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ELA- 5th grade- January 4-7, January 10-14

Reading: Foundational Skills
Focus Standards:
RF.5.3a Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology to read accurately unfamiliar
multisyllabic words in context and out of context.
RF.5.4a Read grade-level text with purpose and understanding.

SL.5.2 Summarize a written text read aloud or information presented in diverse

media and formats, including visually, quantitatively, and orally.
Speaking & Listening
SL.5.3 Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.
L.5.1b Form and use the perfect verb tenses. L.5.1c Use verb tense to
Language convey various times, sequences, states, and conditions. L.5.1d
Recognize and correct inappropriate shifts in verb tense.

RL.5.10 By the end of the year, read and comprehend literature, including
Reading: Literature stories, dramas, and poetry, at the high end of the grades 4–5 text complexity
band independently and proficiently.

Reading: Informational Text
Writing
RI.5.10 By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high end of
the grades 4-5 text complexity band independently and proficiently.
W.5.10 Write routinely over extended time frames (research, reflection, revision)
and shorter time frames (single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences. W.5.1a Introduce a topic or
text clearly, state an opinion, create an organizational structure in which ideas
are logically grouped to support writer's purpose.
W.5.1b Provide logically ordered reasons that are supported by facts and
details. W.5.1c Link opinion and reasons using words, phrases, and clauses
(e.g., consequently, specifically).
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Intervention grouping- Changes with data updates:

Orange 1 SPED/SAT/ELL/Gifted,High,On level,approaching, (PE
Interventions rotation lists below)

Group 1: Group 2: Group 3: Group 4:

Orange 1 Orange 2 Blue- Med- Bubble Green on level- high-gifted
Low-SPED/SAT Low
1. Amaya Garcia 1. Jose Calderon 1. Annie Carmona 1. Jovanni Lujan
2. Julian Perez 2. Aiden Van Winkle 2. Camila Flores 2. Aileen Ogaz
3. Omar Marquez 3. Kolton Jimenez 3. Mace Henderson 3. Leila Parras
4. Logan Bryan 4. Syniayh Espinoza 4. Adamaris Duenez 4. Sativa Reynolds
5. Karely Sepulveda 5. Jude Acosta
6. Joseph Baca 6. Zion Blaylock

Assessments:
● Formative Assessments: Levels of Understanding; Stop Light reflections, Exit Ticket, Thumbs Up/Down; Oral
Comprehension, discussion chips for oral comprehension and accountability
● Summative Assessments: Weekly math/ELA tests; Daily work and homework; Short Cycle Assessment, End of
Unit Assessments

Resources: Highlighted –(resources being used)

● Pearson- Science videos and online component
● Kagan Structures: Story Chips, Story Cube, Review Chips
● Performance Coach Common Core ELA
● Flocabulary videos
● Dinah Zike Foldables
● Superteacher Worksheets
● Englishworksheetsland

Accommodations:

SPED/SAT: Students will need extra time on all assignments and one on one instruction. Use Extra Support to help with
math skills and vocabulary. Shortened assignment/different assignment level. Peer tutoring (as appropriate).
ELL: Students will need extra time, use scaffolding to help and add on to their prior knowledge. Peer/Teacher tutoring as
needed.
Gifted: Students will use Challenge sheets and projects.
● Use Extra support/Challenge worksheets
● Work with teacher in small groups and cooperative learning communities

Learning Structures:
● Kagan Structures: Rally Robin, Rally Coach, Think/Pair/Share
● Whole Brain Teaching Structures: Turn & Teach, Turn and Talk, Mirror Me, Mirror with Words; Attention grabbers
● Teach Like a Champion: No opt out; Right is right
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Week of January 4-7, 2022

DAY 1

Monday No school/Teacher workday

January 3, ___________________________________________________________________
2022

DAY 2

Tuesday PE Intervention: 11:00AM-12:00PM Observa

January 4, tion
-Students will independently work on Istation Reading walking
2022 around/
-Teacher will work with a small group completing Daily Reading Ready -Discuss
-leveled readers ion

Review (We do) : 9:30 AM- 9:45 AM Learning

stop
Review Vocabulary: T/W review vocabulary (Wonders Online Presentation), S/W review sign
hand gestures created this week for words. reflecti
ons
Review Genre/ Comprehension skill : summarize, theme, fantasy
Reading Comprehension Strategy Practice (We Do) (You Do) : 9:45-11 AM
Reflection
Notes
Close read: “The Cup that Shines at Night” pg. 113-115
-S/W read the whole passage, highlighting words that they do not know.
-T/W model how to annotate (hashtags for main idea, author's purpose, identifying text
features) S/W follow along on their own paper
-S/W answer questions on pg.115 using RACE strategy.
Differentiation:
Low group: TW work with small group as needed
_______________________________________________________________________
Spelling Unit 3-Week1

Assign/introduce leveled spelling words- tic tac toe weekly homework

______________________________________________________________________
Language Art- 1:30-2:00: Grammar-
L.5.1b Form and use the perfect verb tenses. L.5.1c Use verb tense to convey various times,
sequences, states, and conditions. L.5.1d Recognize and correct inappropriate shifts in verb tense.

