Daily 45 minutes in English in Reading and Writing/45 minutos lectoescritura

2015-2016

English Language Proficiency Standards (ELPS): reference for student linguistic need(s)
College and Career Readiness Standards (CCRS): refer to vertical alignment document

English Curriculum (45 Minutes Daily)

Guided Reading

These materials are

intended to be
resources as
suggestions.
The resources are NOT
intended to be allinclusive. It is the
teachers
responsibility to teach
the Texas Essential
Knowledge and Skills
(TEKS), not the
resources.

Vocabulary development must be

imbedded within the reading.

Guided ReadingWhole Group

1. Before Reading (activate prior
knowledge, develop
vocabulary, model
comprehension mini-lesson,
set a purpose)
2. During Reading (use a variety
of formats and activities)
After Reading (respond, reflect,
and summarize)
Guided ReadingSmall Group

ELAR

SLAR

1. Introduce the lesson (activate

prior knowledge, discuss
vocabulary and text features)
2. Guide students during the
reading
3. Extend students thinking after
reading

Writing/WWW
*minimum of 90 minutes per week

Writers Workshop
1. Mini-lesson (10 minutes)
2. Student writing and
conferencing (20 minutes)
Sharing (10 minutes)

Incorporate theDictado into the

blocks by utilizing the weeks TEKS
to reinforce what is being taught.
Alternate languages every week for
theDictado only.

SSR
*minimum of 60 minutes
per week

1. Teacher ReadAloud
2. Independent
Reading and
Conferencing
3. Sharing

Lectoescritura (45 minutos diarios)

Lectura

Desarrollo de
ortografa/vocabulario

En el bloque de lectoescritura, el enfoque de la

semana es el mismo en ambos idiomas. Las
destrezas son diferentes y necesitamos poner
atencin a las que no se transfieren para poder
hacer conexiones entre ambos idiomas.
Es importante enlazar las destrezas de lectura
con la escritura. Si leemos, tambin escribimos y
vice versa.
Usen el dictado para reforzar las destrezas
usando el enfoque de la semana o semanas
anteriores.
Alternen el lenguaje solo para el dictado cada
semana.

5 Grado Semana 4
Daily 45 minutes in English in Reading and Writing/45 minutos lectoescritura
English Curriculum
Guided Reading

TEKS
Vocabulario
Acadmico

Important Info
on Authors
Purpose

Recursos

Connect context
clues and
transitions within
the reading

Preguntas, fragmentos
de oracin,
conversaciones
guiadas y actividades

Unit: Informational Text: Expository

Focus: Evaluating Authors Purpose
*continuing to weave in Text Features &
Text Structures
5.10 (A) draw conclusions from the
information presented by an author and
evaluate how well the authors purpose
was achieved (SS)
5.13(A) interpret details from
procedural text to complete a task,
solve a problem, or perform procedures;
(SS)
5.13 (B) interpret factual or quantitative
information presented in maps, charts,
illustrations, graphs, timelines, tables,
and diagrams. (SS)
STAAR Connections

SSR

Writing/WWW
Context Clues
5.2 (B) use context (e.g., in-sentence
restatement) to determine or clarify the
meaning of unfamiliar or multiple
meaning words (RS)
Focus: Responding to a Nonfiction Article
SE: 5.18 (C) Write responses to literary
or expository texts and provide evidence
from the text to demonstrate
understanding.

