Please see the IMPORTANT INFORMATION PAGE on Mrs. Looney's Website for a detailed explanation of procedures and expectations and for other helpful resources. Thanks! Have a fantastic day!
September 2022
First week of school! Hooray!
See you in-person in our classroom (Room 208)
on Tuesday, September 6th!
First week of school! Hooray!
See you in-person in our classroom (Room 208)
on Tuesday, September 6th!
MRS. LOONEY'S CLASS
Please feel free to send me an email
just to say hello,
or if you have any questions or concerns.
[email protected]
As I tell our students every day: All is well.
(See below for our
Welcome-Back
Activities and Assignments)
Please feel free to send me an email
just to say hello,
or if you have any questions or concerns.
[email protected]
As I tell our students every day: All is well.
(See below for our
Welcome-Back
Activities and Assignments)
WELCOME BACK,
FIFTH AND SIXTH GRADERS!
I am so looking forward to spending this next school year with you.
This is going to be a fabulous year.
GO TO YOUR TEAMS PAGE
for all lessons, resources, directions, videos, and assignments.
WELCOME NEW FIFTH AND NEW SIXTH GRADE FAMILIES!
I am so glad to have you in our class!
I am so glad to have you in our class!
We are all in this together.
Please be in touch as often as you feel you need to be.
I check my email regularly
and I am responding as quickly as possible.
I am hoping that students will be in touch on a regular basis.
Email and/or text messaging is the best way to be in touch with me.
Send me an email with your cell phone number
if it is easier for me to text you with up-to-date information about your student's progress. [email protected]
Please feel free to contact me:
Lisa Looney
[email protected]
I am completely open to being in touch with a phone call or text.
Please email with the best number to contact you
and the best time to call.
I would love to hear how I can help.
I look forward to hearing from you.
**Email and texting
is the best way
to contact me.
What is the best way to contact you?
Please let me know your preference.
Please be in touch as often as you feel you need to be.
I check my email regularly
and I am responding as quickly as possible.
I am hoping that students will be in touch on a regular basis.
Email and/or text messaging is the best way to be in touch with me.
Send me an email with your cell phone number
if it is easier for me to text you with up-to-date information about your student's progress. [email protected]
Please feel free to contact me:
Lisa Looney
[email protected]
I am completely open to being in touch with a phone call or text.
Please email with the best number to contact you
and the best time to call.
I would love to hear how I can help.
I look forward to hearing from you.
**Email and texting
is the best way
to contact me.
What is the best way to contact you?
Please let me know your preference.
INTRODUCTORY LETTER:
|
|
|
|
5th and 6th Grade Supply List:
|
|
Mrs. Looney's Class Expectations:
|
|
WEEK OF SEPTEMBER 5TH, 2022:
Listen to this cute story at while at home
to help you relieve some of the first day of school jitters!
VIDEO: FIRST DAY JITTERS
ASSIGNMENT: FIRST DAY JITTERS
Watch the YouTube video of the read-aloud First Day Jitters. Open the attachment below for detailed directions of the assignment. (You can also find this assignment on the TEAMS Assignment channel.) After you are finished typing your list, be sure to save your document as a PDF and submit your assignment on the TEAMS Assignment channel.
ASSIGNMENT DIRECTIONS: First Day Jitters List
Watch the YouTube video of the read-aloud First Day Jitters. Open the attachment below for detailed directions of the assignment. (You can also find this assignment on the TEAMS Assignment channel.) After you are finished typing your list, be sure to save your document as a PDF and submit your assignment on the TEAMS Assignment channel.
ASSIGNMENT DIRECTIONS: First Day Jitters List
|
|
TEMPLATE: First Day Jitters List
Use this WORD DOCUMENT TEMPLATE to type up your list more easily. Then save your list as a PDF before you submit your list on the TEAMS Assignment channel.
You may also make a t-chart in your writing notebook: one part of the chart you will create a brainstorm list of things you might be nervous about, and on the other side of the chart make a list of the things you are looking forward to.
Use this WORD DOCUMENT TEMPLATE to type up your list more easily. Then save your list as a PDF before you submit your list on the TEAMS Assignment channel.
