5.1 Reading/Fluency. Students read grade-level text with fluency and
comprehension. Students are expected to read aloud grade-level stories with
fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.
Fluency Task Cards
Daily Five Classroom Pack
Freebie
Fluency Student Reference
Freebie
5.2A determine the meaning of grade-level academic
English words derived from Latin, Greek, or other linguistic roots and
affixes
I Have, Who Has Prefixes
Freebie
Vocabulary Dice Games
Freebie
Prefix, Suffix, and Roots
Worksheets
Morphology Dictionary
http://www.aasd.k12.wi.us/staff/boldtkatherine/readingfun3-6/readingfun_prefixessuffixesroots.htm
5.2B use context (e.g., in-sentence
restatement) to determine or clarify the meaning of unfamiliar or multiple
meaning words
Context Clues Blog Post
5.2C produce analogies with known
antonyms and synonyms
5.2D identify and explain the meaning of common
idioms, adages, and other sayings
Idioms Task Cards
5.2E
use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word choices,
and parts of speech of words
Using Dictionaries Blog
Post
Syllables Teaching Ideas Blog
Post
5.3A compare and contrast the
themes or moral lessons of several works of fiction from various
cultures
5.3B describe the phenomena explained in origin myths from
various cultures
5.3C explain the effect of a historical event or
movement on the theme of a work of literature
Theme Blog Post
Teaching About Theme
5.4
Reading/Comprehension of Literary Text/Poetry. Students understand, make
inferences and draw conclusions about the structure and elements of poetry and
provide evidence from text to support their understanding. Students are expected
to analyze how poets use sound effects (e.g., alliteration, internal rhyme,
onomatopoeia, rhyme scheme) to reinforce meaning in poems.
Reading Poetry Selection and Questions:
The Glove and the Lions
Poem Test Passage:
Triantiwontigongolope
Figurative Language Flip
Book
5.5 Reading/Comprehension of Literary Text/Drama.
Students understand, make inferences and draw conclusions about the structure
and elements of drama and provide evidence from text to support their
understanding. Students are expected to analyze the similarities and differences
between an original text and its dramatic adaptation.
Drama Academic Vocabulary Matching
Activity
5.6A describe incidents that advance
the story or novel, explaining how each incident gives rise to or foreshadows
future events
5.6B explain the roles and functions of characters in
various plots, including their relationships and conflicts
Paper Bag Character
Study
5.6C explain different forms of third-person points of
view in stories
5.7 Reading/Comprehension of Literary Text/Literary
Nonfiction. Students understand, make inferences and draw conclusions about the
varied structural patterns and features of literary nonfiction and provide
evidence from text to support their understanding. Students are expected to
identify the literary language and devices used in biographies and
autobiographies, including how authors present major events in a person's life.
Biography Selection and Questions: Larry
West
5.8 Reading/Comprehension of Literary
Text/Sensory Language. Students understand, make inferences and draw conclusions
about how an author's sensory language creates imagery in literary text and
provide evidence from text to support their understanding. Students are expected
to evaluate the impact of sensory details, imagery, and figurative language in
literary text.
The Mysteries of Harris Burdick
Mini-Unit
5.9 Reading/Comprehension of Text/Independent
Reading. Students read independently for sustained periods of time and produce
evidence of their reading. Students are expected to read independently for a
sustained period of time and summarize or paraphrase what the reading was about,
maintaining meaning and logical order (e.g., generate a reading log or journal;
participate in book talks).
Visualizing Blog Post
Book Report Lapbook
5.10 Reading/Comprehension of
Informational Text/Culture and History. Students analyze, make inferences and
draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to draw conclusions from the information
presented by an author and evaluate how well the author's purpose was
achieved.
