pages5-7_from_rwc_5gr_samplecur

topsalmonIA et Robotique

23 févr. 2014 (il y a 3 années et 5 mois)

669 vue(s)

Curr
i
cu
l
um

Development

O
v
er
vi
ew

Unit

P
l
ann
i
ng

for

5
th

G
r
ade

R
eading,

Wri
t
in
g
,

a
n
d

Comm
u
nicating

Au
t
h
o
r
s
o
f

t
h
e
Sa
m
p
l
e
:
L
i
s
a
B
usc
h

(
F
a
lco
n

49
)
; K
ell
y

O
z
awa

(
A
la
m
osa)
; E
lle
n

S
ch
r
eivo
g
e
l

(
Ea
s
t

O
t
ero)

5
t
h

G
r
ad
e
,
Re
ad
i
n
g, W
ri
t
in
g, and

C
o
m
m
u
nic
a
t
in
g

C
o
m
p
l
e
t
e

Sa
m
p
l
e

Cu
rri
cu
l
u
m


P
o
s
t
ed: Feb
r
ua
r
y

15, 2013

Page
5

o
f

16



Unit

Ti
t
le

T
he

Pow
e
r

of

P
e
r
s
pective

Le
n
gt
h

o
f

U
n
it

4
-
6

w
ee
k
s

Focus
i
ng

Lens(es)

Per
s
p
e
ctive

S
tandards

and

Gr
a
de

Level

E
x
pectations

A
ddressed

in

th
i
s

Un
i
t

RWC1
0
-
G
R
.5
-
S.
1
-
GL
E
.
1

RWC1
0
-
G
R
.5
-
S.
3
-
GL
E
.2

RWC1
0
-
G
R.5
-
S.
2
-
GL
E
.
1

RWC1
0
-
G
R.5
-
S.
3
-
GL
E
.
3

RWC1
0
-
G
R.5
-
S.
2
-
GL
E
.
2

RWC1
0
-
G
R.5
-
S.
4
-
GL
E
.
3

RWC1
0
-
G
R
.5
-
S.
2
-
GL
E
.3

Inqu
i
ry

Quest
i
ons

(
E
ng
a
gi
n
g
-

Debata
b
le):



Do

you

ha
v
e

your

o
w
n

p
e
r
s
pec
t
iv
e
s
/o
p
ini
o
ns

(o
r

did

y
ou

g
e
t

t
h
e
m

fr
om

s
o
m
ew
h
er
e

e
ls
e
)
?



W
h
at

makes

a

p
e
r
s
on

c
h
a
n
ge

their

min
d
?



How

do

multiple

points

of

view

of

the

s
a
m
e

e
v
e
nt

i
m
pact

o
ur

und
e
r
s
tanding

of

that

e
v
e
n
t?

Unit

St
r
ands

Oral

Expr
e
s
sion

and

Li
s
tening,

R
e
a
d
ing

for

all

Purpo
s
e
s
,

Wr
i
ting

and

C
o
mpo
s
ition,

Resea
r
ch

a
n
d

Reasoning

Concepts

In

c
ontent:

In

r
eading:

In

writing:


influenc
e
,

c
onf
l
ict,

re
s
olution,

compl
e
xit
y
,

c
o
n
n
e
ction
s
,

r
e
lati
o
n
s
hi
p
s
,

a
nal
y
s
i
s
,

p
e
r
s
p
ect
i
v
e,

point

of

vi
ew
,

c
ont
e
x
t
,

reliabi
l
ity,

n
arration

phonic
s
,

flu
e
ncy,

v
ocabulary,

c
o
m
pr
e
h
e
n
s
io
n
,

a
n
al
y
ze,

d
e
co
n
s
tr
u
ct,

infer,

q
ue
s
tion

Phonic
s
,

Fluency,

Vocabular
y
,

Compre
h
e
n
s
ion.

Spelling,

s
e
ntence

s
tr
u
cture,

i
m
plication,

mood,

tone



Gener
a
liza
t
ions

My

students

w
il
l

Under
st
and

t
h
at…


Gui
d
ing

Qu
e
st
i
ons

Factual

Conceptual


Compre
h
e
n
s
ion

strat
e
gies

h
e
l
p

rea
d
ers

de
v
e
lop

gr
e
at
e
r/
d
ee
p
e
r

und
e
r
s
tanding

of

v
arious

t
e
xt
s
.

