Module Lesson (ML) and ALL Block Week and Day

Teacher-Guided Component

Independent Work Component

Independent Work Component

Lesson 1

FLEX DAY

Use this day to meet the needs of your students based on their ongoing or formal assessments in the module lessons.

Lesson 2

ALL Block:

Week 1, Day 1

**Note: This ALL Block component assumes students have already read Miguel’s Monologue, which happens in Unit 3, Lesson 1 of the module lessons.

Reading and Speaking Fluency/GUM

Overview: With teacher guidance, all students are introduced to fluency texts and the fluency checklist.

Learning Target: I can evaluate my own fluency strengths.

CCSS.RF.5.4.bNC.RF.5.5.b

ELLs complete a Language Dive to understand the meaning of the text. They use a fluency checklist for self-assessment. See the Unit 3, Week 1: Reading and Speaking Fluency/GUM Teacher Guide for instruction that has been differentiated for ELLs.

Additional Work with Complex Text

Overview: All students read a passage on pages 221–224 from Esperanza Rising. Students work in pairs to answer text-dependent questions.

Learning Target: I can refer to details from the text to explain how characters respond to challenges.

CCSS.RL.5.2NC.RL.5.2CCSS.RL.5.3NC.RL.5.3

ELLs complete the same activities as other students.

Independent Reading

Overview: All students follow a task card to independently read research texts (module-related) for 10 minutes and log their reading in their independent reading journals.

Learning Target: I can read my research reading text independently for 10 minutes.

CCSS.RI.5.10NC.RI.5.10

ELLs complete the same activities as other students.

Lesson 3

ALL Block:

Week 1, Day 2

Additional Work with Complex Text

Overview: With teacher guidance, students analyze and interpret a metaphor from Esperanza Rising. Using words and pictures, students explain how the comparison contributes to their understanding of Miguel’s and Esperanza’s reactions to life in the United States.

Learning Targets: I can recognize and explain the meaning of metaphors in a text. CCSS.RL.5.4NC.RL.5.4CCSS.L.5.5.aNC.L.5.5.a

I can compare the reactions of two characters in a text. CCSS.RL.5.3NC.RL.5.3

With teacher guidance and a Language Dive, ELLs analyze and interpret a metaphor from Esperanza Rising. Using words and pictures, students explain how the comparison contributes to their understanding of the two central characters in the book.

The Unit 3, Week 1: Additional Work with Complex Text: Teacher-Guided Student Activity Cards are differentiated for ELLs. See the Unit 3, Week 1: Additional Work with Complex Text Teacher Guide for instruction that has been differentiated for ELLs.

Reading and Speaking Fluency/GUM

Overview: All students follow a task card to practice reading their fluency passage to themselves and to partners. They set goals and provide feedback to partners based on the goals.

Learning Targets: I can set fluency goals.CCSS.RF.5.4NC.RF.5.5

I can help my partner self-assess their reading fluency. CCSS.RF.5.4NC.RF.5.5

ELLs complete the same activities as other students.

Independent Reading

Overview: All students follow a task card to independently read research texts (module-related) for 10 minutes and log their reading in their independent reading journals.

Learning Target: I can read my research reading text independently for 10 minutes.

CCSS.RI.5.10NC.RI.5.10

ELLs complete the same activities as other students.

Lesson 4

ALL Block:

Week 1, Day 3

Reading and Speaking Fluency/GUM

Overview: With teacher guidance, all students learn how to consider paragraph breaks and punctuation when reading aloud. They then apply this skill to read their fluency passage fluently.

Learning Target: I can read a text aloud fluently.

CCSS.RL.5.3NC.RL.5.3CCSS.RF.5.4NC.RF.5.5

ELLs complete the same activities as other students.

See the Unit 3, Week 1: Reading and Speaking Fluency/GUM: Teacher Guide for instruction that has been differentiated for ELLs.

Additional Work with Complex Text

Overview: All students analyze and interpret metaphors from Esperanza Rising. Using words and pictures, students explain how the comparison contributes to their understanding of Miguel’s and Esperanza’s reaction to life in the United States.

Learning Targets: I can recognize and explain the meaning of metaphors in a text.

CCSS.RL.5.4NC.RL.5.4CCSS.L.5.5.aNC.L.5.5.a

I can compare the reactions of two characters in a text. CCSS.RL.5.3NC.RL.5.3

ELLs complete the same activities as other students.