You may also make a t-chart in your writing notebook: one part of the chart you will create a brainstorm list of things you might be nervous about, and on the other side of the chart make a list of the things you are looking forward to.
template.first.day.jitters.9.11.2020.docx | |
File Size: | 13 kb |
File Type: | docx |
ASSIGNMENT: INTRODUCE YOURSELF
Write an essay or create a PowerPoint Presentation to introduce yourself to Mrs. Looney and to our student teacher, Ms. Card. Use the writing prompts and ideas "introduce.yourself.essay.8.14.2020" document found below and on the TEAMS Assignments channel to help you create this introductory essay or PowerPoint. After you are finished creating your essay or PowerPoint, be sure to save your document as a PDF and submit your assignment on the TEAMS Assignment channel.
ASSIGNMENT DIRECTIONS: "Introduce Yourself" Essay and PowerPoint
|
|
"Introduce Yourself" Sample Essay
|
|
"Introduce Yourself" Sample PowerPoint
|
|
VIDEO: Kid President's Pep Talk to Teachers and Students!
ASSIGNMENT DIRECTIONS: Pep Talk to Teachers and Students Advice List
|
|
TEMPLATE: Pep Talk to Teachers and Students Advice List
Use this WORD DOCUMENT TEMPLATE to type up your list more easily. Then save your list as a PDF before you submit your list on the TEAMS Assignment channel.
Use this WORD DOCUMENT TEMPLATE to type up your list more easily. Then save your list as a PDF before you submit your list on the TEAMS Assignment channel.
template.pep.talk.to.teachers.and.students.advice.list.8.17.2020.docx | |
File Size: | 20 kb |
File Type: | docx |
EXTRA VIDEO: Watch this video (below) if you want to see what happened after the above Pep Talk video was made.
PARENTS HOMEWORK: this list is not yet updated for the 2022-2023 school year.
Thanks for your support, Parents!
Please read the following documents, sign, and return to school:
- White Emergency Authorization Card
- White Student Information Form
- White Student & Parent Pledge for Shared Device Use Form
- Purple-ish Community Eligibility Provision Form
- Please fill out and sign pages 31 and 32 (the yellow page) in the agenda.
- School Pictures Form (coming soon) and money. Please be sure your child returns to school with the picture order form and money. I do not have any extras of this form.
- Mrs. Looney’s Student Expectations Packet (purple). This will be handed out soon. Please read with your child and sign the contract with your child. Thank you! Student success is our goal!
- You should have received your child's username and password for the online PowerSchool Gradebook. Students will be receiving another copy of their user name and password for the online PowerSchool Gradebook (it will be stapled and written in their agendas.) PLEASE CHECK YOUR CHILD’S GRADES AT LEAST ONCE A WEEK. If you are not able to access your child’s grades, please get in touch with me as soon as you can so we can work something out. Student success is our goal! The PowerSchool Gradebook will be slightly different and more accurate than the Teams grades.
- Please check your child's TEAMS Assignments EVERY DAY!
- THANK YOU!
WEEK OF SEPTEMBER 15, 2020
Welcoming Activities and Assignments:
Homework due Tuesday, September 15, 2020: Please have your parents fill out all of the required documents (see below). Check your TEAMS Assignment page every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled with your name with a permanent marker. Thank you for being prepared!
Writing and Social Studies Classwork, Tuesday, September 15th: First week of in-person school! Welcome!
1) The Name Game:
2) Getting organized:
Welcoming Activities and Assignments:
Homework due Tuesday, September 15, 2020: Please have your parents fill out all of the required documents (see below). Check your TEAMS Assignment page every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled with your name with a permanent marker. Thank you for being prepared!
Writing and Social Studies Classwork, Tuesday, September 15th: First week of in-person school! Welcome!
1) The Name Game:
- I can define the word "alliteration."
- I can use an example of an alliteration in a sentence.
- To help Mrs. Looney and our student teacher, Ms. Richardson, remember all the new names, we will play the name game while utilizing our knowledge of alliteration.