Lesson Links:

Introducing Procedural Text

(lesson)
Texas Write Source- TE

Authors Purpose poster

Italics and Underlining, p. 546-547
Treasures- Reading Genres: A Study
Guide

Reading Expository &

Informational Text
Introduce theDictado

Procedural Text
English
Optional Texts for Lessons:
Treasures- TE

Unit 3, Week 4- Kitchen

Alchemy, p. 344 (procedural
text)
Literacy Stations

Introducing Literacy Stations

Literature Circles

Genre Station: Persuasive

Possible Mini Assessments

The Great Depression

( Text Features, Text Structures, and
Authors Purpose)
Cul el propsito principal del autor al escribir este pasaje?
Cul es el propsito del autor para ____?
Por qu escribi el autor este pasaje?
El autor escribi, _______________.

in

Lectoescritura

Lectura

Desarrollo de
ortografa/vocabulario

Unit: Becoming An Active

Reader
Students use a flexible range
of metacognitive reading skills
in both assigned and
independent reading to
understand an authors
message.
(Fig. 19)

Enfoque: Texto informativo y evaluar el

propsito de autor
continuar con caractersticas de texto
5.10 (A) saquen conclusiones de la
informacin presentada por un autor y
evalen hasta qu punto se logr el
propsito del autor
5.13 (A) interpreten los detalles de un
texto de instruccin para completar
una tarea, solucionar un problema o
seguir las instrucciones
5.13 (B) interpreten informacin
cuantitativa o verdica que se presenta
en mapas, cuadros, ilustraciones,
graficas, lneas cronolgicas, tablas y
en diagramas. (SS)

Claves de contexto
5.2 (B) usen el contexto (ej., en una
oracin, explicar de diferente
manera) para determinar el
significado de las palabras poco
comunes o de significados mltiples
(RS)
Ortografa
5.22 (Ai) las palabras que tengan
acento prosdico u ortogrfico en la
ltima slaba (palabras agudas) (ej.,
feliz, cancin)

Responding to Reading Packet

Authors
Purpose/Perspective Chart
Authors Purpose

Conexin a STAAR

Palabras agudas

Cartel de palabras agudas

Yabis TE p. 36
Fuentes de escritura TE, p. 571
Tesoros Manual de Gramtica
p. 189
Tesoros Prctica de estudiante
a nivel p. 223

5.21 (C) use proper mechanics including

italics and underlining for titles and
emphasis

Fast Mapping for Comprehension

(Educational Bridge)

Context Clues, p. 22-29

2015-2016

Developing Readers Grades 5:

Strategies for Reading
Comprehension (Educational
Bridge)
Authors Purpose
Bookmarks, p. 242
Optional Read Alouds:
Boys of Steel by Marc Tyler
Nobleman
The Mary Celeste; A Mystery
from History by Jane Yolen

Tesoros-TE

Unidad 6, -Todos pueden

ayudar p. 796
Tesoros Gneros Literarios

Textos expositivos e
informativos

Textos instructivos
Yabis TE

Punto de encuentro, Las

fracciones, p. 129
Mini prueba El recuerdo de la Gran
Depresin
Claves de contexto

Textos expositivos para

claves de contexto

FastMapping p. 4

5 Grado Semana 5
Daily 45 minutes in English in Reading and Writing/45 minutos lectoescritura
English Curriculum
Guided Reading

TEKS
Vocabulario
Acadmico

Important Info
about this Unit
of Study

Recursos

Identify affix and

root study with
the reading

Preguntas, fragmentos
de oracin,
conversaciones
guiadas y actividades

Writing/WWW

Unit: Informational Text:

Expository
Focus: Main Idea & Details
Genre: Expository

Focus: Affixes/Roots
SE: 5.2 (A) determine the meaning of grade level
academic English words derived from Latin, Greek
and other linguistic roots and affixes (RS)

SE: 5.11(A) summarize the main

ideas and supporting details in a
text in ways that maintain meaning
and logical order (RS)

Unit: Imaginative Stories

Focus: Describing Characters & Setting
SE: 16(A) write imaginative stories that
include: (i) a clearly defined focus, plot, and
point of view; (ii) a specific, believable setting
created through the use of sensory details; (iii)
dialogue that develops the story
Convention: SE: 5.20 (A) use and understand
the function of the following parts of speech in
the context of reading, writing, and speaking:
(iii) adjectives (e.g., descriptive, including
origins: French windows, American cars) and
their comparative and superlative forms (e.g.,
good, better, best)

