Embedded Files
Hyperlinks are for content teachers
Hyperlinks are for content teachers
Big Idea:
Big Idea:
Set up systems in the classroom to develop accountability and independence to ensure student productivity and engagement in a variety of purposeful experiences.
Student Expectations:
Student Expectations:
Priority TEKS
Priority TEKS
- 5.6 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
- (A) establish purpose for reading assigned and self-selected texts;
- (B) generate questions about text before, during, and after reading to deepen understanding and gain information
- 5.8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
- (B) analyze the relationships of and conflicts among the characters
- 5.10 Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (A) explain the author's purpose and message within a text
Focus TEKS
Focus TEKS
- 5.2C write legibly in cursive.
- 5.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:
- (A) use print or digital resources to determine meaning, syllabication, pronunciation, and word origin
- (B) Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words
- 5.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
- (B) develop drafts into a focused, structured, and coherent piece of writing by:
- (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and
- (ii) developing an engaging idea reflecting depth of thought with specific facts and details;
- (C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
- (D) edit drafts using standard English conventions, including:
- (i) complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
- (ii) past tense of irregular verbs;
- (iii) collective nouns;
- (iv) adjectives, including their comparative and superlative forms;
- (v) conjunctive adverbs;
- (vi) prepositions and prepositional phrases and their influence on subject-verb agreement;
- (vii) pronouns, including indefinite;
- (viii) subordinating conjunctions to form complex sentences;
- (ix) capitalization of abbreviations, initials, acronyms, and organizations;
- (x) punctuation marks, including commas in compound and complex sentences, quotation marks in dialogue, and italics and underlining for titles and emphasis; and
- (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
- 5.12 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
Ongoing TEKS
Ongoing TEKS
- 5.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
- (A) listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;
- (B) follow, restate, and give oral instructions that include multiple action steps;
- (C) give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and
- (D) work collaboratively with others to develop a plan of shared responsibilities.
- 5.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
- (A) demonstrate and apply phonetic knowledge by:
- (i) decoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
- (ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
- (iii) decoding words using advanced knowledge of syllable division patterns;
- (iv) decoding words using advanced knowledge of the influence of prefixes and suffixes on base words; and
- (v) identifying and reading high-frequency words from a research-based list;
- (B) demonstrate and apply spelling knowledge by:
- (i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
- (ii) spelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
- (iii) spelling multisyllabic words with multiple sound-spelling patterns;
- (iv) spelling words using advanced knowledge of syllable division patterns;
- (v) spelling words using knowledge of prefixes; and
- (vi) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
- (C) write legibly in cursive.
- (A) demonstrate and apply phonetic knowledge by:
- 5.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- 5.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
Learning Targets:
Learning Targets:
- I can identify and understand text to determine the author’s purpose.
- I can make inferences about text by using what I know and text evidence.
- I can use a dictionary as a resource.
Essential Questions:
Essential Questions:
- What is the difference between learning to read, and reading to learn?
- What makes a successful reader?
- What makes a successful writer?
- Why do authors write?
Extra Information:
Extra Information:
Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt
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