(CC
S
S.5.4
a
)

(RWC10
-
G
R
.
5
-
S.2
-
GLE
.
3
-
EO.b.i)*


Identify

5

strateg
i
es

good

rea
d
ers

us
e

to

h
e
lp

make

mea
n
ing

of

text.


W
h
y

d
o

g
ood

r
ea
d
er
s

n
ee
d

a
nd

u
s
e

a

wid
e

a
rr
ay

of

comprehe
n
s
ion

strat
e
gi
e
s
?


Kno
w
l
e
d
g
e

and

und
e
r
s
tanding

of

morphology

and

word

relation
s
hips

h
e
lp

facilitate

t
h
e

d
e
velo
pm
ent

of

rea
d
ing

s
kill
(
s
)

and

voca
b
ular
y
.

(C
C
SS
.
RF.5.3
a
)

(
R
WC
1
0
-
GR.
5
-
S.
2
-

GL
E
.3
-
E
O.
a)


How

are

the

wor
d
s


s
p
e
ctato
r


and

“r
e
s
p
e
c
t


r
e
lat
e
d
?

E
x
pl
ai
n

h
ow

the

c
o
mm
on

p
arts

of

th
e
s
e

wor
d
s

g
i
v
e

u
s

clues

a
s

to

their

d
e
finition

a
nd

relation
s
hip

to

one

a
n
oth
e
r.


How

mi
g
ht

a

broad

kno
w
l
e
d
g
e

of

sp
e
ll
i
ng

morphology

h
e
lp

stud
e
nt
s
?


Writing

con
v
e
ntions

and

gr
a
mm
ar

i
m
pact

an

a
u
t
h
or/
s
pea
k
er’s

ability

to

e
ff
e
cti
v
ely

co
m
m
unicate.

(RWC
1
0
-
G
R
.
5
-
S.
3
)
*


Co
m
pare

and

contra
s
t

m
e
thods

of

com
m
unication.

Are

s
o
m
e

more

formal

t
h
an

oth
e
r
s
?


W
h
y

d
o
e
s

the

u
s
e

of

gr
a
mma
r

im
pa
c
t

the

e
f
fect
i
v
e
n
e
s
s

of

a

m
e
ssa
g
e
?

How

might

a

per
s
on

s

m
es
s
a
g
e

b
e

i
n
fl
u
e
n
c
e
d

b
y

the

formality

of

the

s
e
ttin
g
?


Rea
d
e
r
s

a
s
k

(c
o
m
plex)

q
u
e
s
t
i
o
n
s

to

h
e
lp

u
nder
s
tand

a

text

more

de
eply

a
nd

furt
h
e
r

inform

p
e
r
s
onal

p
e
r
s
p
e
ct
i
v
e
s
.

(
RWC10
-
G
R.
5
-
S
.
4
-
GL
E.
3
-
EO.a)


Name

and

d
ef
ine

the

typ
e
s

o
f

qu
e
s
tions?


How

do

our

qu
e
s
tions

h
e
lp

us

und
e
r
s
tand

the

p
e
r
s
p
e
ct
i
v
e(
s)

of

oth
e
r
s
?

(RW
C1
0
-
G
R
.
5
-
S
.
1
-
GL
E.2
-

IQ.3)

Curr
i
cu
l
um

Development

O
v
er
vi
ew

Unit

P
l
ann
i
ng

for

5
th

G
r
ade

R
eading,

Wri
t
in
g
,

a
n
d

Comm
u
nicating

Au
t
h
o
r
s
o
f

t
h
e
Sa
m
p
l
e
:
L
i
s
a
B
usc
h

(
F
a
lco
n

49
)
; K
ell
y

O
z
awa

(
A
la
m
osa)
; E
lle
n

S
ch
r
eivo
g
e
l

(
Ea
s
t

O
t
ero)

5
t
h

G
r
ad
e
,
Re
ad
i
n
g, W
ri
t
in
g, and

C
o
m
m
u
nic
a
t
in
g

C
o
m
p
l
e
t
e

Sa
m
p
l
e

Cu
rri
cu
l
u
m


P
o
s
t
ed: Feb
r
ua
r
y

15, 2013

Page
6

o
f

16




C
le
arly

exp
r
e
s
s
e
d

opinions

c
a
n

in
f
orm

and

p
e
rhaps

in
f
lu
e
nce

the

p
e
r
s
p
e
c
t
ive

of

o
th
e
r
s
.