Fig. 19 (D) make inferences about

text and use textual evidence to
support understanding (RS)

STAAR Connections
Lesson Links:
Coding the Text
Helping Students Find
Important Ideas
Main Idea Exit Slip
Comprehension Toolkit- Strategy
Book 5
Lesson 18: Target Key
Information: Code the text to
hold thinking
Lesson 21: Construct Main
Ideas from Supporting Details:
Create a
Topic/Detail/Response chart
Treasures- TE (optional text)
Unit 2, Week 2
Poisonous Snakes, p. 160
Reread for ComprehensionMain Idea & Details, p. 161A
Rattlers, p. 162
Small Group Instruction/Literacy
Station Ideas

Writing

Lesson Links
Word Work Resource for mis-, -ful, struct
Literacy Station Ideas
Texas Write Source- TE
Descriptive Paragraph, p. 51-54
Lesson Links
Descriptive Writing SMART Notebook
Treasures- Grammar & Writing Handbook
Adjectives, p. 150-151
Lesson Links
An Introduction to Adjectives

Treasures Leveled Text Lessons for

Small Groups
Cul es el resumen de la seccin __________?
Cul es la idea principal de esta informacin?
Qu oracin mejor resume la idea principal del texto?
Qu detalles apoyan ______?
El prrafo 4 trata principalmente de
De acuerdo con la lectura, __ es que--

Unpack Your
Adjectives
Lyrics to Unpack Your
Adjectives

SSR
Unit: Becoming An
Active Reader
Students use a flexible
range of metacognitive
reading skills in both
assigned and
independent reading to
understand an authors
message.
(Fig. 19)

Optional Read Alouds

for Persuasive Text:
Comprehension Toolkit :
Source Book of Short
Text
The Case Against Soda,
p. 100
Influential Advertising,
p. 101
How Much is Enough?
p. 102
Treasures- Interactive
Read-Aloud
Dear World: How
Children Around the
World Feel About Our
Environment, p. 69
The Gettysburg
Address, p. 89

2015-2016
Lectoescritura

Lectura
Unidad: Texto informativo: Expositivo
SE: 5.11(A) resuman la idea principal y
los detalles de apoyo de un texto de
manera que se mantenga el significado y
el orden lgico (RS)
Tabla 19D hagan inferencias sobre el
texto y utilicen evidencia textual para
apoyar su comprensin;(RS)

Conexin a STAAR

Tesoros-Unidad 5, SE

La ciencia de los globos de

aire caliente, p. 614

Por los aires: La historia del

globo aerosttico, p. 616
Tesoros-Time for Kids-Nmero 5

Monte Rushmore limpieza

facial p. 38

Cmo eligieron estas

palabras para la declaracin
de independencia p. 40
Lecciones

Organizador grfico
Tesoros Libro de Practica p. 59-60
Yabisi-TE p. 266-267
Recursos para centros:
Increble inferencias
Bingo de inferencias
Incorporar el uso de diccionario de
sinnimos en el contexto de la lectura

Desarrollo de
ortografa/vocabulario
Races y afijos lingsticos
5.2 (A) determinen el significado
de palabras acadmicas en
espaol, apropiadas para el
grado escolar, que se derivan
del latn y del griego o de otras
races y afijos lingsticos

5.21 (A) utilicen letras

maysculas para: (i)
abreviaturas; (ii) iniciales y
acrnimos; y (iii) nombres de
organizaciones

Races y Afijos lingsticos

Lista de afijos en
espaol
Tesoros: Manual de
gramtica pp. 174-176

5 Grado Semana 6
Daily 45 minutes in English in Reading and Writing/45 minutos lectoescritura
English Curriculum
Guided Reading

TEKS
Vocabulario
Acadmico

Important Info
about this Unit
of Study

Unit: Literary Text: Fiction

Focus: Analyzing Characters
(Roles, Conflict, Relationships & Function)
SE: 5.6 (B) explain the roles and functions of
characters in various plots, including their
relationships and conflicts (RS)
5.3 (C) explain the effect of a historical event or
movement on the theme of a work of literature.
(SS)
Fig. 19 (D) make inferences about text and use
textual evidence to support understanding (RS)

STAAR Connections
Lesson Links
Using Picture Books to Teach Plot
Development and Conflict Resolution
Inferring How and Why Characters Change

Recursos

Alternate
language of
theDictado.

