Download 5th ELD planner Quarter 4a

ELD Quarter 4
Grade 5
Week 1:
ELA Learning Targets:
RL 1: Students will quote accurately when drawing an inference.
RL 2: Students will use details (both directly from text and inferred) from character
development (such as how a character responds to a challenge) and setting development to
determine the theme.
Students will use details (both directly from text and inferred) to write a summary.
RL 3: Using a graphic organizer, students will use details (both directly from text and
inferred) to compare and contrast two or more characters, two or more settings, and two or
more events in a story.
RL 6: Students will pull evidence to explain how the point of view impacts the events
described in the selection.
RI 1: Students will quote accurately when drawing an inference.
RI 2: Students will use details (both directly from text and inferred) to write a summary.
Students will use details (both directly from text and inferred) to determine two or more main
ideas.
RI 3: Using a graphic organizer, students will use details (both directly from text and
inferred) to explain the relationship (or interaction) by identifying the similarities and
differences of two or more individuals, two or more events, two or more ideas, and two or
more concepts.
RI 7: Given multiple sources of information (visual, oral, or quantitative), students will use
the information gained from those sources to answer questions or solve problems.
RI 9: Using textual evidence, students will write and speak about information gained from
several texts on the same topic.
W 2: Students will write a multi-paragraph informative/explanatory essay.
W 9: Students will apply their knowledge (from graphic organizers, charts, discussions) of
RL and RI standards to the writing of short answers, paragraph, and/or multi-paragraph
essays.
Tasks – This week focuses on grammar.
ELD Standards:
Part I: Interacting in Meaningful Ways
1. Exchanging information/ideas
Contribute to class, group, and partner discussions, including sustained
dialogue, by following turn‐taking rules, asking relevant questions,
affirming others, adding relevant information, building on responses,
and providing useful feedback.
Part II: Learning About How English Works
3. Using verbs and verb phrases
Use various verb types (e.g., doing, saying,
being/having, thinking/feeling) and tenses appropriate for the task and
text type (e.g., timeless present for science description, mixture of past
and present for narrative or history explanation) on a variety of topics.
4. Using nouns and noun phrases
Expand noun phrases in an increasing variety of ways (e.g., adding
comparative/superlative and general academic adjectives to noun
phrases or more complex clause embedding) in order to enrich the
meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand and enrich sentences with adverbials (e.g., adverbs, adverb
phrases, prepositional phrases) to provide details (e.g., time, manner,
place, cause, etc.) about a variety of familiar and new activities and
processes.
Quick Write – Daily, to start the ELD period
1. Write a sentence that has at least one adjective and one adverb. Label the parts of speech in the sentence.
2. Make a list of 15 verbs. The teacher may want to provide few books from the classroom library for the students to peruse for verbs.
3. Make a list of 15 adverbs, using books as needed.
4. Make a list of 20 nouns. Again, books may be provided.
5. Make a list of 20 adjectives, using books as needed.
Discussion –
 Day 1
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Bring a few students up to share their Quick Write sentences under the document camera or on the board.
Ask the class if they agree with the labeling of each sentence.
 If someone disagrees, they use the proper discussion protocol, “I disagree with _____ because _______.”
 They need to explain why a word is or is not an adjective or adverb.
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revised 4-7-14
ELD Quarter 4
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Day 2
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Day 3
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Day 4
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Day 5
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Grade 5
Teach adjectives and adverbs as needed.
 Adjectives modify nouns and answer, “How many?”, “What kind?”, or “Which one?
 Adverbs modify verbs, adjectives, and other adverbs. They answer, “When?”, “Where?”, or “How?”
Partners compare their Quick Write lists and choose five verbs they think are their best.
Partners form groups of four to combine the two lists of verbs.
Teacher calls on a group to share a verb and writes it on the board.
Each group tries to think of a word that is more specific. Teacher charts those words under the original word.
