible – Skunk Scout (Realistic Fiction)

 

ComplexFrindle (Realistic Fiction)

 

More Complex – Mysteries of the Mummy Kids (Informational Text)

Weeks 26-30 can be used as a novel study rotation. Suggested stations could include:

  • Respond To Reading
  • Independent Reading
  • Technology/Listen to Reading
  • Independent Practice
Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Cave of the Crystals) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Theme
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Theme –

*Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan

*More than Anything Else by Marie Bradby

*Those Shoes by Maribeth Boelts

*The Invisible Boy by Trudy Ludwig

*The Hungry Coat by Demi

*The Empty Pot by Demi

*One Green Apple by Eve Bunting

Graphic Organizer & Supplemental Materials:

http://www.paterson.k12.nj.us/11_departments/language-arts-docs/resources/Reading%20Resources/Story%20Elements/Theme/Theme.pdf

 

Sample Activities & Anchor Charts:

https://jenniferfindley.com/teaching-theme-in-upper-grades-and/

 

Video for Reinforcing Theme:

https://www.youtube.com/watch?v=AXPbijjMnV8

 

Week 37:          Reading Workshop – Journeys Unit 6/Lesson 28

Genre:                  Informational Text and Poetry

Domain/Topic:       Earth Science / Archaeology

Essential Question:         How does the study of fossils related to our everyday live?

Target Skill/Target Strategy/Supporting Skills: Fact and Opinion/Question

STANDARDS:                RL.5.9; RI.5.1; RI.52; RI.5.4; RI.5.6; RI.5.8; RI.5.9; RI.5.10; RF.5.4A; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: “Fossils: A Peek Into The Past) (Weeks 26-30 involve small group trade books to be used during guided reading.)

 

Journeys Trade Books

Accessible – Skunk Scout (Realistic Fiction)

 

ComplexFrindle (Realistic Fiction)

 

More Complex – Mysteries of the Mummy Kids (Informational Text)

 Weeks 26-30 can be used as a novel study rotation. Suggested stations could include:

  • Respond To Reading
  • Independent Reading
  • Technology/Listen to Reading
  • Independent Practice
Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Trapped in Tar) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Fact & Opinion
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Fact & Opinion –

*The Perfect Pet by Margie Palatini

*Earrings by Judith Viorst

*I Wanna New Room by Karen Kaufmann Orloff

Fact & Opinion Flocabulary Song

https://www.youtube.com/watch?v=4fpIHMRDv4o

Cause & Effect Activity

https://www.fcrr.org/studentactivities/c_022a.pdf

 

Fact & Opinion Presentation

http://www.doe.mass.edu/candi/model/resources/MCU-ESLg6-8-WaterLesson7.pdf

 

Fact & Opinion Graphic Organizer and Activities

http://www.risd.k12.nm.us/assessment_evaluation/ImprovSBAscores/SBA%20Reading/5th%20Grade/Facts%20and%20Opinion1.pdf

 

Week 38:          Reading Workshop – Journeys Unit 6/Lesson 29

Genre:                  Realistic Fiction and Informational Text and Poetry

Domain/Topic:       Life Science / Encounters with Nature

Essential Question:         Why are people fascinated with nature?

Target Skill/Target Strategy/Supporting Skills: Conclusions and Generalizations/Infer and Predict

STANDARDS:                RL.5.1; RL.5.5; RL.5.9; RL.5.10; RI.5.8; RI.5.10; RF.5.4A; RF.5.4B; RF.5.C

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: The Case of the Missing Deer) (Weeks 26-30 involve small group trade books to be used during guided reading.)

 

Journeys Trade Books

Accessible – Skunk Scout (Realistic Fiction)

 

ComplexFrindle (Realistic Fiction)

 

More Complex – Mysteries of the Mummy Kids (Informational Text)

Weeks 26-30 can be used as a novel study rotation. Suggested stations could include:

  • Respond To Reading
  • Independent Reading
  • Technology/Listen to Reading
  • Independent Practice
Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Fossil Fish Found) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Drawing Conclusions
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Drawing Conclusions-

*If Not for the Cat by Jack Prelutsky

*In the Woods: Who’s Been Here? by Lindsay Barett George

*Beaver is Lost by Elisha Cooper

Drawing Conclusions Lesson Plan & Activities

https://www.risd.k12.nm.us/assessment_evaluation/Drawing%20Conclusions.pdf

 

Drawing Conclusions Video Activity

https://www.youtube.com/watch?v=Z_S1pkkN81s

 

QAR Questioning & Conclusions

http://kyae.ky.gov/educators/resources/rla/MakingInferencesandDrawingConclusionsGuidebook.pdf

 

Week 39:          Reading Workshop – Journeys Unit 6/Lesson 30

Genre:                  Informational Text and Myth and Poetry

Domain/Topic:       Values / Curiosity

Essential Question:         What traits make a person good at solving problems?

Target Skill/Target Strategy/Supporting Skills: Main Ideas and Details/Summarize

STANDARDS:                RL.5.4; RL.5.10; RI.5.1; RI.5.2; RI.5.4; RI.5.8; RI.5.10; RF.5.3A; RF.5.4B

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Get Lost: The Puzzle of Mazes) (Weeks 26-30 involve small group trade books to be used during guided reading.)

 

Journeys Trade Books

Accessible – Skunk Scout (Realistic Fiction)

 

ComplexFrindle (Realistic Fiction)

 

More Complex – Mysteries of the Mummy Kids (Informational Text)

Weeks 26-30 can be used as a novel study rotation. Suggested stations could include:

  • Respond To Reading
  • Independent Reading
  • Technology/Listen to Reading
  • Independent Practice

 

Share learning from today

 

Short assessment of skills learned today

  • Exit ticket
  • Thumbs up/down
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill Review: Target Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. Review: Vocabulary

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Journey to Cuzco) Review: Supporting Skill

  • Exit ticket
  • Thumbs Up/Down
  • Think,Pair,Share
Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. Review: Summation of the week (story, skill, vocab)

  • Kahoot
  • Think,Pair,Share
  • Class Wrap-Up

 

Resource Materials Resource Links
  • Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups
  • Graphic Organizer & Visual Aid – Main Idea & Details
  • Journeys TE and Student text
  • Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Main Idea & Details –

*An Egg is Quiet by Dianna Hutts Atson

*She Persisted by Chelsea Clinton

*Military Animals by Laurie Calkhoven

*Animals Nobody Loves by Seymour Simon

*Super Swimmers by Caroline Arnold

 

Main Idea & Details Graphic Organizers

http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_6_10.pdf

 

http://www.jimwrightonline.com/pdfdocs/mainidea.pdf

 

Main Idea & Details Activities

https://www.k5chalkbox.com/support-files/mainideak5chalkbox.pdf

 

Main Idea Video for Students

https://www.youtube.com/watch?v=42SJTk2XSi4

https://www.youtube.com/watch?v=bEAPBT7ZFyo&pbjreload=10

 

Week 40:          Unit Test – see Journeys Common Core Benchmark and Unit Tests

Novel Test see Journeys Common Core Benchmark and Unit Tests

 

Info for Mini-Lesson Guided Reading Suggested Workshop Stations Closure
B:

 

O:

 

A:

Allow students share out what they learned today.