Summarizing Expository
Text
Penguin Reading Comprehension
Printable
Venus Reading Comprehension
Printable
Dallas Cowboys Reading Comprehension
Printable
Savings and Loan Strategy Blog
Post
5.11A summarize the main ideas and
supporting details in a text in ways that maintain meaning and logical
order
Summarizing Expository
Text
Impressive Insects
Expository Text and Main Idea for Texas
Bats Article
Main Idea Task Cards
5.11B
determine the facts in text and verify them through established
methods
5.11C analyze how the organizational pattern of a text (e.g.,
cause-and-effect, compare-and-contrast, sequential order, logical order,
classification schemes) influences the relationships among the ideas
Compare and Contrast Task
Cards
Cause and Effect Activity
Bundle
Penguin Nonfiction Pack
Nonfiction Text Structures: Ocean
Activities Freebie
5.11D use multiple text features and
graphics to gain an overview of the contents of text and to locate
information
Nonfiction Text Features Posters
Freebie
Nonfiction Text Features
Flipbook
5.11E synthesize and make logical connections between
ideas within a text and across two or three texts representing similar or
different genres
5.12A identify the author's viewpoint or position and
explain the basic relationships among ideas (e.g., parallelism, comparison,
causality) in the argument
5.12B recognize exaggerated, contradictory, or
misleading statements in text
5.13A interpret details from procedural
text to complete a task, solve a problem, or perform procedures
5.13B
interpret factual or quantitative information presented in maps, charts,
illustrations, graphs, timelines, tables, and diagrams
5.14A explain how
messages conveyed in various forms of media are presented differently (e.g.,
documentaries, online information, televised news)
5.14B consider the
difference in techniques used in media (e.g., commercials, documentaries,
news)
5.14C identify the point of view of media
presentations
5.14D analyze various digital media venues for levels of
formality and informality
5.15A plan a first draft by selecting a genre
appropriate for conveying the intended meaning to an audience, determining
appropriate topics through a range of strategies (e.g., discussion, background
reading, personal interests, interviews), and developing a thesis or controlling
idea
5.15B develop drafts by choosing an appropriate organizational
strategy (e.g., sequence of events, cause-effect, compare-contrast) and building
on ideas to create a focused, organized, and coherent piece of
writing
5.15C revise drafts to clarify meaning, enhance style, include
simple and compound sentences, and improve transitions by adding, deleting,
combining, and rearranging sentences or larger units of text after rethinking
how well questions of purpose, audience, and genre have been
addressed
5.15D edit drafts for grammar, mechanics, and
spelling
5.15E revise final draft in response to feedback from peers and
teacher and publish written work for appropriate audiences
5.16A write
imaginative stories that include:
(i) a clearly defined focus, plot, and
point of view
(ii) a specific, believable setting created through the use of
sensory details
(iii) dialogue that develops the story
5.16B write
poems using:
(i) poetic techniques (e.g., alliteration,
onomatopoeia);
(ii) figurative language (e.g., similes, metaphors);
and
(iii) graphic elements (e.g., capital letters, line length).
Independent Poetry
Unit
5.17 Writing. Students write about their own experiences.
Students are expected to write a personal narrative that conveys thoughts and
feelings about an experience.
5.18A create multi-paragraph essays to
convey information about the topic that:
(i) present effective introductions
and concluding paragraphs
(ii) guide and inform the reader's understanding
of key ideas and evidence
(iii) include specific facts, details, and
examples in an appropriately organized structure
(iv) use a variety of
sentence structures and transitions to link paragraphs
Effective Leads Anchor
Chart
5.18B write formal and informal letters that convey
ideas, include important information, demonstrate a sense of closure, and use
appropriate conventions (e.g., date, salutation, closing)
5.18C write
responses to literary or expository texts and provide evidence from the text to
demonstrate understanding
5.19 Writing/Persuasive Texts. Students write
persuasive texts to influence the attitudes or actions of a specific audience on
specific issues. Students are expected to write persuasive essays for
appropriate audiences that establish a position and include sound reasoning,
detailed and relevant evidence, and consideration of alternatives.
