We have worked with and assessed all benchmarks in 5th grade. We will now begin to review all of them.

Cold Reads will be a mixture of Fiction, Poetry, Non-Fiction, and Comparing two texts on the same topic with vocabulary.

COLD READ #2 for QTR 3 will be February 20th.

COLD READ #3 for QTR 3 will be March 5th.

READING Prose and Poetry

R1.1 Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.

R1.2 Explain the development of stated or implied theme(s) throughout a literary text. (lesson learned)

R1.3 Describe how an author develops a character's perspective in a literary text.

R1.4 Explain how figurative language and other poetic elements work together in a poem.

READING Informational Text

R2.1 Explain how text structures and/or features contribute to the overall meaning of texts.

R2.2 Explain how relevant details support the central idea(s), implied or explicit.

R2.3 Analyze an author's purpose and/or perspective in an informational text.

R2.4 Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.

(A claim is a statement that asserts something is true. A claim can either be fact or opinion.)

READING ACROSS GENRES

R3.1 Analyze how figurative language contributes to meaning in text(s).

R3.2 Summarize a text to enhance comprehension - including plot and theme for literary text and central idea and relevant details for informational text.

R3.3 Compare and Contrast primary and secondary sources related to the same topic.

I will be assigning iReady Standards Mastery Checks - quick formative assessments to see where we have gaps. Students need to pay close attention to their reading during these. I will also go back to assigning Common Lit passages and questions.

Questions I ask when reading:

Did you venture through the passage to discover if it is fiction or non-fiction?

So, now you have a purpose:

• Do you see characters? Do you see text features? Is it a poem? (This helps determine what kind of questions you need to ask yourself while reading.)

• What are you going to be looking for?

• What is important in your question stems?

• Have you highlighted/boxed key words in the question?

• Were you able to eliminate any of the answer choices?

• Have you used your "scratch" paper to take any important notes from your question stems?

• Have you found your proof/evidence?

I am asking the students to pick up their reading at home.

This will help them with the stamina needed and vocabulary building.

Writing:  All essays will be typed on the computer. 

We will be working on the computers on complete essays for the remaining portion of this year. 

We began with stretching sentences and moved to writing introductions and conclusions.

We have worked with main idea paragraphs.

We will continue working on full essays.

The students will have my "formula sheet" to help with their organization and ensuring that they have ALL of their parts and pieces for the essay. Students are scored based on a 4-4-4 rubric.

0 - 4 points may be earned for Purpose/Structure

0 - 4 points may be earned for Development

0 - 4 points may be earned for Language

Main Idea = topic + point

Essays will be 4 paragraphs including:

1 - introduction paragraph  =  (Hook/Introduction Style Sentences, Controlling Idea (CI), Preview points #1 and #2

2 - Main Idea #1 with supporting elaboration and evidence and a personal story tie-in. Wrap-up sentence needed at the end.

3 - Main Idea #2 with supporting elaboration and evidence and a personal story tie-in. Wrap-up sentence needed at the end.

4 - concluding paragraph  =   (Outro Hook, restate the CI, Look back to Points #1 and #2, Advice)

Word Application - These are all of the study sheets for Quarter 3. 

Unit 3 Week 3 - February 9 - 13

Unit 3 Week 4 - February 23 - 27

Unit 3 Week 5 - March 2 - 6

Word Application - These are all of the study sheets for Quarter 4. 

Unit 4 Week 1 -  March 9 - 13

Click on the link above for the weekly study guide. This is for Spelling/Phonics.

I will print this each Monday and have students put in the plastic sleeve of the ELA folder. They need to complete the homework throughout the week and use to prepare for the assessment.

They will need to study a bit at a time to be prepared for the assessment on Friday.

We will take the Word Application Assessments on Fridays -- unless I need to move due to Cold Read on a Friday or a 4 day week.

Unit 4 - Colonial Life in America   (I am breaking this unit up into two parts.)

We tested on Part 1. Part 2 - TEST will be February 24th.

Daily Life in the Colonies, Colonial Government, Economy

SS.A.1.1 Use primary and secondary sources to understand history.

SS.A.1.2 Utilize timelines to identify and discuss American History time periods.

SS.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. 

SS.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.

SS.A.4.2 Compare characteristics of New England, Middle, and Southern colonies.

SS.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies.

SS.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.

SS.A.4.5 Explain the importance of Triangulary Trade linking Africa, the West Indies, the British Colonies, and Europe.

SS.A.4.6 Describe the introduction, impact, and role of slavery in the colonies.

SS.A.5.3 Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.

SS.CG.2.2 Compare forms of political participation in the colonial period to today.

SS.E.1.1 Identify how trade promoted economic growth in North America from pre-Columbian times to 1850.

SS.E.1.2 Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics.

SS.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.

SS.G.1.1 Interpret current and historical information using a variety of geographic tools.

SS.G.1.4 Construct maps, charts, and graphs to display geographic information.

SS.G.1.5 Identify and locate the original thirteen colonies on a map of North America.

SS.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850.

Resources for Social Studies

U.S. 50 states

States and Capitals Song 

Midwest States (location) 

SW States (location) 

Western States (location) 

Find the States game #2 

NE States and Capitals - Quizlet 

SE States and Capitals - Quizlet 

Geography Flashcards - Quizlet - completed

Geography Flashcards - Blooket - completed

Unit 2 Review - gimkit website - completed

Unit 2 Review - wayground website - completed

Unit 3 Review - European Explorers - completed

Unit 4 Colonial America Part 1 - Wayground Review - completed