- According to the Merriam-Webster dictionary, alliteration is "the use of words that begin with the same sound near one another." For example, "Lisa Looney likes loud lizards."
2) Getting organized:
- We will begin the day by organizing our supplies, organizing our binders, organizing our notebooks, organizing our classroom.
- We will discuss routines, procedures, and expectations.
- Using the Beginning-of-the-Year PowerPoint, we will begin introductions and begin discussing expectations.
- Read the First Day of School Jitters and I'm in Charge of Celebrations by Byrd Baylor.
3) Gratitude Notebooks: Read the book Giving Thanks by Chief Jake Swamp.
Gratitude Notebooks Lesson Directions:
- Mrs. Looney will read Giving Thanks: A Native American Good Morning Message written by Chief Jake Swamp.
- When and why do we celebrate Thanksgiving?
- Do we need to wait for the fourth Thursday in November to be grateful?
- Research shows, that the more we recognize things in our life that we are grateful for, the more we will be at peace.
- What could our Gratitude Notebook look like? What is included in our Gratitude Notebooks? What are the expectations?
- Discuss our themes of the year.
Gratitude Notebooks Lesson Directions:
|
|
4) Brainstorm Lists:
5) "Wavin' Flag": SEE THE VIDEO BELOW, PLEASE.
6) Listen to the song "Ordinary Love" by U2. SEE THE VIDEO BELOW, PLEASE.
7) Coat of Arms: instead of creating a Coat of Arms this year, we may create a "Wavin' Flag." (Time permitting.) See above.
PARENTS: Please read the following documents, sign, and return to school:
- After "Wavin'Flag" once, each student will brainstorm and write a list of positive traits, positive character traits, positive attributes, strengths. Students will write at least 10 bullets of strengths in their Gratitude Notebook.
- Students will write a list of goals in their Gratitude Notebook: activities and/or behaviors that are attainable in school, outside of school, and at home. Students will write at least 10 bullets of goals.
- Students will create a list: "Ten Things I Need to Know About You." This is a list that will only be shared in confidence with Mrs. Looney.
- In the Circle, students will imagine what it is like being a brand new student at Scio.
- Write down a list of things that can be done to help a new student feel safe and happy in our classroom.
- Students will brainstorm and write a list of Ways that We Can Help Our Team (our class) in our Gratitude Notebook. Students will write at least 10 bullets of ideas of how we can help each other succeed. We will create a class poster of this list. Students will type up one suggestion that they have for the Team, and will print it out. Students will learn how to log in to their Microsoft account, how to save, and how to print from their Microsoft account. We will share one of our ideas that we printed out during circle time. Each student will place their list, one at a time, in the middle of the circle.
- Which of these things would make you feel safe and in our classroom?
- What is one way thatt you need to be treated to do your best?
- What is one thing you can do to help others do their best in our class?
- Any student that writes 18-20 bullets for each list will get extra credit points.
5) "Wavin' Flag": SEE THE VIDEO BELOW, PLEASE.
- To start the year off, we will watch K'NAAN's "Wavin' Flag" video to set the tone for the year.
- As you watch the video for a second time, determine what message K'NAAN is trying to get across to us.
- Jot down your ideas.
- We will annotate the lyrics to the song. Before we annotate, we will discuss ideas of ways that we can annotate that will be beneficial to our comprehension.
- After we watch the video, students will turn to their partner and discuss what message or theme is apparent in the video.
- What does the "wavin' flag" represent and/or symbolize?
- Each student will brainstorm a list of positive traits, positive character traits, positive attributes, strengths.
- Each student will pick one strength that sticks out to them.
- Mrs. Looney will type up the strength (character trait) that each student chose to be displayed on the bulletin board in the hallway.
- Students will write a list of goals: activities and/or behaviors that are attainable in school, outside of school, and at home.
- What would your flag look like? Each student will create their own flag on an index card.
- These will be cut out and displayed on the bulletin board in the hallway.
- K'naan: "Wavin' Flag."