Independent Reading

Overview: All students follow a task card to read for 5 minutes and then respond to the following prompt in their independent reading journals: “How does your reading connect to something you have been working on in the module lessons?”

Learning Target: I can explain how my research reading connects to something I have been learning in the module lessons.

CCSS.RI.5.10NC.RI.5.10

ELLs complete the same activities as other students.

Lesson 5

ALL Block:

Week 1, Day 4

Additional Work with Complex Text

Overview: With teacher guidance, students recognize and discuss the meaning of metaphors drawn from the text they have been working with and how they contribute to their understanding of Miguel’s and Esperanza’s reactions to life in the United States.

Learning Targets: I can recognize and explain the meaning of metaphors in a text. CCSS.RL.5.4NC.RL.5.4CCSS.L.5.5.aNC.L.5.5.a

I can compare the reactions of two characters in a text. CCSS.RL.5.3NC.RL.5.3

With teacher guidance and a Language Dive, students recognize and discuss the meaning of metaphors drawn from the text they have been working with and how they contribute to their understanding of Miguel’s and Esperanza’s reactions to life in the United States.

The Unit 3, Week 1: Additional Work with Complex Text: Teacher-Guided Student Activity Cards are differentiated for ELLs. See the Unit 3, Week 1: Additional Work with Complex Text Teacher Guide for instruction that has been differentiated for ELLs.

Reading and Speaking Fluency/GUM

Overview: All students follow a task card to read/perform their fluency passages aloud to the whole group, one by one. Then they self-assess and revisit their fluency goals from Day 2 to determine progress.

Learning Target: I can read a passage aloud fluently.

CCSS.RF.5.4NC.RF.5.5

ELLs complete the same activities as other students.

Independent Reading

Overview: All students follow a task card to participate in a Research Share with the whole group. They each share the text they are reading, one thing they have learned from it relevant to the module topic, and two new vocabulary words (and their meanings) that they have learned from their research reading. They listen carefully in order to ask questions of one another.

Learning Target: I can listen carefully and ask questions of others about their research reading.

CCSS.RI.5.10NC.RI.5.10CCSS.SL.5.1NC.SL.5.1

ELLs complete the same activities as other students.

Lesson 6

FLEX DAY

Use this day to meet the needs of your students based on their ongoing or formal assessments in the module lessons.

Lesson 7

ALL Block:

Week 2, Day 1

Writing Practice

Overview: With teacher guidance, students review what it means to write fluently. They review the different types of writing they have discussed from the module lessons: writing a sentence, a short response, and a paragraph. Students begin to build up stamina in writing fluency. They choose either a topic of their choice or from several prompts related to the module lessons as they write continuously for 7 minutes.

Learning Target: I can write fluently for 7 minutes.

CCSS.W.5.2NC.W.5.2CCSS.W.5.4NC.W.5.1.aNC.W.5.2.aNC.W.5.3.aCCSS.W.5.10

ELLs complete the same activities as other students. See the Unit 3, Week 2: Writing Practice: Teacher Guide for instruction that has been differentiated for ELLs.

ELLs complete the same activities as other students.

Word Study and Vocabulary

Overview: Students play a game to become familiar with numerical prefixes, including mono-, the affix of the week.

Learning Target: I can identify and explain words based on numerical prefixes.

CCSS.RI.5.4NC.RI.5.4NC.L.5.4CCSS.L.5.4

ELLs complete the same activities as other students.

Independent Reading

Overview: All students follow a task card to independently read free choice texts for 10 minutes and log their reading in their independent reading journals.

Learning Target: I can read my free choice reading text independently for 10 minutes.

CCSS.RL.5.10NC.RL.5.10CCSS.RI.5.10NC.RI.5.10

ELLs complete the same activities as other students.

Lesson 8

ALL Block:

Week 2, Day 2

Word Study and Vocabulary

Overview: With teacher guidance, students use a Vocabulary Square to analyze the meaning of the academic vocabulary word monologue, with a focus on the affix mono-. Note that if you have students reading below grade level, this would be an appropriate time to substitute EL Education’s K–2 Skills program.

Learning Target: I can analyze the meaning of an academic vocabulary word with the mono- and other numerical prefixes.