Preguntas, fragmentos
de oracin,
conversaciones
guiadas y actividades

Optional Texts for Lessons (Historical Fiction):

Treasures- TE
Unit 1, Week 1
Goin Someplace Special, p. 10
Unit 1, Week 5
Sleds on Boston Common, p. 97
Small Group Instruction/Literacy Station Ideas
Charting Characters for a More Complete
Understanding of the Story

Writing/WWW

SSR

Unit: Imaginative Stories

Focus: Descriptive Essay: Developing the
Plot
Writing Process: Drafting, Revising
SE: 16(A) write imaginative stories that
include: (i) a clearly defined focus, plot,
and point of view; (ii) a specific,
believable setting created
through the use of sensory details;
(iii) dialogue that develops the story;
Convention: Adjectives-Comparative &
Superlative
SE: 5.20 (A) use and understand the
function of the following parts of speech
in the context of reading, writing, and
speaking: (iii) adjectives (e.g., descriptive,
including origins: French windows,
American cars) and their comparative
and superlative forms (e.g., good, better,
best)

Unit: Becoming An
Active Reader
Students use a flexible
range of metacognitive
reading skills in both
assigned and
independent reading to
understand an authors
message.
(Fig. 19)

Texas Write Source- TE

Writing Stories, p. 289-300

Optional Read Alouds

for Persuasive Text:

Lesson Links
Creative Writing
SMART Notebook
Generating Story
Ideas for
Imaginative
Stories

Comprehension Toolkit
: Source Book of Short
Text
The Case Against
Soda, p. 100
Influential
Advertising, p. 101
How Much is
Enough? p. 102

Writing &
Conferring

Lesson Links
Comparative & Superlative
Adjectives (SMART Board lesson)
Adjectives Comparative and
Superlative Question set (SMART
Board lesson)
Adjective: Comparative &
Superlative (SMART Board lesson)
Adjectives-comparative & superlative

2015-2016
Lectoescritura

Lectura
Texto literario de ficcin
Enfoque: Analizar personajes
5.6 (B) expliquen los papeles y las
funciones de los personajes en
varios argumentos, incluyendo sus
relaciones y sus conflictos (RS)
5.3 (C) expliquen el efecto de un
evento o movimiento histrico en
el tema de una obra de literatura
(SS)
Tabla (D) hagan inferencias sobre
el texto y utilicen evidencia textual
para apoyar su comprensin; (RS)

Treasures- Interactive
Read-Aloud
Dear World: How
Children Around
the World Feel
About Our
Environment, p. 69
The Gettysburg
Address, p. 89

Desarrollo de
ortografa/vocabulario
Ortografa
5.20 utilicen y entiendan la funcin de
los siguientes elementos gramaticales en
el contexto de la lectura, la escritura y el
lenguaje hablado: (iii) los adjetivos (ej.,
calificativos, incluyendo aquellos que
expresen origen (gentilicios): auto
francs, dlar americano) y sus formas
comparativas y superlativas (ej., bueno,
mejor, la mejor);
SE: 5.2 (E) usen un diccionario, un
glosario o un diccionario de sinnimos
(impreso o electrnico) para determinar
los significados, la separacin silbica, la
ortografa, las palabras alternativas y las
funciones de las palabras en una
oracin. (RS)

Conexin a STAAR
Lecciones:

Trama y Conflicto

Entendiendo los temas

PowerPoint
Libros en espaol: Overdrive
(amigable en IPAD) y en la iBistro
de la Librera de la escuela}

