Grade 5 English Language Arts Unit 4: Short Stories—Adventure Time Frame: Approximately five weeks Unit DescriptionGrade 5 English Language Arts Unit 4: Short Stories—Adventure Time Frame: Approximately five weeks Unit Description
Students will continue analysis of elements through composition of an essay. By writing an adventure story, students will practice editing and evaluation of grammatical elements. Vocabulary instruction occurs by using context clues and
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Roots Public Charter School Weekly ela lesson PlanRoots Public Charter School Weekly ela lesson Plan
Teacher Name: Kimberly Holloway Date: November 30-December 04, 2015 Subject Area: ela/ Grade 4/5
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Kcas-kaap aligned Content Assessment Standards Instructional Alignment ChartKcas-kaap aligned Content Assessment Standards Instructional Alignment Chart
Read closely to determine what the text says explicitly and to make logical inferences from it; cite textural evidence when writing or speaking to support conclusions drawn from the text
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English Language Arts 1st Nine WeeksEnglish Language Arts 1st Nine Weeks
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan
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Gigapan Project: Travels through LiteratureGigapan Project: Travels through Literature
These two projects use Gigapan photographs to help students visualize the setting of novels and make inferences about place
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The 1906 San Francisco Earthquake/Fire: The Use of Primary Sources for Writing Historical FictionThe 1906 San Francisco Earthquake/Fire: The Use of Primary Sources for Writing Historical Fiction
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Grade: Lowe, Hopkins, Wicker Journeys- lesson 2 (Theme)Grade: Lowe, Hopkins, Wicker Journeys- lesson 2 (Theme)
Rl 1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
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Bailey educational group ccss I can Statements Fifth Grade English Language Arts (ela)Bailey educational group ccss I can Statements Fifth Grade English Language Arts (ela)
Rl quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
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Office of curriculum and instruction office of english language artsOffice of curriculum and instruction office of english language arts
It encourages alignment between teaching practice and three interrelated goals – Acquisition (of knowledge and skills), Meaning Making (understanding of “big ideas”) and Transfer of learning.” –Wiggins and McTighe
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Grade/Course 4/5 UnitGrade/Course 4/5 Unit
Knowledge of the past helps one understand the present and make decisions about the future
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Sample Deconstructed Standards Grade 2 Grade 5 Grade 8 Grade 11-12 English Language Arts Learning Target TemplateSample Deconstructed Standards Grade 2 Grade 5 Grade 8 Grade 11-12 English Language Arts Learning Target Template
Ccr: Analyze how and why individuals, events and ideas develop and interact over the course of a text
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Ela 2010 Standards Progression by Standard. Literature Benchmark first then Informational Text benchmark secondEla 2010 Standards Progression by Standard. Literature Benchmark first then Informational Text benchmark second
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Kindergarten 2nd Marking PeriodKindergarten 2nd Marking Period
R. ccr. 1 Read closely to determine what the text says explicitly and to make logical inferences from it: Cite specific textual evidence when writing or speaking to support conclusions drawn from the text
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College and Career Readiness (ccr) Anchor Standard 1College and Career Readiness (ccr) Anchor Standard 1
With prompting and support, ask and answer questions about key details in a text
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Lesson focus (Skill and/or Strategy)Lesson focus (Skill and/or Strategy)
Cc r. L. 3 – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
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