T/W introduce verb tenses with video, the whole class will go over examples and share one
example per group- discuss & share- Complete worksheet- English worksheet land
https://www.youtube.com/watch?v=Zmf9XYY8OWs
SW: complete wonders page 56-57
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DAY 3

Wednesday PE Intervention: 11:00AM-12:00PM Observa

January 5 tion
-Students will independently work on Istation Reading walking
around/
-Teacher will work with a small group completing Daily Reading Ready -Discuss
-leveled readers ion
Reflection
Notes ______________________________________________________________________ Learning
stop
Istation reading January ISIP & STAR sign
reflecti
SW: complete phonics page 68-69 ons
_____________________________________________________________________

DAY 4

Thursday Build background knowledge (We do) : 9:30 AM- 9: 45 AM Observa

January 6, tion
walking
2022 around/
Review (We do) : 9:30 AM- 9:45 AM -Discuss
Review Vocabulary: T/W review vocabulary (Wonders Online Presentation), S/W review ion
hand gestures created this week for words. Learning
Review Genre/ Comprehension skill : summarize, theme, fantasy stop
sign
Reading Comprehension Strategy Practice (We Do) (You Do) : 9:45-11 AM reflecti
ons
Reflection T/W: review skill- go over words and meaning pg. 70-71
Notes
-S/W complete skill worksheet pg. 70-71 & Close read Genre pg. 116-117 ** Grades
Differentiation:
Low group: TW work with small group as needed
______________________________________________________________________
Spelling Unit 3-Week1

Assign/introduce leveled spelling words- tic tac toe weekly homework

______________________________________________________________________
L.5.1b Form and use the perfect verb tenses. L.5.1c Use verb tense to convey various times,
sequences, states, and conditions. L.5.1d Recognize and correct inappropriate shifts in verb tense.

T/W review verb tenses

SW: complete wonders page 58-59
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DAY 5

PE Intervention: 11:00AM-12:00PM
Friday -Students will independently work on Istation Reading Observa
January 7, tion
-Teacher will work with a small group completing Daily Reading Ready walking
2022
around/
-leveled readers -Discuss
ion

Independent Practice (You Do): Learning

stop
● TW: review vocabulary sign
● SW: take Wonders unit 3-Week 1 Vocabulary assessment reflecti
ons
● SW: take U3-W2 Spelling assessment on spellingcity.com
Differentiation:
Low group: TW work with small group
______________________________________________________________________
L.5.1b Form and use the perfect verb tenses. L.5.1c Use verb tense to convey various times,
sequences, states, and conditions. L.5.1d Recognize and correct inappropriate shifts in verb tense.

T/W: Review verb tenses

SW: complete wonders page 60 & google form
https://docs.google.com/forms/d/17ZR3DLK3nTtOz3VqKB2AFr-Ar5ChSYuFkW8-r5ZNfMc/e
dit

Reflection Notes
Reflections:
What worked?
What did not?
Time?
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Week of January 10 - January 14, 2021

DAY 6

Monday PE Intervention: 11:00AM-12:00PM Observ

January 10, ation
-Students will independently work on Istation Reading
2021 walking
-Teacher will work with a small group completing Daily Reading Ready around
/-Discu
-leveled readers
ssion

Learnin
g stop
Reflection sign
Notes Reading Comprehension Practice (We Do) (You Do) : 9:45-11 AM
reflect
Close read: “The Bird in the Woodstove” & “My Shadow” englishworksheetsland ions

-S/W read the whole passage, highlighting words that they do not know.
-T/W model how to annotate (hashtags for main idea, author's purpose, identifying text
features) S/W follow along on their own paper
-S/W answer questions using RACE strategy

Differentiation:
Low group: TW work with small group as needed

Spelling Unit 3-Week2

Assign/introduce leveled spelling words- tic tac toe weekly homework

______________________________________________________________________

Language Art- 1:30-2:00: Grammar-

L.5.1b Form and use the perfect verb tenses. L.5.1c Use verb tense to convey various times,
sequences, states, and conditions. L.5.1d Recognize and correct inappropriate shifts in verb tense.