5.20A
use and understand the function of the following parts of speech in the context
of reading, writing, and speaking:
(i) verbs (irregular verbs and active
voice)
(ii) collective nouns (e.g., class, public)
(iii) adjectives
(e.g., descriptive, including origins: French windows, American cars) and their
comparative and superlative forms (e.g., good, better, best)
(iv) adverbs
(e.g., frequency: usually, sometimes; intensity: almost, a lot)
(v)
prepositions and prepositional phrases to convey location, time, direction, or
to provide details
(vi) indefinite pronouns (e.g., all, both, nothing,
anything)
(vii) subordinating conjunctions (e.g., while, because, although,
if)
(viii) transitional words (e.g., also, therefore)
Verb Tenses Blog
Post
5.20B use the complete subject and the complete
predicate in a sentence
5.20C use complete simple and compound sentences
with correct subject-verb agreement
5.21A use capitalization for:
(i)
abbreviations
(ii) initials and acronyms
(iii) organizations
Abbreviation Sort
5.21B recognize and use
punctuation marks including:
(i) commas in compound sentences
(ii)
proper punctuation and spacing for quotations
(C) use proper mechanics
including italics and underlining for titles and emphasis
Dialogue in Writing
Freebie
5.22A spell words with more advanced orthographic
patterns and rules:
(i) consonant changes (e.g.,/t/ to/sh/ in select,
selection;/k/ to/sh/ in music, musician)
(ii) vowel changes (e.g., long to
short in crime, criminal; long to schwa in define, definition; short to schwa in
legality, legal)
(iii) silent and sounded consonants (e.g., haste, hasten;
sign, signal; condemn, condemnation)
5.22B spell words with:
(i)
Greek Roots (e.g., tele, photo, graph, meter)
(ii) Latin Roots (e.g., spec,
scrib, rupt, port, ject, dict)
(iii) Greek suffixes (e.g., -ology, -phobia,
-ism, -ist)
(iv) Latin derived suffixes (e.g., -able, -ible; -ance,
-ence)
5.22C differentiate between commonly confused terms (e.g., its,
it's; affect, effect)
5.22D use spelling patterns and rules and print and
electronic resources to determine and check correct spellings
5.22E know
how to use the spell-check function in word processing while understanding its
limitations
5.23A brainstorm, consult with others, decide upon a topic,
and formulate open-ended questions to address the major research
topic
5.23B generate a research plan for gathering relevant information
about the major research question
5.24A follow the research plan to
collect data from a range of print and electronic resources (e.g., reference
texts, periodicals, web pages, online sources) and data from experts;
5.24B differentiate between primary and secondary sources;
5.24C
record data, utilizing available technology (e.g., word processors) in order to
see the relationships between ideas, and convert graphic/visual data (e.g.,
charts, diagrams, timelines) into written notes;
5.24D identify the
source of notes (e.g., author, title, page number) and record bibliographic
information concerning those sources according to a standard format; and
5.24E differentiate between paraphrasing and plagiarism and identify the
importance of citing valid and reliable sources.
5.25A refine the major
research question, if necessary, guided by the answers to a secondary set of
questions
5.25B evaluate the relevance, validity, and reliability of
sources for the research
Students organize and present their ideas and
information according to the purpose of the research and their audience.
Students are expected to synthesize the research into a written or an oral
presentation that:
(A) compiles important information from multiple
sources;
(B) develops a topic sentence, summarizes findings, and uses
evidence to support conclusions;
(C) presents the findings in a consistent
format; and
(D) uses quotations to support ideas and an appropriate form of
documentation to acknowledge sources (e.g., bibliography, works cited).
Sea Turtles
Research
5.27 Listening and Speaking/Listening. Students use
comprehension skills to listen attentively to others in formal and informal
settings. Students continue to apply earlier standards with greater complexity.
Students are expected to:
(A) listen to and interpret a speaker's messages
(both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective;
(B) follow, restate, and give oral instructions that include
multiple action steps; and
(C) determine both main and supporting ideas in
the speaker's message.
5.28 Listening and Speaking/Speaking. Students
speak clearly and to the point, using the conventions of language. Students
continue to apply earlier standards with greater complexity. Students are
expected to give organized presentations employing eye contact, speaking rate,
volume, enunciation, natural gestures, and conventions of language to
communicate ideas effectively.
5.29 Listening and Speaking/Teamwork.
Students work productively with others in teams. Students continue to apply
earlier standards with greater complexity. Students are expected to participate
in student-led discussions by eliciting and considering suggestions from other
group members and by identifying points of agreement and
disagreement.
