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

Reading and Speaking Fluency/GUM

Overview: With teacher guidance, students analyze sentences including prepositions, conjunctions, and interjections to determine the function.

Learning Target: I can describe the functions of conjunctions, prepositions, and interjections.

CCSS.L.5.1.aNC.L.5.1

ELLs complete the same activities as other students with a shorter excerpt of text.

Additional Work with Complex Text

Overview: Students color-code and record observations about the dialogue in an excerpt from The Most Beautiful Roof in the World in preparation for analyzing dialogue in the book throughout the week.

Learning Target: I can read and understand complex text.

CCSS.RL.5.10NC.RL.5.10

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 the front of 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 explore how Kathryn Lasky conveys a character’s point of view using dialogue. With support, they describe James’ point of view in a passage from The Most Beautiful Roof in the World, supporting their analysis with quotes and other evidence from the passage.

Learning Target: I can quote accurately from the text to support an inference about a character's point of view.

CCSS.RL.5.6NC.RL.5.6CCSS.W.5.9CCSS.RL.5.1NC.RL.5.1

ELLs work with the teacher to rewrite the excerpt they read in the previous session as a “script” to ensure literal understanding of who is speaking and what is being said before moving on to analyze point of view. See the Unit 3, Week 1: Additional Work with Complex Text: Teacher Guide for differentiated instruction for ELLs.

Reading and Speaking Fluency/GUM

Overview: Students play a conjunctions, prepositions, and interjections memory game.

Learning Target: I can describe the functions of conjunctions, prepositions, and interjections.

CCSS.L.5.1.aNC.L.5.1

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 the front of 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: Students practice choosing and using prepositions and conjunctions, and explaining the function of both in sentences.

Learning Target: I can use the correct preposition and conjunction and explain the function of a preposition and conjunction in a particular sentence.

CCSS.L.5.1.aNC.L.5.1

ELLs complete the same activities as other students with a shorter excerpt of text.

Additional Work with Complex Text

Overview: Students follow a task card to analyze the point of view in another passage from The Most Beautiful Roof in the World. They work in pairs to gather evidence and quotes to support an inference about what the characters are thinking and feeling in the passage.

Learning Target: I can quote accurately from the text to support an inference about a character's point of view.

CCSS.RL.5.6NC.RL.5.6CCSS.W.5.9CCSS.RL.5.1NC.RL.5.1

ELLs complete the same activities as other students.

Independent Reading

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

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

CCSS.RL.5.6NC.RL.5.6CCSS.W.5.9CCSS.RL.5.1NC.RL.5.1

ELLs complete the same activities as other students

Lesson 5

ALL Block:

Week 1, Day 4

Additional Work with Complex Text

Overview: Using their insights and notes from Day 3, students write a paragraph describing how Kathryn Lasky uses dialogue to convey Meg’s point of view, supporting the analysis with quotes and other evidence from the text.

Learning Target: I can quote accurately from the text to support an inference about a character's point of view.

CCSS.RL.5.6NC.RL.5.6CCSS.W.5.9CCSS.RL.5.1NC.RL.5.1

ELLs complete the same activities as other students. See the Unit 3, Week 1: Additional Work with Complex Text: Teacher Guide for differentiated instruction for ELLs.

Reading and Speaking Fluency/GUM

Overview: Students follow a task card to determine the function of conjunctions, prepositions, and interjections in specific sentences.

Learning Target: I can explain the functions of conjunctions, prepositions, and interjections.

CCSS.L.5.1.aNC.L.5.1

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

FLEX DAY

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

Lesson 8

ALL Block: Week 2, Day 1

Writing Practice

Overview: With teacher guidance, students analyze the dialogue in an excerpt from The Most Beautiful Roof in the World, discussing how the dialogue propels the action forward.

Learning Target: I can identify dialogue in a narrative that slows down time and propels the action of the story forward.CCSS.W.5.3.bNC.W.5.3.cCCSS.W.5.4NC.W.5.1.aNC.W.5.2.aNC.W.5.3.aCCSS.W.5.5NC.W.5.1.fNC.W.5.2.gNC.W.5.3.gCCSS.W.5.10

ELLs complete the same activities as other students. See the Unit 3, Week 2: Writing Practice: Teacher Guide and corresponding Teacher-Guided Student Activity Card for instruction that has been differentiated for ELLs.

Word Study and Vocabulary

Overview: Students follow a task card to play a team game in which they describe a word with the root aud/audi or log/logos/logue to the other team without actually saying the word.

Learning Target: I can determine a word from a description of the meaning.

CCSS.L.5.4NC.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 the back of 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 2

Word Study and Vocabulary

Overview: With teacher guidance, students use a Frayer Model to analyze the meaning of the word audience with a focus on the root aud/audi. 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 root aud/audi. NC.L.5.4CCSS.L.5.4.b

▲: I can analyze the meaning of an academic vocabulary word with the root struct. NC.L.5.4CCSS.L.5.4.b

With teacher guidance during a Language Dive, ELLs use a Vocabulary Grid to explore the word narrative with the suffix -ive in the context of a complex sentence from the module lessons and other ALL Block components. 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 follow a task card and build up stamina in writing fluency. They use what they have learned about dialogue to slow down time through teacher modeling and practice in the module lessons as they revise their partner narrative drafts.

Learning Target: I can revise my narrative to slow down time with dialogue that propels the action forward.

CCSS.W.5.3.bNC.W.5.3.cCCSS.W.5.4NC.W.5.1.aNC.W.5.2.aNC.W.5.3.aCCSS.W.5.5NC.W.5.1.fNC.W.5.2.gNC.W.5.3.gCCSS.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 the back of 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 10

ALL Block: Week 2, Day 3

Writing Practice

Overview: With teacher guidance, students continue to analyze an excerpt from The Most Beautiful Roof in the World, identifying places that do not include dialogue and adding dialogue that propels the action forward.

Learning Target: I can identify places in a narrative that do not have dialogue and add dialogue that propels the action forward.

CCSS.W.5.3.bNC.W.5.3.cCCSS.W.5.4NC.W.5.1.aNC.W.5.2.aNC.W.5.3.aCCSS.W.5.5NC.W.5.1.fNC.W.5.2.gNC.W.5.3.gCCSS.W.5.10

ELLs complete the same activities as other students.

See the Unit 3, Week 2: Writing Practice: Teacher Guide and corresponding Teacher-Guided Student Activity Card 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 on Day 2 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 on Day 2 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 the back of 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 11

ALL Block: Week 3, Day 4

Word Study and Vocabulary

Overview: With teacher guidance, students use a Frayer Model to analyze the meaning of the word dialogue with a focus on the root logue. 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 with the root log/logos/logue.

NC.L.5.4CCSS.L.5.4.b

▲: I can analyze the meaning of an academic word with the suffix -ence. NC.L.5.4CCSS.L.5.4.b

With teacher guidance during a Language Dive, ELLs use a Vocabulary Grid to explore the word experiences with the suffix -ence in the context of a complex sentence from the module lessons and other ALL Block components. 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 follow a task card and build up stamina in writing fluency. They use what they have learned about using dialogue to slow down time through teacher modeling and practice in the module lessons as they revise their partner narrative drafts.

Learning Target: I can revise my narrative to slow down time by adding dialogue that propels the action forward.

CCSS.W.5.3.bNC.W.5.3.cCCSS.W.5.4NC.W.5.1.aNC.W.5.2.aNC.W.5.3.aCCSS.W.5.5NC.W.5.1.fNC.W.5.2.gNC.W.5.3.gCCSS.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 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 2, ALL Block - Pacing Guide