Unit 1: Phonics and Word Analysis

Subject: Reading
Grade: 5th
Name of Unit: Phonics and Word Analysis
Length of Unit: 8 days
Overview of Unit:
Priority Standards for unit:
Know and apply grade-level phonics and word analysis skills in decoding words.
Supporting Standards for unit:
Use combined knowledge of all letter sounds correspondence, syllabication patterns, and
morphology to read accurately unfamiliar multisymbolic words in and out of context.
Essential Questions:
1. What is phonics?
2. What are the letter sounds?
3. How do you decode words?
4. How do you know the syllabication patterns?
Enduring Understanding/Big Ideas:
1. Phonics
2. Letter sounds
3. Roots
Unit Vocabulary:
Academic Cross-Curricular Words
Context (in and out)

Content/Domain Specific
Roots
Affixes
Morphology
Syllibication

Decoding words

Resources for Vocabulary Development:

Internet/library

Topic 1: Phonics and Word Analysis

Engaging Experience 1
Title: Prefixes and Suffixes
Suggested Length of Time: 2 days
Standards Addressed
Priority: Know and apply grade-level phonics and word analysis skills in decoding words.
Supporting: Use combined knowledge of all letter sounds correspondence, syllabication
patterns, and morphology to read accurately unfamiliar multisymbolic words in and out
of context.

Detailed Description/Instructions: Teach what a prefix and suffix is. Spinner games. Students
take turns spinning spinner, then the player think of a word that ends in a suffix that they landed
on.
Example: Pintrest Spinner Game.
Engaging Experience 2
Title: Open and Closed Words
Suggested Length of Time: 2 days
Standards Addressed
Priority: Know and apply grade-level phonics and word analysis skills in decoding words.
Supporting: Use combined knowledge of all letter sounds correspondence, syllabication
patterns, and morphology to read accurately unfamiliar multisymbolic words in and out
of context.
Detailed Description/Instructions: Teach open and closed words meanings, Whiteboards. Given
a word on the board and are to split the word up, circle all vowelsfind out if word is open or
closed.
Example: Students hold up whiteboard in order to gain/lose points through interactive scoreboard
on Smartboard.
Engaging Experience 3
Title: Roots and Affixes
Suggested Length of Time: 2 days
Standards Addressed
Priority: Know and apply grade-level phonics and word analysis skills in decoding words.
Supporting: Use combined knowledge of all letter sounds correspondence, syllabication
patterns, and morphology to read accurately unfamiliar multisymbolic words in and out
of context.
Detailed Description/Instructions: Teach roots and affixes are. Give a sentence and challenge
student to comprehend the word within the sentence by using the roots/affixes using Kahoot.
Example: Kahoot

Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the
following components: situation, challenge, specific roles, audience, product or performance.)
Students find an article/passage of choice and annotate it by highlighting roots, suffixes,
prefixes and say what they mean through Google Docs. They then share the document with
peer who review highlights and meanings and share comments on notes.
Example for Engaging Scenario:
Individually assess students with white-boards. Given word: label prefix or suffix, circle vowels,
write if word is open or closed. Accuracy is checked for Unit assessment.

Summary of Engaging Learning Experiences for Topics

Topic

Engaging
Experience
Title

Description

Suggested
Length of
Time

Prefixes and
Suffixes

Teach what a prefix and suffix is. Spinner games.

Students take turns spinning spinner, then the player
think of a word that ends in a suffix that they landed
on.

2 days

Open and
Closed Words

Teach open and closed words meanings,

Whiteboards. Given a word on the board and are to
split the word up, circle all vowelsfind out if word
is open or closed.

2 days

Roots and
Affixes

Teach roots and affixes are. Give a sentence and

challenge student to comprehend the word within the
sentence by using the roots/affixes using Kahoot.

2 days

Unit 2: Reading Accuracy and Fluency

Subject: Reading
Grade: 5
Name of Unit: Reading Accuracy and Fluency
Length of Unit: 8 days
Overview of Unit:
Priority Standards for unit:
Read with sufficient accuracy and fluency to support comprehension.
Supporting Standards for unit:
Read grade-level text with purpose and understanding.
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression
on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Essential Questions:
1. What is purpose?
2. What is an appropriate rate to read at?
3. How do I self-correct?
Enduring Understanding/Big Ideas:
1. Purpose/understanding
2. Prose/Poetry
3. Context clues

Unit Vocabulary:
Academic Cross-Curricular Words
Read
Context Clues
Prose
accuracy

Content/Domain Specific
Poetry
Reading fluency
Reading Comprehension

Resources for Vocabulary Development:

Internet

Topic 2: Reading Accuracy and Fluency

Engaging Experience 1
Title: Authors purpose
Suggested Length of Time: 2 days
Standards Addressed:
Priority: Read with sufficient accuracy and fluency to support comprehension.
Supporting:Read grade-level text with purpose and understanding.
Detailed Description/Instructions: Lesson over authors purpose. Split students into
groups with a given passage and have them discuss within the group the meaning of the
passage and then read it aloud within the groups applying purpose to their voice and
discuss meaning of text in group.
Example: Group work/discussions
Engaging Experience 2
Title: Working with Poetry
Suggested Length of Time: 2 days
Standards Addressed
Priority: Read with sufficient accuracy and fluency to support comprehension.
Supporting:Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
Detailed Description/Instructions: Read Shel Silverstein out loud. Then have the kids pick one
Shel Silverstein poem themselves, print it out and do a poetry drawing interpretation with their
own sentence.
Example: Poetry drawing.
Engaging Experience 3
Title: Using Context Clues.
Suggested Length of Time: 2 days
Standards Addressed

Priority: Read with sufficient accuracy and fluency to support comprehension.

Supporting:Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Detailed Description/Instructions: Lesson over using text to determine a words meaning. Put up
text on board with a word highlighted on it and have them determine what the word means by the
words around it.
Example: Smartboard.

Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)
Group project with 2 or 3 other students. Students are to make a presentation over material
covered in unit.

Example for Engaging Scenario:

Students are to find a poem and read it aloud via voice over and create a powtoon representing
the poem and then pick 5 difficult words and analyze the meaning using context clues.

Summary of Engaging Learning Experiences for Topics

Topic

Engaging
Experience
Title

Description

Suggested
Length of
Time

Authors
Purpose

Lesson over authors purpose. Split students into

groups with a given passage and have them discuss
within the group the meaning of the passage and then
read it aloud within the groups applying purpose to
their voice and discuss meaning of text in group.

2 days

Working with
Poetry

Read Shel Silverstein out loud. Then have the kids

pick one Shel Silverstein poem themselves, print it
out and do a poetry drawing interpretation with their
own sentence.

2 days

Using Context Lesson over using text to determine a words

Clues
meaning. Put up text on board with a word
highlighted on it and have them determine what the
word means by the words around it.

Unit 3: Title

2 days

Subject: Reading
Grade: 5th
Name of Unit: Story Details
Length of Unit: About a month (24)
Overview of Unit:Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize a text.
Priority Standards for unit:
Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize a text.
Supporting Standards for unit:
Describe how a narrators or speakers point of view influences how events are described.
Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
Essential Questions:
1. Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize a text.
Enduring Understanding/Big Ideas:
1. Theme of a story
2. How characters in a story react to challenges
3. Summarize a text
4. Know the POV/Main idea of a text
Unit Vocabulary:
Academic Cross-Curricular Words
Theme
Summarizing
Main idea

Resources for Vocabulary Development:

Internet

Content/Domain Specific
POV
Character challenges
poem
drama

Topic 3: Title
Engaging Experience 1
Title: Finding Theme and POV
Suggested Length of Time: 4 days
Standards Addressed
Priority:Determine a theme of a story, drama, or poem from details in the text, including
how characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize a text.
Supporting:Describe how a narrators or speakers point of view influences how events
are described.
Detailed Description/Instructions: Character Selfie; students create an account name with the
characters name and book. ex: @DorthyfromWizardofOz. The students will then read the book
and be asked to draw a selfie of the character of their story at major events in the story. Have
students use evidence from the text to include details in the picture of who the character might be
with, the setting, the facial expression the character may be making, ect.

Example::
Engaging Experience 2
Title: Main Ideas and Summarizing
Suggested Length of Time: 2 weeks.1 week just Main Idea.1 week just summarizing
Standards Addressed

Priority:Determine a theme of a story, drama, or poem from details in the text, including
how characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize a text.
Supporting:Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
Detailed Description/Instructions: Students will be given a non-fiction piece of writing, asked to
read it once, read it again and highlight things that they find it important to the story, and then
read it again to make sure they didn't miss anything. Finally, they will fill out a main idea and
details plugging in all the information that they have found while they read. At the end they
would then be asked to summarize the story with the facts they have found.
Example:

Engaging Experience 3
Title: Making Inferences
Suggested Length of Time: 2 weeks
Standards Addressed
Priority:Determine a theme of a story, drama, or poem from details in the text, including
how characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize a text.

