Sudan ISD Teacher Instructional Plan
Teacher: Joyce Welty joycewelty@sudanisd.net
Campus: Sudan Elementary
806-227-2431
Course Title: 5th-6th ELAR
School Year: 2025-2026
First 6-Weeks
Focus: nonfiction and poetry
Learn Key Terms and Vocabulary; read and discuss comprehension; analyze text; summarizing; citing text evidence; text features, text structures, author’s purpose; poetic analysis: process of examining a poem to understand its meaning, structure, and the techniques used by the poet, looking at the poem’s, form, language, and imagery (descriptive or figurative) to reveal its deeper layers of meaning and the poet's intent
Short Constructed (SCR) and Extended Constructive (ECR) tied to reading material; planning, writing, revising, editing, and publishing
Grammar/Punctuation
Spelling: Roots, Affixes, and Suffixes
Porch Talk: A Conversation About Archaeology in the Texas Panhandle by John Erikson
Archaeology poems: “Digging Into Texas History” and “The Archaeologist’s Quest”
Activities:
ECR
SCR
Venn Diagrams
Graphic Organizer
Handouts for Porch Talk
Poetry Handouts
Second 6-weeks
Focus: fiction and drama
Literary Elements: plot, characterization,conflict, theme, setting, inferences, drawing conclusions, point of view, figurative language, author’s purpose, foreshadowing/flashback
Short Constructed (SCR) and Extended Constructive (ECR) tied to reading material; planning, writing, revising, and editing
Grammar/Punctuation
Spelling
Roots, Affixes, and Suffixes
Watsons Go to Birmingham for 5th; poems: “Still I Rise” (Maya Angelou); “I, Too” (Langston Hughes)
Bearstone by Will Hobbs for 6th; poems: “the earth is a living thing” (Lucille Clift) and “Here on This Mountain” (Nancy Wood)
The Flint Water Crisis: Two nonfiction texts explore the water crisis that began in Flint, Michigan, in 2014. (Scope magazine)
Activities:
ECR
SCR
Venn Diagrams
Graphic Organizer
Handouts for each novel and other texts
Third 6-weeks
Focus: argumentative and persuasive
Learning Objective: to read and analyze a text that presents arguments on both sides of a debate, then take a stand
Key terms, vocabulary, opinion, research, and reading comprehension
Short Constructed (SCR) and Extended Constructive (ECR) tied to reading material,
planning, writing, revising, determining the critical issues (pro and con) in the topic, research, note-taking, citing support/evidence, and documentation
Grammar/Punctuation
Spelling
Roots, Affixes, and Suffixes
Fourth 6-Weeks
Focus informational
Key terms, central idea, facts, details, evidence, graphic features, making inferences, predictions, generalizations, summarizing,
Establish: research and compose informational texts
Grammar/Punctuation
Spelling
Roots, Affixes, and Suffixes
“Two Days With No Phone” ™
“From Battering to Bills: The History of Money” ™
“Get Your ZZZZs! ™
“Getting Lost in a Good Book Will Keep You Healthy” TM
Activities:
ECR
SCR
Venn Diagrams
Graphic Organizer
Article Handouts
Fifth 6-Weeks
Focus: STAAR REVIEW utilizing a variety of texts covering all of the STAAR testable skills.
A variety of short reads from Scope magazine:
“How Candy Took Over America”: A fascinating short article that explains the rise of candy in America.
“Bringing Back the Dire Wolf”: Is de-extinction a good idea?
“Why Do Things Go Viral?” the science and technology behind what catches on
Paired Texts from Scope
“Ancient. Adored. Endangered “ and Infographic: “All About Axolotls”
“The Rise of the Internet and the Print Revolution”
“The Peacemaker” story based on the creation of the Iroquois Confederacy
Activities:
ECR
SCR
Venn Diagrams
Graphic Organizer
Skill Worksheets (paper and online)
Sixth 6-Weeks
Fiction/Flash Fiction
Skill review using a variety of Scope passages
“Island Rodeo Queen”
“All the Tiny Teeth“
"Gone Again"
“Bag for Life”
Activities:
ECR
SCR
Venn Diagrams
Graphic Organizer
Skills Worksheets for each passage
Key Instructional Resources
Novels
Other Core Resources Used Throughout Year
Scope Magazine
Various passages concerning topics covered
Utilizing teachermade.com (classwork.com) for passages and comprehension.
*The above syllabus is intended as a general guide and may be subject to change depending on circumstances and needs.
Grading
The following letters are used for course grades:
A - 90 - 100%
B - 80 - 89%
C - 70 - 79%
D - 60 - 69%
F - Below 60%
Summative and Formative Assessments may include:
Reading selection tests/quizzes
Projects
Presentations
Benchmark Assessments
Homework Assignments
Goals for Students
Read and comprehend complex literary and informational texts with independence.
Develop vocabulary and a strong understanding of literary devices.
Become proficient in discussing and writing about what they have read, using textual evidence to support their ideas.
Students will utilize a checklist to monitor their progress. Be sure to check their reading binder. These will be placed in their binders by the 3rd week of the first six weeks.
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