For example, if the first group says “run”, the other groups may say “race, speed, scamper, scurry, sprint”
Teacher may want to provide a thesaurus for each group.
Repeat the process from yesterday with adverbs.
Repeat the process with nouns.
Repeat the process with adjectives.
Save the papers from this week to use next week.
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ELD Quarter 4
Week 2:
ELA Learning Targets:
RL 1: Students will quote accurately when drawing an inference.
RL 2: Students will use details (both directly from text and inferred) from
character development (such as how a character responds to a challenge) and
setting development to determine the theme.
Students will use details (both directly from text and inferred) to write a
summary.
RL 3: Using a graphic organizer, students will use details (both directly from
text and inferred) to compare and contrast two or more characters, two or more
settings, and two or more events in a story.
RL 6: Students will pull evidence to explain how the point of view impacts the
events described in the selection.
RL 7: Using charts of reactions, students will explain how the visual and/or
multimedia element contributes to the meaning, tone, and beauty of the text.
RI 7: Given multiple sources of information (visual, oral, or quantitative),
students will use the information gained from those sources to answer questions
or solve problems.
W 1: Students will write a multi-paragraph opinion essay with logically
sequenced ideas/reasons.
W 9: Students will apply their knowledge (from graphic organizers, charts,
discussions) of RL and RI standards to the writing of short answers, paragraph,
and/or multi-paragraph essays.
Grade 5
ELD Standards:
Part I: Interacting in Meaningful Ways
2. Exchanging information/ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by
following turn‐taking rules, asking relevant questions, affirming others, adding
relevant information, building on responses, and providing useful feedback.
Part II: Learning About How English Works
3. Using verbs and verb phrases
Use various verb types (e.g., doing, saying,
being/having, thinking/feeling) and tenses appropriate for the task and text type (e.g.,
timeless present for science description, mixture of past and present for narrative or
history explanation) on a variety of topics.
4. Using nouns and noun phrases
Expand noun phrases in an increasing variety of ways (e.g., adding
comparative/superlative and general academic adjectives to noun phrases or more
complex clause embedding) in order to enrich the meaning of sentences and add
details about ideas, people, things, etc.
5. Modifying to add details
Expand and enrich sentences with adverbials (e.g., adverbs, adverb phrases,
prepositional phrases) to provide details (e.g., time, manner, place, cause, etc.) about
a variety of familiar and new activities and processes.
Tasks – This week focuses on grammar. This will support the informational writing done in ELA.
Quick Write – Daily, to start the ELD period
1. Using your lists from last week, write three sentences that have at least one adjective or one adverb in each sentence.
2. Using your lists, write three sentences with direct objects.
3. Make a list of 15 prepositional phrases.
4. Add a prepositional phrase to each sentence from Monday and Tuesday.
5. Using your lists from last week and this week, write three sentences that have at least two prepositional phrases in each sentence.
Discussion –
 Day 1
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Bring a few students up to share their Quick Write sentences under the document camera or on the board.
Discuss and correct sentences.
Lesson on nouns:
 Nouns have different “jobs”
 They can be subjects or objects
 Examples of objects:
- Direct Object: Maria ate pizza.
- Indirect Object: Linda gave Sondra a book.
- Object of the Preposition: The dog ran down the street.
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ELD Quarter 4
Grade 5
 Focus on Direct Objects
- Every sentence has a subject (Who or what did it.)
- Every sentence has a verb (What did they do?)
- Some sentences have a Direct Object (What did they __________?)
verb
- Example: Maria ate pizza.
 Who or what did it? Maria (subject)
 What did she do? ate (verb)
 What did she eat? pizza (direct object)
- Practice writing sentences with direct objects.
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Day 2
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Day 3
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Day 4
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Day 5
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Lesson on prepositional phrases
 A group of words that generally tell where or when (differentiate from adverbs – one word)
- The dog hobbled into the kitchen in the morning.
 The group of words may also describe a noun (differentiate from adjectives – one word)
- The dog with the broken leg hobbled into the kitchen in the morning.