Products that Address Multiple Reading TEKS
Solutions for Success:
Reading
HiTech Test Prep Resources
comprehension. Students are expected to read aloud grade-level stories with
fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.
Fluency Task Cards
Daily Five Classroom Pack
Freebie
Fluency Student Reference
Freebie
5.2A determine the meaning of grade-level academic
English words derived from Latin, Greek, or other linguistic roots and
affixes
I Have, Who Has Prefixes
Freebie
Vocabulary Dice Games
Freebie
Prefix, Suffix, and Roots
Worksheets
Morphology Dictionary
http://www.aasd.k12.wi.us/staff/boldtkatherine/readingfun3-6/readingfun_prefixessuffixesroots.htm
5.2B use context (e.g., in-sentence
restatement) to determine or clarify the meaning of unfamiliar or multiple
meaning words
Context Clues Blog Post
5.2C produce analogies with known
antonyms and synonyms
5.2D identify and explain the meaning of common
idioms, adages, and other sayings
Idioms Task Cards
5.2E
use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word choices,
and parts of speech of words
Using Dictionaries Blog
Post
Syllables Teaching Ideas Blog
Post
5.3A compare and contrast the
themes or moral lessons of several works of fiction from various
cultures
5.3B describe the phenomena explained in origin myths from
various cultures
5.3C explain the effect of a historical event or
movement on the theme of a work of literature
Theme Blog Post
Teaching About Theme
5.4
Reading/Comprehension of Literary Text/Poetry. Students understand, make
inferences and draw conclusions about the structure and elements of poetry and
provide evidence from text to support their understanding. Students are expected
to analyze how poets use sound effects (e.g., alliteration, internal rhyme,
onomatopoeia, rhyme scheme) to reinforce meaning in poems.
Reading Poetry Selection and Questions:
The Glove and the Lions
Poem Test Passage:
Triantiwontigongolope
Figurative Language Flip
Book
5.5 Reading/Comprehension of Literary Text/Drama.
Students understand, make inferences and draw conclusions about the structure
and elements of drama and provide evidence from text to support their
understanding. Students are expected to analyze the similarities and differences
between an original text and its dramatic adaptation.
Drama Academic Vocabulary Matching
Activity
5.6A describe incidents that advance
the story or novel, explaining how each incident gives rise to or foreshadows
future events
5.6B explain the roles and functions of characters in
various plots, including their relationships and conflicts
Paper Bag Character
Study
5.6C explain different forms of third-person points of
view in stories
5.7 Reading/Comprehension of Literary Text/Literary
Nonfiction. Students understand, make inferences and draw conclusions about the
varied structural patterns and features of literary nonfiction and provide
evidence from text to support their understanding. Students are expected to
identify the literary language and devices used in biographies and
autobiographies, including how authors present major events in a person's life.
Biography Selection and Questions: Larry
West
5.8 Reading/Comprehension of Literary
Text/Sensory Language. Students understand, make inferences and draw conclusions
about how an author's sensory language creates imagery in literary text and
provide evidence from text to support their understanding. Students are expected
to evaluate the impact of sensory details, imagery, and figurative language in
literary text.
The Mysteries of Harris Burdick
Mini-Unit
5.9 Reading/Comprehension of Text/Independent
Reading. Students read independently for sustained periods of time and produce
evidence of their reading. Students are expected to read independently for a
sustained period of time and summarize or paraphrase what the reading was about,
maintaining meaning and logical order (e.g., generate a reading log or journal;
participate in book talks).
Visualizing Blog Post
Book Report Lapbook
5.10 Reading/Comprehension of
Informational Text/Culture and History. Students analyze, make inferences and
draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to draw conclusions from the information
presented by an author and evaluate how well the author's purpose was
achieved.