CCSS.RF.5.3.aNC.RF.5.4.aCCSS.L.5.4.bNC.L.5.4

The Unit 3, Week 2: Word Study and Vocabulary: Teacher-Guided Student Activity Cards are differentiated for ELLs. See the Unit 3, Week 2: Word Study and Vocabulary: Teacher Guide for instruction that has been differentiated for ELLs.

Writing Practice

Overview: Students write fluently in response to a prompt.

Learning Target: I can write fluently for 10 minutes.

CCSS.W.5.2NC.W.5.2CCSS.W.5.4NC.W.5.1.aNC.W.5.2.aNC.W.5.3.aCCSS.W.5.10

ELLs complete the same activities as other students

Independent Reading

Overview: All students follow a task card to independently read free choice texts for 10 minutes and log their reading in their independent reading journals.

Learning Target: I can read my free choice reading text independently for 10 minutes.

CCSS.RL.5.10NC.RL.5.10CCSS.RI.5.10NC.RI.5.10

ELLs complete the same activities as other students.

Lesson 9

ALL Block:

Week 2, Day 3

Writing Practice

Overview: With teacher guidance, students revisit what it means to write fluently. They discuss strategies to use when they are not sure what to write about. Students continue to build up stamina in writing fluency. They choose either a topic of their choice or from several prompts related to the module lessons as they write continuously for 10 minutes.

Learning Target: I can write fluently for 10 minutes.

CCSS.W.5.2NC.W.5.2CCSS.W.5.4NC.W.5.1.aNC.W.5.2.aNC.W.5.3.aCCSS.W.5.10

ELLs complete the same activities as other students. See the Unit 3, Week 2: Writing Practice: Teacher Guide for instruction that has been differentiated for ELLs.

Word Study and Vocabulary

Overview: Students follow a task card to use the academic vocabulary word analyzed during teacher instruction in context.

Learning Target: I can use an academic vocabulary word in context.

CCSS.L.5.6NC.L.5.6

ELLs follow a task card and use the academic word analyzed during teacher instruction in context.

Independent Reading

Overview: All students follow a task card to read for 5 minutes and then choose and respond to a reading prompt in their independent reading journal.

Learning Target: I can choose and respond to a prompt about my free choice reading text.

CCSS.RL.5.10NC.RL.5.10CCSS.RI.5.10NC.RI.5.10

ELLs complete the same activities as other students.

Lesson 10

ALL Block:

Week 2, Day 4

Word Study and Vocabulary

Overview: With teacher guidance, students use a Vocabulary Square to analyze the meaning of the academic vocabulary word original, with a focus on the root oriri, orir, ori, or. Note that if you have students reading below grade level, this would be an appropriate time to substitute EL Education’s K–2 Skills program.

Learning Target: I can analyze the meaning of an academic word witht he root oriri, orir, ori, or.

CCSS.RF.5.3.aNC.RF.5.4.aCCSS.L.5.4.bNC.L.5.4

The Unit 3, Week 2: Word Study and Vocabulary: Teacher-Guided Student Activity Cards are differentiated for ELLs. See the Unit 3, Week 2: Teacher Guide for instruction that has been differentiated for ELLs.

Writing Practice

Overview: Students write fluently in response to a prompt.

Learning Target: I can write fluently for 12 minutes.

CCSS.W.5.2NC.W.5.2CCSS.W.5.4NC.W.5.1.aNC.W.5.2.aNC.W.5.3.aCCSS.W.5.10

ELLs complete the same activities as other students.

Independent Reading

Overview: All students follow a task card to participate in a Text Share with the whole group. They each share the text they are reading, a summary of what they have read so far, and a short review of the reading material. They listen carefully in order to ask questions of one another.

Learning Target: I can listen carefully and ask questions of others about their free choice reading text.

CCSS.RL.5.10NC.RL.5.10CCSS.RI.5.10NC.RI.5.10CCSS.SL.5.1NC.SL.5.1

ELLs complete the same activities as other students.

Lesson 11

FLEX DAY

Use this day to meet the needs of your students based on their ongoing or formal assessments in the module lessons.

Lesson 12

FLEX DAY

Use this day to meet the needs of your students based on their ongoing or formal assessments in the module lessons.

Lesson 13

FLEX DAY

Use this day to meet the needs of your students based on their ongoing or formal assessments in the module lessons.

Grade 5, Module 1, ALL Block - Pacing Guide