Supporting:Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
Detailed Description/Instructions: A foldable where students will be given a clue and then be
asked to apply whatever prior knowledge they have and infer what could possibly happen next or
what the clue means.
Example:

Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)

Example for Engaging Scenario:

Have kids create their own story where they would apply the things learned in the unit by putting
a specific type of POV in their story, using authors propose, and so on. They would then trade
their story with a peer and read each other's stories pointing things just as POV and character
conflict before summarizing the other person's story at the end.

Summary of Engaging Learning Experiences for Topics

Topic

Engaging
Experience
Title

Description

Finding
Theme and
POV

Lesson over theme and POV. Students will learn this

through an activity called Character Selfie; students
create an account name with the characters name
and book. ex: @DorthyfromWizardofOz. The students
will then read the book and be asked to draw a
selfie of the character of their story at major events
in the story. Have students use evidence from the text
to include details in the picture of who the character
might be with, the setting, the facial expression the
character may be making, ect.

Main Ideas
and
Summarizing

Students will be given a non-fiction piece of writing,

asked to read it once, read it again and highlight things
that they find it important to the story, and then read it
again to make sure they didn't miss anything. Finally,
they will fill out a main idea and details plugging in all
the information that they have found while they read.
At the end they would then be asked to summarize the
story with the facts they have found.

Suggested
Length of
Time
6 days

12 days

Making
Inferences

A foldable where students will be given a clue and

then be asked to apply whatever prior knowledge they
have and infer what could possibly happen next or
what the clue means.

6 days

Unit 4: Using Reasoning and Evidence

Subject: Reading
Grade: 5th
Name of Unit: Using Reasoning and Evidence
Length of Unit:
Overview of Unit:
Priority Standards for unit:
Explain how an author uses reasons and evidence to support particular points in a text;
identifying which reasons and evidence support which points.
Supporting Standards for unit:
Determine the meaning of words and phrases as they are used in text, including figurative
language such as metaphors and similes.
Explain the relationships or interactions between two or more individuals, events, ideas,
or concepts in a historical, scientific or technical text based on specific information in the
text.
Compare and contrast two or more characters, settings or events in a story or drama,
drawing on specific details in the text.
Essential Questions:
1. How does an author use reasoning and evidence to support points?
2. What are metaphors and similes?
3. How do you compare and contrast?
4. How does an author use relationships between people, events, ideas in text?
Enduring Understanding/Big Ideas:
1. Authors Reasoning and Evidence
2. Figurative language (metaphors and similes)
3. Relationships in the Text
4. Comparing and Contrast
Unit Vocabulary:
Academic Cross-Curricular Words
Compare and Contrast

Content/Domain Specific
Metaphors and Similes

Evidence
Reasoning
Resources for Vocabulary Development:
internet

Topic 4: Using Reasoning and Evidence

Engaging Experience 1
Title: Using Fiction to find Figurative Language
Suggested Length of Time: 3-4 days
Standards Addressed
Priority: Explain how an author uses reasons and evidence to support particular points in
a text; identifying which reasons and evidence support which points.
Supporting: Determine the meaning of words and phrases as they are used in text,
including figurative language such as metaphors and similes.
Detailed Description/Instructions: Lesson over figurative language. Start with reading More
Parts to teach about metaphors and similes. Lesson specifically over metaphors and similes.
Youtube video over pop songs with similes and metaphors in them. Kids get in group and
choose book and highlight 5 similes, 5 metaphors.
Example: Fiction books to find figurative language
Engaging Experience 2
Title: Working with Nonfiction
Suggested Length of Time: 3-4 days
Standards Addressed
Priority: Explain how an author uses reasons and evidence to support particular points in
a text; identifying which reasons and evidence support which points.
Supporting:Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific or technical text based on specific
information in the text.
Detailed Description/Instructions: Read a historical non-fiction book aloud and analyze
relationships and interactions in a group discussion. Read a scientific non-fiction book in groups
and have the kids make a Powtoon on the relationships and interactions taking place, and use
reasoning and specific evidence how that affects the meaning of the book. Read a technical text
based passage in class and fill out worksheet over relationships and interactions found in the text.
Example: Historical/Scientific/Technical text and books
Engaging Experience 3
Title: Reasoning and Evidence
Suggested Length of Time: 3 days
Standards Addressed
Priority: Explain how an author uses reasons and evidence to support particular points in
a text; identifying which reasons and evidence support which points.