Summarizing Expository
Text
Penguin Reading Comprehension
Printable
Venus Reading Comprehension
Printable
Dallas Cowboys Reading Comprehension
Printable
Savings and Loan Strategy Blog
Post
5.11A summarize the main ideas and
supporting details in a text in ways that maintain meaning and logical
order
Summarizing Expository
Text
Impressive Insects
Expository Text and Main Idea for Texas
Bats Article
Main Idea Task Cards
5.11B
determine the facts in text and verify them through established
methods
5.11C analyze how the organizational pattern of a text (e.g.,
cause-and-effect, compare-and-contrast, sequential order, logical order,
classification schemes) influences the relationships among the ideas
Compare and Contrast Task
Cards
Cause and Effect Activity
Bundle
Penguin Nonfiction Pack
Nonfiction Text Structures: Ocean
Activities Freebie
5.11D use multiple text features and
graphics to gain an overview of the contents of text and to locate
information
Nonfiction Text Features Posters
Freebie
Nonfiction Text Features
Flipbook
5.11E synthesize and make logical connections between
ideas within a text and across two or three texts representing similar or
different genres
5.12A identify the author's viewpoint or position and
explain the basic relationships among ideas (e.g., parallelism, comparison,
causality) in the argument
5.12B recognize exaggerated, contradictory, or
misleading statements in text
5.13A interpret details from procedural
text to complete a task, solve a problem, or perform procedures
5.13B
interpret factual or quantitative information presented in maps, charts,
illustrations, graphs, timelines, tables, and diagrams
5.14A explain how
messages conveyed in various forms of media are presented differently (e.g.,
documentaries, online information, televised news)
5.14B consider the
difference in techniques used in media (e.g., commercials, documentaries,
news)
5.14C identify the point of view of media
presentations
5.14D analyze various digital media venues for levels of
formality and informality
5.15A plan a first draft by selecting a genre
appropriate for conveying the intended meaning to an audience, determining
appropriate topics through a range of strategies (e.g., discussion, background
reading, personal interests, interviews), and developing a thesis or controlling
idea
5.15B develop drafts by choosing an appropriate organizational
strategy (e.g., sequence of events, cause-effect, compare-contrast) and building
on ideas to create a focused, organized, and coherent piece of
writing
5.15C revise drafts to clarify meaning, enhance style, include
simple and compound sentences, and improve transitions by adding, deleting,
combining, and rearranging sentences or larger units of text after rethinking
how well questions of purpose, audience, and genre have been
addressed
5.15D edit drafts for grammar, mechanics, and
spelling
5.15E revise final draft in response to feedback from peers and
teacher and publish written work for appropriate audiences
5.16A write
imaginative stories that include:
(i) a clearly defined focus, plot, and
point of view
(ii) a specific, believable setting created through the use of
sensory details
(iii) dialogue that develops the story
5.16B write
poems using:
(i) poetic techniques (e.g., alliteration,
onomatopoeia);
(ii) figurative language (e.g., similes, metaphors);
and
(iii) graphic elements (e.g., capital letters, line length).
Independent Poetry
Unit
5.17 Writing. Students write about their own experiences.
Students are expected to write a personal narrative that conveys thoughts and
feelings about an experience.
5.18A create multi-paragraph essays to
convey information about the topic that:
(i) present effective introductions
and concluding paragraphs
(ii) guide and inform the reader's understanding
of key ideas and evidence
(iii) include specific facts, details, and
examples in an appropriately organized structure
(iv) use a variety of
sentence structures and transitions to link paragraphs
Effective Leads Anchor
Chart
5.18B write formal and informal letters that convey
ideas, include important information, demonstrate a sense of closure, and use
appropriate conventions (e.g., date, salutation, closing)
5.18C write
responses to literary or expository texts and provide evidence from the text to
demonstrate understanding
5.19 Writing/Persuasive Texts. Students write
persuasive texts to influence the attitudes or actions of a specific audience on
specific issues. Students are expected to write persuasive essays for
appropriate audiences that establish a position and include sound reasoning,
detailed and relevant evidence, and consideration of alternatives.