Yabisi, TE
Los gentilicios p. 192
Los grados del adjetivo, p.
218
Yabisi, Cuaderno de Practica
Los gentilicios, p.62
Los grados del adjetivos, p. 72

Tesoros- Unidad 1 (con evento

histrico)

La noche de San Juan

p. 90

Uso de diccionario
FastMapping, p. 30

Fast Mapping for ComprehensionSPANISH CD

Rasgos/emociones y motivos de los
personajes, p. 73

Grupo pequeo: Estacin de

lectura-Como sola ser/Relatos
engaosos
Practica de diccionario-

Treasures Leveled Text

Lessons for Small Groups
Fast Mapping for Comprehension
(Educational Bridge)
Character Traits/Emotions/Motives, p. 74-79
Por qu ___ se siente cmodo/a con ____?
Qu hizo _______ (personaje) despus de que vio la ____? Por qu reacciono de esa manera?
Lee la siguiente interaccin entre estos dos personajes.
Entre quin es el conflicto? Cul es la causa del conflicto?
Este mito probablemente es de una poca cuando
Esta seleccin es de inters principalmente porque (la respuesta da opciones de eventos histricos que tomaron lugar en la seleccin)
Basado en la seleccin Cmo se sinti____ acerca del evento?
Cul evento histrico ms afecta el tema principal de esta seleccin?

5 Grado Semana 7
Daily 45 minutes in English in Reading and Writing/45 minutos lectoescritura
English Curriculum
Guided Reading

TEKS
Vocabulario
Acadmico

Important Info
about this Unit
of Study

Unit: Literary Text

Focus: Plot & Foreshadowing
Genre: Fiction
SE: 5.6 (A) describe incidents
that advance the story or novel,
explaining how each incident
gives rise to or foreshadows
future events (RS)
Fig. 19 (D) make inferences
about text and use textual
evidence to support
understanding (RS)
Connect context clues and
transitions within the reading

Writing/WWW
WWW
Unit: Word Study
Focus: Spelling- Greek Roots
SE: 5.22 (B) spell words with:
( i ) Greek roots (e.g. tele, photo, graph, meter)
Unit: Imaginative Stories
Writing
Writing Process: Drafting, Revising, Drafting
SE: 16(A) write imaginative stories that include:
(i) a clearly defined focus, plot, and point of view;
(ii) a specific, believable setting created
through the use of sensory details;
(iii) dialogue that develops the story;

Developing Readers Grades 5:

Unit: Becoming An Active Reader

Students use a flexible range of
metacognitive reading skills in both
assigned and independent reading
to understand an authors
message.
(Fig. 19)

Estrategias para leer

Guiding Readers & Writers 3rd-6th

Procedural Minilessons
Distinguishing Between Fiction
and Nonfiction, p.148
Different Kinds of
Fiction/Nonfiction, p.149-150
Keeping a Record of Your
Reading, p.150

Spelling Resources
Word Work Resource for Spelling- Greek
Roots
Possible Assessment for SpellingGreek Roots
Texas Write Source- TE
Writing Stories, p. 289-300

(Educational Bridge)

Foreshadowing, p. 155

Recursos

Treasures- Reading Genres: A

Study Guide
Reading Fiction, p. 17-20
Treasures Leveled Text Lessons
for Small Groups
Literacy Stations
Literacy Station: Plot

Preguntas, fragmentos
de oracin,
conversaciones
guiadas y actividades

Lesson Links
Creative Writing SMART Notebook
Generating Story Ideas for Imaginative Stories
Treasures- Grammar & Writing Handbook
Quotations, p. 168
Extra Practice: Punctuation in Dialogue, p. 226227
Lesson Links
Punctuating Direct Quotation (SMART Board
lesson)

What can the reader conclude about the narrator from this sentence?
Based on their actions described in the story, the narrators parents most likely
think it is important to
Academic
The narrators actions in paragraph 13 imply that he will
Which sentences best help to create suspense in the story?