T/W review verb tenses with video,

- Complete worksheet “A Present For You” - English worksheet land
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DAY 7

Tuesday PE Intervention: 11:00AM-12:00PM Observa

January 11, tion
-Students will independently work on Istation Reading walking
2021 around/
-Teacher will work with a small group completing Daily Reading Ready
-Discuss
-leveled readers ion

Learning
stop
sign
Reading Comprehension Practice (We Do) (You Do) : 9:45-11 AM reflecti
ons
Close read: “The Silverback” englishworksheetsland
Reflection -S/W read the whole passage, highlighting words that they do not know.
Notes
-T/W model how to annotate (hashtags for main idea, author's purpose, identifying text
features) S/W follow along on their own paper
-T/W review compare and contrast, students will fill in graphic organizer for the passage
-S/W answer questions using RACE strategy

Differentiation:
Low group: TW work with small group as needed
______________________________________________________________________
Spelling Unit 3-Week2

Assign/introduce leveled spelling words- tic tac toe weekly homework

______________________________________________________________________

Language Art- 1:30-2:00: Grammar-

L.5.1b Form and use the perfect verb tenses. L.5.1c Use verb tense to convey various times,
sequences, states, and conditions. L.5.1d Recognize and correct inappropriate shifts in verb tense.

T/W review verb tenses,

- Complete worksheet “Present Perfect Tense” & “Nothing Like the Present” - English
worksheet land
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DAY 8

Wednesday PE Intervention: 11:00AM-12:00PM Observa

January 12, tion
-Students will independently work on Istation Reading walking
2021 around/
-Teacher will work with a small group completing Daily Reading Ready
-Discuss
-leveled readers ion

Learning
stop
Reading Comprehension Practice (We Do) (You Do) : 9:45-11 AM
sign
Close read: “Carl Lewis” englishworksheetsland reflecti
ons
-S/W read the whole passage, highlighting words that they do not know.
-T/W model how to annotate (hashtags for main idea, author's purpose, identifying text
features) S/W follow along on their own paper
-S/W answer questions using RACE strategy

Poem close read: “Modern Life” englishworksheetsland

Reflection -S/W read the whole passage, highlighting words that they do not know.
Notes
-T/W model how to annotate (hashtags for main idea, author's purpose, stanza, lines,
poem type) S/W follow along on their own paper
-S/W answer questions using RACE strategy

Differentiation:
Low group: TW work with small group as needed

Spelling Unit 3-Week2

Assign/introduce leveled spelling words- tic tac toe weekly homework

DAY 9

Thursday Reading Comprehension Practice (We Do) (You Do) : 9:45-11 AM Observa
January 13, tion
Close read: “Why Bat Has No Friends & Volatica” englishworksheetsland walking
2021 around/
-S/W read the whole passage, highlighting words that they do not know. -Discuss
-T/W model how to annotate (hashtags for main idea, author's purpose, identifying text ion
features) S/W follow along on their own paper
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-S/W answer questions using RACE strategy Learning

stop
sign
Reflection Differentiation: reflecti
Notes ons
Low group: TW work with small group as needed
______________________________________________________________________

Language Art- 1:30-2:00: Grammar-

L.5.1b Form and use the perfect verb tenses. L.5.1c Use verb tense to convey various times,
sequences, states, and conditions. L.5.1d Recognize and correct inappropriate shifts in verb tense.

T/W review verb tenses,

- Complete worksheet “What’s Going On?” - English worksheet land
______________________________________________________________________
Spelling Unit 3-Week2

Assign/introduce leveled spelling words- tic tac toe weekly homework

DAY 10

PE Intervention: 11:00AM-12:00PM
Friday -Students will independently work on Istation Reading Observa
January 14, tion
-Teacher will work with a small group completing Daily Reading Ready walking
2021
around/
-leveled readers -Discuss
Independent Practice (You Do): ion
● SW: take Wonders Unit 3--Week 1 Weekly assessment (Google Form)
Learning
https://forms.gle/f9gRnxgayuj2fFmL6 stop
● SW: take Spelling assessment on spellingcity.com sign
reflecti
Differentiation: ons
Low group: TW work with small group
______________________________________________________________________
Language Art- 1:30-2:00: Grammar-
L.5.1b Form and use the perfect verb tenses. L.5.1c Use verb tense to convey various times,
sequences, states, and conditions. L.5.1d Recognize and correct inappropriate shifts in verb tense.

T/W review verb tenses, whole class will come up with examples and go over each
- Complete worksheet “Verb Tenses” - English worksheet land

Reflection
Notes
Reflections:
What
worked?
What did
not? Time?