Note: Highlighted standards are explicitly taught in Module 3. You will need to spiral review other standards GSE Standards Essential Questions System Resources Reading: Foundational (RF): Small Group Whole group units instruction in RL, RI, W, SL, and L standards. See previous page for pacing guides and units of study. ELAGSE.5.RF.3: Know and apply grade-level phonics What are some strategies for attacking Additional resources may be used for re-teaching, and word analysis skills in decoding words. unfamiliar words in and out of context? enrichment, or differentiation during small group instruction Use combined knowledge of all letter-sound How can I use my knowledge of word Additional Resources for RF Standards correspondences, syllabication patterns, and parts (morphology) to help me figure out RF 3 morphology (e.g., roots and affixes) to read unknown words? – from ReadWriteThink accurately unfamiliar multi-syllabic words in context and out of context. Taught in fourth RF 4 grade. What does fluent fifth grade reading ELAGSE.5.RF.4 Read with sufficient accuracy and Additional Pages on Website sound like? How does fluent reading help fluency to support comprehension. me better understand what I read? a. Read on–level text with purpose and understanding. Key Voabulary morphology, word parts, roots, affixes, suffixes, prefixes, accuracy, fluency, comprehension, purpose, understanding Speaking and Listening What does a good summary include? ELAGSE.5.SL.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. In fourth grade, students had to paraphrase. Summarizing is new learning. Key Vocabulary summarize, diverse media, format, visual, quantitative, orally
Note: Highlighted standards are explicitly taught in Module 3. You will need to spiral review other standards GSE Standards Essential Questions System Resources Reading: Foundational (RF): Small Group ELAGSE.5.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. Taught in fourth grade. ELAGSE.5.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on–level text with purpose and understanding. Key Voabulary morphology, word parts, roots, affixes, suffixes, prefixes, accuracy, fluency, comprehension, purpose, understanding Speaking and Listening ELAGSE.5.SL.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. In fourth grade, students had to paraphrase. Summarizing is new learning. Key Vocabulary summarize, diverse media, format, visual, quantitative, orally What are some strategies for attacking unfamiliar words in and out of context? How can I use my knowledge of word parts (morphology) to help me figure out unknown words? What does fluent fifth grade reading sound like? How does fluent reading help me better understand what I read? What does a good summary include? Whole group units instruction in RL, RI, W, SL, and L standards. See previous page for pacing guides and units of study. Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction Additional Resources for RF Standards RF 3 – from ReadWriteThink RF 4 Additional Pages on Website