Lectoescritura

Lectura
Unidad: Texto literario
Enfoque: El argumento &
presagia eventos futuros
Gnero: Ficcin
SE: 5.6 (A) describan
acontecimientos que hacen que
la historia o la novela progrese
explicando cmo cada
acontecimiento causa o
presagia eventos futuros; (RS)

Desarrollo de
ortografa/vocabulario
Vocabulario
5.2 (B) usen el contexto (ej., en
una oracin, explicar de
diferente manera) para
determinar el significado de
las palabras poco comunes o
de significados mltiples (RS)
5.22 (E) distingan entre trminos
que usualmente se confunden (ej.,
porque, por qu; asimismo, as
mismo; sino, si no; tambin, tan
bien)

Tabla 19 D hagan inferencias

sobre el texto y utilicen
evidencia textual para apoyar su
comprensin;

Convention: Dialogue- Quotations

SE: 5.21 (B) recognize and use punctuation marks
including: (ii) proper punctuation and spacing for
quotations

STAAR Connections
Lesson Links
Using Picture Books to Teach
Plot Development and
Conflict Resolution
Plot - Story Structure (SMART)

SSR

2015-2016

Optional Read Alouds:

Picture Books:
More Than Anything Else
(Marie Bradby)
The Stranger (Chris Van
Allsburg)
Shortcut (David Macaulay)
Train to Somewhere (Eve
Bunting)
Knots on a Counting Rope (Bill
Martin, Jr. and John Arch

Vocabulary

Conexin a STAAR

Presentaciones:

El argumento
La presagia PPT

Tesoros- TE
Unidad 1, Semana 4
Johanna en Jamaica p. 88
La noche de San Juan p. 90

Yabis TE: El guann perdido

p. 48
Rumpelstikin, p. 108
Usar libros literarios de la
biblioteca para practicar la
destreza
Lista de libros enfoque en
conflicto

Fuentes de escritura
Libro de destrezas-Trminos que
usualmente confunden, p. 79

Yabisi, Cuaderno de Practica

Las claves de
contexto, p. 86

TESOROS
Intervencin: Vocabulario.
Edicin del maestro
Usar el contexto de la
oracin, p. 190
Usar las pistas de una
definicin, p. 192

El prrafo 11 es importante en esta historia porque

Cul de las siguientes oraciones de la historia da una idea de la riqueza que el compadre rico dio a
sus vecinos?

5 Grado Semana 8

2015-2016

Daily 45 minutes in English in Reading and Writing/45 minutos lectoescritura

English Curriculum

TEKS
Vocabulario
Acadmico

Guided Reading

Writing/WWW

Unit: Literary Text: Fiction

Focus: Summarize & Paraphrase
with Sensory Language
Genre: Fiction
SE: Fig. 19 (E) summarize &
paraphrase texts in ways that
maintain meaning and logical order
within a text and across texts (RS)

WWW
Focus: Spelling- Greek Roots & Dictionary
Skills
SE: 5.22 (B) spell words with: (i) Greek roots
(e.g. tele, photo, graph, meter)
SE: 5.2 (E) use a dictionary, a glossary, or a
thesaurus (printed or electronic) to
determine the meanings, syllabication,
pronunciations, alternate word choices, and
parts of speech of words. (RS)
Writing
Unit: Imaginative Stories
SE: 16(A) write imaginative stories that
include: (i) a clearly defined focus, plot, and
point of view; (ii) a specific, believable
setting created through the use of sensory
details; (iii) dialogue that develops the story;

5.8 (A) evaluate the impact of

sensory details, imagery, and
figurative language in literary text
(RS)

SSR
SE: Fig. 19 Students use a flexible range
of metacognitive reading skills in both
assigned and independent reading to
understand an authors message.