(
R
W
C1
0
-
G
R
.
5
-
S
.
3
-

GL
E
.
2
-
E
O.
a
.
i
-
v
)


W
h
a
t

i
s

the

d
i
ffe
r
e
n
c
e

b
etw
e
e
n

fac
t

a
nd

op
i
n
io
n?

(
RW
C
1
0
-
G
R
.
5
-
S
.
3
-
GL
E
.
2
-
E
O.
a
.
i
i
i
)

Name

c
h
aracte
r
s

fr
o
m

the

te
x
t

a
n
d

li
s
t

t
h
e

p
ers
p
ect
i
v
es
/
b
eli
e
f
s

th
e
y

r
e
p
r
e
s
e
n
t.


W
h
y

is

it

d
i
f
f
icult

to

acc
e
pt

a
n
oth
e
r

per
s
on’s

p
e
r
s
p
e
ct
i
v
e
?

How

d
o

p
re
s
ente
r
s
/a
u
t
h
ors

t
r
y

to

en
s
ure

that

their

m
e
ss
a
g
e

is

c
l
e
arly

articulated

(
RWC
1
0
-
G
R.
5
-
S.
1
-

GL
E
.1
-
IQ.
1
)?


T
he

d
iv
er
s
it
y

of

p
ers
p
e
cti
v
e
s

o
ffe
r
e
d

th
r
ough

li
t
er
at
u
re

ma
y

s
ha
p
e

per
s
onal

bel
i
e
f
s
,

a
ction
s
,

and

v
alu
e
s

(R
WC
1
0
-

GR.
5
-
S.
1
-
GL
E
.
2
-
E
O.
a)


W
h
en

rea
d
ing

(a

text),

w
ha
t

wa
y
s

d
o
e
s

the

main

characte
r

cau
s
e

con
f
lict
?

(
R
WC1
0
-
GR.
5
-

S.2
-
GL
E
.2
-
E
O.
b
.ii
i
)


How

d
oes

u
nder
s
tanding

a

c
e
rtain

c
h
aracter

informed

your

t
h
inking

reg
a
rding

the

text?

…the

author’s

m
e
ssa
g
e
?

How

has

your

und
e
r
s
tanding

of

a

charact
e
r

in
f
orm
e
d

your

thinking?


R
e
s
p
e
ctful

c
o
mm
unication

c
o
nc
e
rning

di
f
f
e
ring

v
al
u
e
s

a
n
d

p
e
r
s
p
e
cti
v
e
s

can

h
e
lp

bu
ild

healthy

relation
s
hip
s
.

(
RW
C
1
0
-
G
R
.
5
-
S.
4
-
GL
E
.
3
-
E
O.
b
)


W
h
at

is

the

p
e
r
s
p
e
ctive

of

the

n
arrator?

How

d
o
e
s

the

n
arrator’s

p
e
r
s
p
ecti
v
e

i
n
fl
u
e
n
c
e

h
ow

the

s
tory

is

told?

(
R
WC1
0
-
G
R.
5
-
S
.
2
-
GL
E
.
1
.
C.
i
v
)


How

d
o

y
ou

k
now

when

som
e
one

val
ue
s

y
our

opinion?



Cri
t
ical

C
onte
n
t:

My

students

w
il
l

Know



Key

Skill
s
:

My

students

w
il
l

be

ab
l
e

to

(Do)





T
he

wa
y
s

p
ers
p
ecti
v
e

i
n
fl
u
e
n
c
e
s

h
ow

one

th
i
n
ks
.

(
R
WC
1
0
-
G
R
.5
-
S
.
1
-
GL
E
.2
-
E
O.
a)



T
he

d
i
f
f
ere
n
c
e

b
e
t
wee
n

fac
t

a
nd

op
i
n
io
n.