Supporting:Compare and contrast two or more characters, settings or events in a story or

drama, drawing on specific details in the text.
Detailed Description/Instructions: Lead a socratic seminar to discuss the authors reasoning and
evidence in a specific assigned text.
Example: Socratic Seminar

Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)

Formal assessment.
Example for Engaging Scenario:
Formal assessment over text discussed in Socratic Seminar. In this assessment, there will be
multiple choice questions over types of figurative language, short answer over reasoning and
evidence and a few essay questions over the relationships that take place in the text.

Summary of Engaging Learning Experiences for Topics

Topic

Engaging
Experience
Title

Description

Suggested
Length of
Time

Using fiction
to find
figurative
language

Lesson over figurative language. Start with reading

More Parts to teach about metaphors and similes.
Lesson specifically over metaphors and similes.
Youtube video over pop songs with similes and
metaphors in them. Kids get in group and choose
book and highlight 5 similes, 5 metaphors.

4-5 days

Working with
Nonfiction

Read a historical non-fiction book aloud and analyze

relationships and interactions in a group discussion.
Read a scientific non-fiction book in groups and have
the kids make a Powtoon on the relationships and
interactions taking place, and use reasoning and
specific evidence how that affects the meaning of the
book. Read a technical text based passage in class
and fill out worksheet over relationships and
interactions found in the text.

3-4 days

Reasoning and
Evidence

Lead a socratic seminar to discuss the authors

reasoning and evidence in a specific assigned text.

3 days

Unit 5: Comparing and Contrasting

Subject: Reading
Grade: 5th
Name of Unit: Comparing and Contrasting
Length of Unit: 2 weeks
Overview of Unit:
Priority Standards for unit:
Compare and contrast the overall structure of events, ideas, concepts, or information in
two or more texts.
Supporting Standards for unit:
Explain how a series of chapters, scenes, or stanzas fit together to provide the overall
structure of a particular story, drama, or poem,
Determine the meaning of general academic and domain-specific words or phrases in a
text relevant to a grade 5 topic or subject area.
Essential Questions:
1. How do you compare and contrast?
2. What is a series of chapters/scenes?
3. What is general academic and domain-specific words or phrases?
Enduring Understanding/Big Ideas:
1. Compare and contrast
2. Series of chapters, scenes, or stanzas
3. General academic and Domain-specific words/ phrases
Unit Vocabulary:
Academic Cross-Curricular Words
compare
contrast
chapters
series

Resources for Vocabulary Development:

internet

Content/Domain Specific
story structure
stanzas
drama
poem

Topic 5: Comparing and Contrasting

Engaging Experience 1
Title: Compare and Contrast
Suggested Length of Time:
Standards Addressed
Priority: Compare and contrast the overall structure of events, ideas, concepts, or
information in two or more texts.
Supporting:Compare and contrast the overall structure of events, ideas, concepts, or
information in two or more texts.
Detailed Description/Instructions: Students will be given a short informational text with a
venn diagram, they will be asked to read the text and then fill out the chart with the
differences/similarities between the two subjects pointed out in the text.
Example:

Engaging Experience 2
Title: How Chapters work
Suggested Length of Time:
Standards Addressed
Priority:Compare and contrast the overall structure of events, ideas, concepts, or
information in two or more texts.
Supporting:Explain how a series of chapters, scenes, or stanzas fit together to provide the
overall structure of a particular story, drama, or poem,
Detailed Description/Instructions: Students will unscramble a story to make sure that it
makes sense through understanding series of events

Example: Stories cut up into strips students unscramble

Engaging Experience 3
Title: Playing with Domain-Specific Words
Suggested Length of Time:
Standards Addressed
Priority:Compare and contrast the overall structure of events, ideas, concepts, or
information in two or more texts.
Supporting:Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 5 topic or subject area.
Detailed Description/Instructions:Students will learn how to more accurately use fifth
grade general academic and domain-specific words after working through these fun
interactive active lessons.
Example:

Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)

Formal assessment.
Example for Engaging Scenario:

Students will be given a written assessment that includes a series

of passages that they are asked to compare and contrast, put a
story in sequential order, and use domain-specific words.
Summary of Engaging Learning Experiences for Topics
Topic

Engaging
Experience
Title

Description

Suggested
Length of
Time

Compare and
Contrast

Students will be given a short informational text

with a venn diagram, they will be asked to read the
text and then fill out the chart with the
differences/similarities between the two subjects
pointed out in the text.

4-5 days

How chapters
work

Students will unscramble a story to make sure that it

makes sense through understanding series of events

3-4 days

Playing with
Domain
Specific Words

Students will learn how to more accurately use fifth

grade general academic and domain-specific words
after working through these fun interactive active
lessons.

3-4 days