"Keinan Abdi Warsame, is a Somali Canadian poet, rapper, singer, songwriter, and instrumentalist. He rose to prominence with the success of his single "Wavin' Flag", which was chosen as Coca-Cola's promotional anthem for the 2010 FIFA World Cup. Besides hip-hop, K'naan's sound is influenced by elements of Somali music, Ethio-jazz and world music. He is also involved in various philanthropic initiatives." Taken from Wikipedia.
6) Listen to the song "Ordinary Love" by U2. SEE THE VIDEO BELOW, PLEASE.
- Before listening to the song, what do you think "ordinary love" is?
- Pay attention to the images in the video. What are some of the repetitive, recurring images?
- Why do your think the producer chose those images? What do those images represent?
- What does the line "Are we tough enough for ordinary love?" mean?
- Does anyone know who the man in the portrait is in the video? who this video is about?
- Do you think the song's message is positive or negative? Find some expressions that support your answer.
- Why is this song important today?
7) Coat of Arms: instead of creating a Coat of Arms this year, we may create a "Wavin' Flag." (Time permitting.) See above.
- Each student will brainstorm a list of positive traits, positive character traits, positive attributes, strengths.
- Each student will pick one strength that sticks out to them.
- Students will write a list of goals: activities and/or behaviors that are attainable in school, outside of school, and at home.
- Students will fill out the Coat of Arms in pencil and will get it spell-checked. Then students will go over the pencil in Sharpie.
- Students will then color the Coat of Arms in colored pencil.
- These will be cut out and displayed on the bulletin board in the hallway.
PARENTS: Please read the following documents, sign, and return to school:
- White Emergency Authorization Card
- White Student & Parent Pledge for Shared Device Use Form
- White Student Information Form
- Purple-ish Community Eligibility Provision Form
- Please fill out and sign pages 31 and 32 (the yellow page) in the agenda.
- School Pictures Form (coming soon) and money. Please be sure your child returns to school with the picture order form and money. I do not have any extras of this form.
- Mrs. Looney’s Student Expectations Packet (purple). This will be handed out on soon. Please read this packet with your child and sign the contract with your child. Thank you! Student success is our goal!
- You should have received your child's username and password for the online PowerSchool Gradebook. Students will be receiving their user name and password soon for the online PowerSchool Gradebook (it will be stapled and written in their agendas.) PLEASE CHECK YOUR CHILD’S GRADES AT LEAST ONCE A WEEK. If you are not able to access your child’s grades, please get in touch with me as soon as you can so we can work something out. Student success is our goal! The PowerSchool Gradebook will be slightly different and more accurate than the Teams grades.
- Please check your child's TEAMS Assignments EVERY DAY!
- THANK YOU!
K'NAAN: "Wavin' Flag"
|
U2: "Ordinary Love"
|
|
|
"Wavin' Flag" Lyrics:
|
"Ordinary Love" Lyrics:
|
GRATITUDE
GRATITUDE NOTEBOOK
Gratitude Notebook Directions: |
|
|
Gratitude Notebook Ideas:
NAVY SEAL BREATHING EXERCISES:
How to Breathe like a Navy Seal
Step 1: Find a comfortable chair or place to lie down.
Step 2: Inhale for 4 seconds.
Step 3: Hold air in your lungs for 4 seconds.
Step 4: Exhale for 4 seconds, emptying all of the air in your lungs.
Step 5: Hold your lungs empty for 4 seconds.
Step 6: Repeat for five minutes, or as long as is necessary to feel refocused and relaxed.
- Do you have a journal or notebook at home? If you do have a journal or notebook, you might want to use that as your new Gratitude Notebook. Or, you can create your own Gratitude Notebook.
- If you do not have a journal or notebook at home, can you create one? Do you have computer paper, loose-leaf, or construction paper? What about a paper bag that you can cut into the shape that you wish? If you can, staple the pages together.
- You might enjoy decorating the cover of your Gratitude Notebook. If you have paper at home, decorate or draw a picture on the paper and glue the paper to the cover of your Gratitude Notebook. You can be creative and use paint and glitter. How about cutting out pictures from magazines and gluing them onto your cover?