(RWC1
0
-
G
R.
5
-
S.
2
-
GL
E
.2
-
E
O.
a
.
i
v)



T
he

wa
y
s

in

which

di
f
f
ering

v
i
ewpoints

can

b
e

fai
r
ly

a
s
s
e
s
s
e
d

.

(RWC1
0
-
G
R
.
5
-
S.4
-

GL
E
.3
-
E
O.
b)



Met
h
ods

for

s
ynth
e
s
izing

inf
o
rmation

from

d
i
f
ferin
g

v
i
ew
p
o
ints
.

(RW
C
1
0
-
GR.
5
-
S
.
2
-

GL
E
.
2
-
EO.b.iii)



Morphology

and

word

relation
s
hip
s
.



Con
v
e
ntions

and

gram
m
ar




Apply

grade
-
l
e
v
e
l

p
honics

and

word

anal
y
s
is

ski
l
ls

in

d
e
co
d
i
ng

word
s
.

C
C
SS
.
RF.5
.
3

(R
W
C1
0
-
GR
.
5
-
S
.
3
-
GL
E
.3)



U
s
e

co
m
bin
e
d

kno
w
l
e
dge

of

a
ll

l
e
tt
e
r
-
s
ound

corre
s
pond
e
nc
e
s
,

syllabication

pattern
s
,

and

morphology

(e.
g
.,

roots

and

affix
e
s
)

to

read

accurately

unfamiliar

m
u
lti
s
yllabic

words

in

con
t
ext

and

out

of

context.

C
C
SS.RF.
5
.3
a

(RWC
1
0
-
GR.
5
-
S.
3
-

GL
E
.
3
-
E
O.
a)



Read

with

su
f
f
ic
i
e
nt

accuracy

and

flu
e
ncy

to

support

compr
e
h
e
n
s
ion.

C
CSS
.
RF.
5
.
4

(RWC
1
0
-
GR.
5
-
S.
3
-
GL
E
.
3
-
EO.g)



Read

grade
-
l
e
v
e
l

text

with

purpo
s
e

and

und
e
r
s
tanding.

C
C
S
S.RF.5.4
a
(RW
C
10
-
G
R
.
5
-

S.3
-
G
LE
.
3
-
EO
.
g
.
i
)



R
e
ad

grade
-
l
e
vel

p
ro
s
e

and

p
oetry

orally

w
ith

acc
u
racy,

a
p
propriate

rat
e
,

and

ex
pr
e
s
sio
n.

C
C
SS
.
RF.5.4b

(
R
W
C
10
-
G
R
.
5
-
S
.
3
-
GL
E
.
3
-
EO.g
.
ii)



U
s
e

context

to

con
f
irm

or

s
e
l
f
-
corr
e
ct

w
ord

r
e
cognition

and

und
e
r
s
tanding,

rerea
d
ing

as

ne
c
e
ss
ary.

C
CSS
.
R
F.5.4
c

(
RW
C
10
-
G
R.
5
-
S.
3
-
GL
E
.
3
-
EO.g.ii
i
)



Com
p
a
re

a
nd

c
ont
r
a
s
t

po
i
n
t
s

of

vi
e
w

u
s
i
ng

evi
d
e
n
c
e

f
rom

t
he

t
ex
t.

(
R
W
C
10
-
GR
.
5
-

S.2
-
GL
E
.1
-
E
O.
b
.ii
i
)



Anal
y
ze

multiple

accounts

of

t
he

sa
m
e

e
v
e
n
t

or

topic,

noting

important

s
imila
r
iti
e
s

a
n
d

d
i
ffere
n
c
e
s

i
n

the

p
o
i
nt

of

v
i
e
w

th
e
y

r
e
pr
es
e
n
t
.