 Consist of a preposition, an object of the preposition (noun), and often an article (a, an, the)
 Examples:
- down the slide
- under the table
- in a jar
- inside the car
- into the kitchen
- in the morning
 Students identify the preposition, the article, and the object of the preposition in each of the examples
Partners compare their Quick Write lists and choose five prepositional phrases they think are their best.
Partners form groups of four to combine the two lists of prepositional phrases.
Teacher calls on a group to share a prepositional phrase and writes it on a chart. Continue around the room, writing as many different prepositional
phrases as possible.
Save this chart for student reference.
Practice writing sentences with prepositional phrases.
Teacher models how to improve a sentence by substituting more specific words or adding adverbs and prepositional phrases for detail.
Example:
 The boy went to the store. (subject, verb, prepositional phrase)
 The little boy with the chubby cheeks went to the store. (improved the details of the subject with an adjective and a prepositional phrase)
 The little boy with the chubby cheeks pulled his wagon to the grocery store after lunch. (more specific verb, more specific store, prepositional
phrase to tell when)
Students practice adding detail to some of their sentences from this week.
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revised 4-7-14
ELD Quarter 4
Week 3:
ELA Learning Targets:
RL 1: Students will quote accurately when drawing an inference.
RL 2: Students will use details (both directly from text and inferred) from
character development (such as how a character responds to a challenge) and
setting development to determine the theme.
Students will use details (both directly from text and inferred) to write a
summary.
RL 3: Using a graphic organizer, students will use details (both directly
from text and inferred) to compare and contrast two or more characters, two
or more settings, and two or more events in a story.
RL 6: Students will pull evidence to explain how the point of view impacts
the events described in the selection.
RL 7: Using charts of reactions, students will explain how the visual and/or
multimedia element contributes to the meaning, tone, and beauty of the text.
RI 7: Given multiple sources of information (visual, oral, or quantitative),
students will use the information gained from those sources to answer
questions or solve problems.
W 1: Students will write a multi-paragraph opinion essay with logically
sequenced ideas/reasons.
W 9: Students will apply their knowledge (from graphic organizers, charts,
discussions) of RL and RI standards to the writing of short answers,
paragraph, and/or multi-paragraph essays.
Grade 5
ELD Standards:
Part I: Interacting in Meaningful Ways
3. Exchanging information/ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by
following turn‐taking rules, asking relevant questions, affirming others, adding relevant
information, building on responses, and providing useful feedback.
Part II: Learning About How English Works
3. Using verbs and verb phrases
Use various verb types (e.g., doing, saying,
being/having, thinking/feeling) and tenses appropriate for the task and text type (e.g.,
timeless present for science description, mixture of past and present for narrative or
history explanation) on a variety of topics.
4. Using nouns and noun phrases
Expand noun phrases in an increasing variety of ways (e.g., adding
comparative/superlative and general academic adjectives to noun phrases or more
complex clause embedding) in order to enrich the meaning of sentences and add details
about ideas, people, things, etc.
5. Modifying to add details
Expand and enrich sentences with adverbials (e.g., adverbs, adverb phrases, prepositional
phrases) to provide details (e.g., time, manner, place, cause, etc.) about a variety of
familiar and new activities and processes.
Tasks – This week focuses on grammar.
Quick Write – Display a different picture each day. Students write at least three sentences about the picture using prepositional phrases.
Discussion –
 Day 1
 Students work with a partner to label the parts of speech in their sentences.
 Call on a few students to share the sentences.
 Point out the parts of speech.
 Teacher reviews how to improve a sentence by substituting more specific words or adding adverbs and prepositional phrases for detail.
 Students practice adding details to their sentences.
 Day 2
 Repeat the process from yesterday with the new sentences.
 Days 3-5
 Repeat the process as necessary with the new sentences each day.
 Students follow the process independently when able.
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revised 4-7-14