5.20A
use and understand the function of the following parts of speech in the context
of reading, writing, and speaking:
(i) verbs (irregular verbs and active
voice)
(ii) collective nouns (e.g., class, public)
(iii) adjectives
(e.g., descriptive, including origins: French windows, American cars) and their
comparative and superlative forms (e.g., good, better, best)
(iv) adverbs
(e.g., frequency: usually, sometimes; intensity: almost, a lot)
(v)
prepositions and prepositional phrases to convey location, time, direction, or
to provide details
(vi) indefinite pronouns (e.g., all, both, nothing,
anything)
(vii) subordinating conjunctions (e.g., while, because, although,
if)
(viii) transitional words (e.g., also, therefore)
Verb Tenses Blog
Post
5.20B use the complete subject and the complete
predicate in a sentence
5.20C use complete simple and compound sentences
with correct subject-verb agreement
5.21A use capitalization for:
(i)
abbreviations
(ii) initials and acronyms
(iii) organizations
Abbreviation Sort
5.21B recognize and use
punctuation marks including:
(i) commas in compound sentences
(ii)
proper punctuation and spacing for quotations
(C) use proper mechanics
including italics and underlining for titles and emphasis
Dialogue in Writing
Freebie
5.22A spell words with more advanced orthographic
patterns and rules:
(i) consonant changes (e.g.,/t/ to/sh/ in select,
selection;/k/ to/sh/ in music, musician)
(ii) vowel changes (e.g., long to
short in crime, criminal; long to schwa in define, definition; short to schwa in
legality, legal)
(iii) silent and sounded consonants (e.g., haste, hasten;
sign, signal; condemn, condemnation)
5.22B spell words with:
(i)
Greek Roots (e.g., tele, photo, graph, meter)
(ii) Latin Roots (e.g., spec,
scrib, rupt, port, ject, dict)
(iii) Greek suffixes (e.g., -ology, -phobia,
-ism, -ist)
(iv) Latin derived suffixes (e.g., -able, -ible; -ance,
-ence)
5.22C differentiate between commonly confused terms (e.g., its,
it's; affect, effect)
5.22D use spelling patterns and rules and print and
electronic resources to determine and check correct spellings
5.22E know
how to use the spell-check function in word processing while understanding its
limitations
5.23A brainstorm, consult with others, decide upon a topic,
and formulate open-ended questions to address the major research
topic
5.23B generate a research plan for gathering relevant information
about the major research question
5.24A follow the research plan to
collect data from a range of print and electronic resources (e.g., reference
texts, periodicals, web pages, online sources) and data from experts;
5.24B differentiate between primary and secondary sources;
5.24C
record data, utilizing available technology (e.g., word processors) in order to
see the relationships between ideas, and convert graphic/visual data (e.g.,
charts, diagrams, timelines) into written notes;
5.24D identify the
source of notes (e.g., author, title, page number) and record bibliographic
information concerning those sources according to a standard format; and
5.24E differentiate between paraphrasing and plagiarism and identify the
importance of citing valid and reliable sources.
5.25A refine the major
research question, if necessary, guided by the answers to a secondary set of
questions
5.25B evaluate the relevance, validity, and reliability of
sources for the research
Students organize and present their ideas and
information according to the purpose of the research and their audience.
Students are expected to synthesize the research into a written or an oral
presentation that:
(A) compiles important information from multiple
sources;
(B) develops a topic sentence, summarizes findings, and uses
evidence to support conclusions;
(C) presents the findings in a consistent
format; and
(D) uses quotations to support ideas and an appropriate form of
documentation to acknowledge sources (e.g., bibliography, works cited).
Sea Turtles
Research
5.27 Listening and Speaking/Listening. Students use
comprehension skills to listen attentively to others in formal and informal
settings. Students continue to apply earlier standards with greater complexity.
Students are expected to:
(A) listen to and interpret a speaker's messages
(both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective;
(B) follow, restate, and give oral instructions that include
multiple action steps; and
(C) determine both main and supporting ideas in
the speaker's message.
5.28 Listening and Speaking/Speaking. Students
speak clearly and to the point, using the conventions of language. Students
continue to apply earlier standards with greater complexity. Students are
expected to give organized presentations employing eye contact, speaking rate,
volume, enunciation, natural gestures, and conventions of language to
communicate ideas effectively.
5.29 Listening and Speaking/Teamwork.
Students work productively with others in teams. Students continue to apply
earlier standards with greater complexity. Students are expected to participate
in student-led discussions by eliciting and considering suggestions from other
group members and by identifying points of agreement and
disagreement.
Products that Address Multiple Reading TEKS
Solutions for Success:
Reading
HiTech Test Prep Resources