Lectoescritura
Lectura

Desarrollo de
ortografa/vocabulario

Unidad: Texto literario: Ficcin

Enfoque: Resumir &
Parafrasear con lenguaje
sensorial
Gnero: Ficcin
SE: Tabla 19 (E) resuman y
parafraseen
textos de manera que
mantengan el significado y
el orden lgico dentro del
mismo texto y de texto a
texto (RS)
5.8 (A) evalen el impacto de
los detalles sensoriales, las
imgenes y el lenguaje
figurado en un texto literario.
(RS)

Desarrollo de vocabulario
5.22 (Aii) las palabras que
tengan acento prosdico u
ortogrfico en la penltima
slaba (palabras graves) (ej.,
casa, rbol);

Optional Read Alouds:

Conexin a STAAR
Yabis TE Ese Viejo rbol p. 160

Picture Books:
Smoky Night ( Eve Bunting)
Yours Truly, Goldilocks (Alma Flor Ada)
The Gardener (Sarah Stewart)

Leccin Resumir

Tesoro-Prctica del
estudiante a Nivel p. 98
(diccionarios)
Yabis- Libro de texto
Sinnimos y antnimos, p.
40
Yabis- Cuaderno

Mundo de
aventuras, p. 1415 (sinnimos y
antnimos)

Ortografa, p. 20
(maysculas)
Tesoros-Cuaderno de
prctica
Palabras graves p. 235-236

5.9 (A) read independently for a

sustained period of time and summarize
or paraphrase what the reading was
about, maintaining meaning and logical
order (e.g., generate a reading log or
journal; participate in book talks).
5.18 (C) write responses to literary or
expository text and provide evidence
from the text to demonstrate
understanding

SE: 5.2 (E) usen un

diccionario, un glosario o un
diccionario de sinnimos
(impreso o electrnico) para
determinar los significados,
la separacin silbica, la
ortografa, las palabras
alternativas y las funciones
de las palabras en una
oracin. (RS)

Convention: Review
STAAR Connections

Recursos

Identify affix and

root study with
the reading

FastMapping for Comprehension,

Grade 5 (Educational Bridge)
Figurative Language, p. 49
Lesson Links:
Somebody Wanted But So Then
Figurative Language #1 (SMART
Board)
Figurative Language #2 (SMART
Board)
Figurative Language Hunt with
Literature (SMART Board)
Treasures Leveled Text Lessons for
Small Groups
Literacy Stations
Past Benchmarks for Mini
Assessment
Bonesy & Isabel

Spelling Resources
Word Work Resource for Spelling- Greek
Roots
Possible Assessment for Spelling- Greek Roots
Texas Write Source- TE
Writing Stories, p. 289-300
Lesson Links
Creative Writing SMART Notebook
Generating Story Ideas for Imaginative
Stories

Lesson Links
Summary Frame for Story Text, &
Important Words

Treasures- Grammar & Writing Handbook

Quotations, p. 168
Extra Practice: Punctuation in Dialogue, p.
226-227
Lesson Links
Punctuating Direct Quotation (SMART Board
lesson)

Preguntas, fragmentos
de oracin,
conversaciones
guiadas y actividades

Read these sentences from paragraph 4.

The author uses the description of the pencils to show
What is the best summary of the section titled ____?
Which is the best summery?

Academic Vocabulary

Thinking
Stems

Fast Mapping Spanish

Written Summary p. 65

Tesoros- Libro de estudiante

Unidad 3, Semana 2
Una princesa de verdad, p.
312
La yegua dorada, el ave de
fuego y el anillo mgico,
p. 314

Mini Prueba-Luces en
la noche
Benchmark 2013

El resumen de esta seleccin es

Al principio de la historiadespus.finalmente
En el prrafo 16, el autor usa la expresin ____ Para indicar que
En el prrafo 6, la frase ______ se usa para

5th grade Suggested Resources/ Recursos sugeridos

Reading/Lectura

Guided Reading
Small Group Instruction/ Grupo pequeo

National
Geographic

SG Questioning Guide

Writing/Escritura

TE

Self-Selected Reading
Lectura independiente

Working with Words

Taller de Palabras