Page 161 - EL Grade 5 ALL Block Teacher Guide

Grade 5: Module 1: Unit 3: Overview
ALL 5M1 UNIT 3 OVERVIEW
Reading and Speaking Fluency/GUM
RL.5.3, RF.5.4
• Students are allocated a uency passage for the week. They self-assess their uency and practice reading it with a focus on volume, pace, tone, and expression.
• ELLs are allocated a uency passage for the week. ELLs participate in a Mini Language Dive and learn how understanding the meaning of a text affects reading uency.They self-assess their uency, set goals, and practice reading the uency passage.
• Suggested student grouping for teacher-guided instruction: group 1
group 3 (Using professional judgment, form groups based on student needs and logistical constraints—e.g., number of students at each level.)
, group 2 ,
Additional Work with Complex Text
RL.5.2, RL.5.3, RL.5.4, L.5.5a
• Students read a passage from Esperanza Rising and analyze central metaphors in the text.
• ELLs read a passage from Esperanza Rising and analyze central metaphors in the text.Through a Language Dive, students deepen their understanding of a particular metaphor and practice working with past perfect verb tense.
• Suggested student grouping for teacher-guided instruction: group 1 , group 2 , group 3 (Using professional judgment, form groups based on student needs and logistical constraints—e.g., number of students at each level.)
Independent Reading
RI.5.2, RL.5.10, RI.5.10, SL.5.1
• All students read both research texts (related to the topic of human rights) and free choice texts (on any topic of their interest). They log their reading and respond to reading prompts in independent reading journals, record new vocabulary words in their vocabulary logs, and share their learning from reading in a group discussion.
• ELLs complete the same activities as other students.
Writing Practice
W.5.2, W.5.4, W.5.10, L.5.1
• Students respond to prompts to build writing uency. They discuss and practice strategies for ways to write continuously.
• ELLs complete the same activities as other students.
• Suggested student grouping for teacher-guided instruction: group 1 , group 2 , group 3 (Using professional judgment, form groups based on student needs and logistical constraints—e.g., number of students at each level.)
Word Study and Vocabulary
RI.5.4, RF.5.3a, L.5.4b, L.5.6
• Students analyze two academic vocabulary words and their af xes (using Vocabulary Squares) and practice using the words in context.
• ELLs use a Vocabulary Grid to analyze the words and then practice using the words in context.
• Suggested student grouping for teacher-guided instruction: group 1
group 3 (Using professional judgment, form groups based on student needs and logistical constraints—e.g., number of students at each level.)
, group 2 ,
EL Education Curriculum 137
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