(
R
WC
1
0
-
G
R.5
-
S.2
-
GL
E
.
2
-

Curr
i
cu
l
um

Development

O
v
er
vi
ew

Unit

P
l
ann
i
ng

for

5
th

G
r
ade

R
eading,

Wri
t
in
g
,

a
n
d

Comm
u
nicating

Au
t
h
o
r
s
o
f

t
h
e
Sa
m
p
l
e
:
L
i
s
a
B
usc
h

(
F
a
lco
n

49
)
; K
ell
y

O
z
awa

(
A
la
m
osa)
; E
lle
n

S
ch
r
eivo
g
e
l

(
Ea
s
t

O
t
ero)

5
t
h

G
r
ad
e
,
Re
ad
i
n
g, W
ri
t
in
g, and

C
o
m
m
u
nic
a
t
in
g

C
o
m
p
l
e
t
e

Sa
m
p
l
e

Cu
rri
cu
l
u
m


P
o
s
t
ed: Feb
r
ua
r
y

15, 2013

Page
7

o
f

16




EO.b.iii)



Expre
s
s

their

opinion

in

order

to

p
e
r
s
u
ad
e

or

inform

an

audience.

(
R
WC1
0
-
G
R.
5
-

S.1
-
GL
E
.1
-
EO.a.
i
-
ii
)

a
n
d

(RW
C
10
-
GR.
5
-
S.
1
-
GL
E
.
1
-
EO.
d)

a
n
d

(RWC1
0
-
G
R.5
-
S.
3
-

GL
E
.2
-
E
O.a.i)



Li
s
ten

r
e
s
pec
t
f
ully

to

the

opinions

of

oth
e
r
s
.

(
RW
C
10
-
G
R.
5
-
S.1
-
GL
E
.
2
-
EO.
a
-
d)



Defi
n
e

p
ers
p
ecti
v
e
.

(
R
W
C1
0
-
GR.
5
-
S.
3
-
GL
E
.
2
-
E
O.
b
.i
v
)
.



Co
m
pare

and

contra
s
t

v
ario
u
s

m
e
thods

of

c
o
mm
unication.



C
r
itica
l

La
n
guage
:

includ
e
s

the

Acad
e
m
ic

and

T
e
chnical

v
o
c
a
b
ular
y
,

s
e
ma
n
tic
s
,

and

d
i
s
c
o
ur
s
e

which

a
r
e

p
articular

to

and

n
e
ce
s
s
ary

for

acc
e
s
s
ing

a

gi
v
e
n

d
iscipline.

EXAMPL
E
:

A

st
u
dent

in

La
n
guage

Arts

can

de
mon
s
trate

the

a
b
ility

to

apply

and

co
m
pr
e
h
e
nd

critical

language

through

the

follo
w
i
ng

s
tat
e
m
ent:

“Mark

T
w
ain

expo
s
es

the

hypoc
r
i
s
y

of

slav
e
r
y

th
r
ough

the

u
s
e

of

sati
r
e.”

A

s
tudent
i
n

c
an

d
em
o
ns
t
r
at
e
the

a
b
ili
t
y

to

a
p
p
l
y

a
n
d

c
ompr
e
h
end

c
r
itica
l

la
n
g
u
age

throu
g
h

t
he

fo
ll
ow
i
ng

state
m
ent(s):

My

pe
r
s
pectives

and

opinions

should

be

f
o
r
med

and

d
e
f
en
d
ed

u
s
ing

relevant

eviden
c
e.

A
cadem
i
c

Vocabu
l
ar
y
:

compare

and

co
n
tra
s
t,

fact,

opinion,

p
e
r
s
ua
d
e
,

inform,

anal
y
ze,

interpret,

compl
e
x,

confl
i
ct,

sy
n
t
h
e
s
ize,

p
e
r
s
p
e
ct
i
v
e
,

ev
id
e
nce

Techn
i
cal

Vocabu
l
ar
y
:

Character(ization),

chara
c
ter

de
v
e
lo
p
m
ent,

Point

of

Vi
e
w

*These

generali
z
at
i
ons
r
ef
l
ect t
h
e si
g
n
ificant
d
evelo
p
ment
a
l

c
o
m
p
onents

o
f

re
a
di
n
g

and

writi
n
g instr
u
ct
i
o
n essential

f
o
r

stude
n
t

ma
s
tery

of

the
C
o
l
ora
d
o

Aca
d
e
m
ic

Stan
d
ar
d
s;

th
e
y

t
h
read across t
h
e
enti
r
e

ye
a
r an
d
, t
hus
,
ar
e

include
d

i
n

e
v
e
r
y
uni
t

o
v
e
r
vie
w

a
t

thi
s

gra
d
e
le
v
e
l.