Crews News
Updated April 26, 2024
Class Resources
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What Are We Doing?This week... We focused on reading nonfiction text and writing a persuasive essay about school lunches.
*For more information, go to the Writing tab, Essay Writing section, and see "raceces inforgraphic" upload. Next Week.. We will review science and complete the Milestones ELA. i-Ready ReadingIt is a 5th grade expectation that the students will complete 2 i-Ready reading lessons with an average of 80% or higher. Most students can meet this goal in 30 - 40 minutes which allows them to also work on their i-Ready math. Students have their arrival time, FLEx Time, and class time to meet this goal without the need to do any for homework. I have witnessed many students over the years who have greatly benefitted from using the program consistently.
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Calendar 20234/29 - Writing Milestones
5/1-2 - ELA Milestones 5/6 - 7 Math Milestones 5/9 Science Milestones 5/15 or 16 Unit 6 Test Parent Communication
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Reading and Writing Standards - Literary Unit |
5th Grade - Reading
Unit 1 RL2: summarize, identify character challenges and responses, theme of a story, distinguish important from unimportant details RL3: Compare and contrast two or more characters in a story RL4: Determine the meaning of words or phrases as they are used in text, including figurative language such as metaphors and similes RI3: Explain relationships or interactions between two or more events or individuals in a historical, scientific, or technical text based on specific information in the text. RI5: Compare and contrast the overall text structure (chronology, comparison, cause/effect, problem/solution) of events in two or more texts RI8: Identify reasons and evidence which support particular points in a text Unit 2 RL2: summarize, identify character challenges and responses, theme of a story, distinguish important from unimportant details RL3: Compare and contrast two or more characters in a story RL4: Determine the meaning of words or phrases as they are used in text, including figurative language such as metaphors and similes RI2: Summarize, and determine two or more main ideas of a text RI3: Explain relationships or interactions between two or more events or individuals in a historical, scientific, or technical text based on specific information in the text. RI5: Compare and contrast the overall text structure (chronology, comparison, cause/effect, problem/solution) of events in two or more texts RI8: Identify reasons and evidence which support particular points in a text Unit 3 RL2: summarize, identify character challenges and responses, theme of a story, distinguish important from unimportant details RL3: Compare and contrast two or more characters in a story RL4: Determine the meaning of words or phrases as they are used in text, including figurative language such as metaphors and similes RL7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text RI1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RI2: Summarize, and determine two or more main ideas of a text RI3: Explain relationships or interactions between two or more events or individuals in a historical, scientific, or technical text based on specific information in the text. RI5: Compare and contrast the overall text structure (chronology, comparison, cause/effect, problem/solution) of events in two or more texts RI8: Identify reasons and evidence which support particular points in a text Unit 4 - 6 RI2: Summarize, and determine two or more main ideas of a text RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent RI7: Draw on information from multiple print or digital sources, demonstration the ability to locate an answer to a question quickly or to solve a problem efficiently. Reading Groups
SL1: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. SL1.a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL1.c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL1.d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. |
5th Grade - Writing
Unit 1, 3 & 6 = Argumentative W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses(e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. Unit 2 & 5 = Informational W2: Write information/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (headings), illustrations, and multimedia when useful to aiding comprehension b. Develop the topic with facts, definitions, concrete detail, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (in contrast, especially) d. Use precise language and domain-specific vocabulary to inform about or explain the topic e. Provide a concluding statement or section related to the information or explanation presented Unit 4 = Narrative W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. |