- Be sure your name is on the cover. Be sure you give your notebook a title. Perhaps “Gratitude Notebook.” Maybe “I Give Thanks.” You decide on a title.
- Be sure to write the date on the top of each new gratitude list.
- Write as many ideas and concepts that you are grateful for. You may use bullets as we do in class, or you may write in complete sentences- whichever you prefer.
- Do you have a bell or chime of some sort? How about using a glass and tapping it lightly with a spoon? Try experimenting with putting different levels of water in the glass and see what different sounds it makes. Try to ring the bell or chime or glass before you start writing in your Gratitude Notebook. And ring it again when you are finished, just as we usually do in class.
- Definitely practice your breathing. Since you have plenty of time, see if you can take five deep breathes. And then the next day add an extra deep breath. How many deep breathes can you take during a sitting?
- Remember the reasons why we practice breathing? It helps us to be calm when we are feeling overwhelmed, and helps us to feel better when we already feel great. It is great for our mental and physical health. If it is good enough for the United States Navy, then it is good enough for me!
- I am hoping that we can find a time during the day when we are all working on our Gratitude Notebooks and practicing our breathing at the same time. I will look into this and get back to you. It will be beneficial for you to fill out your gratitude notebook each day during a time when you can be reflective.
- Research shows that the more you recognize what you are grateful for, the more successful, content, and at peace you will be.
- Here are some other GRATITUDE ideas:
- What about finding some smooth rocks and painting some words of things that you are grateful for on the rocks?
- Is there a way to write on leaves? Maybe there aren’t any leaves out there yet!
- Try drawing a collage of pictures of things that you are grateful for.
- Interview as many people as you can asking them what they are grateful for. Share your ideas with them.
- Create a collage of words of things you are grateful for.
NAVY SEAL BREATHING EXERCISES:
How to Breathe like a Navy Seal
Step 1: Find a comfortable chair or place to lie down.
Step 2: Inhale for 4 seconds.
Step 3: Hold air in your lungs for 4 seconds.
Step 4: Exhale for 4 seconds, emptying all of the air in your lungs.
Step 5: Hold your lungs empty for 4 seconds.
Step 6: Repeat for five minutes, or as long as is necessary to feel refocused and relaxed.
GOALS:
|
office_365_login_instructions.pdf | |
File Size: | 69 kb |
File Type: |
- Ideas for our classroom circle:
The following ideas were taken from the Morningside Center website: https://www.morningsidecenter.org/stories-voices/alternatives-talking-piece-time-coronavirus
"...The Talking Piece...
March 10, 2020
Morningside Center
Here are six suggestions for how to facilitate a circle without passing a talking piece from person to person.
- Bring in your own talking piece. “The need for an alternative talking piece is a great incentive for individuals to bring their own talking piece,” says Daniel. At the outset, invite participants, one after the other, to share why they chose the object. After that, they keep the object in front of them, picking it up when speaking and placing it down when they’ve finished.
- Use your own colored index card. Ask each participant to pick a colored index card. Invite them to write their name on it, with an illustration if they like. In each go-round, they can pick up their card when speaking and place it down when they’re done.
- Create your own values card talking piece. Ask each participant to write down a value (a principle or quality) that is important to them when they come together with others. Values might include things like empathy, kindness, open-mindedness, honesty, respect, or fairness. Invite participants, one after the other, to share and explain their value, then place the card on the floor in front of them. In subsequent go-rounds, they can pick up their card when speaking and place it down when they’re done."
Circle Time for the first week of school:
- Use the song "Ordinary Love" by U2 as our opening for the circle.
- TALKING PIECE: from the book Circle Forward.
- We will start our cirlce practice practicing using our talking pieces. What is your favorite food to have at dinner? Favorite drink? Favorite dessert?
- Now that you have seen how the talking piece works, what do you notice about how it works? What do you notice is different when we are in the circle than when we normally sit in class? What do you notice that is different when you are using a talking piece? What do you think about this way of talking.
- "In the Circle we strive to speak from the heart.
- We may not always be able to do that, but we keep trying.
- What do you think it means to speak from the heart?"
- How do we listen from the heart?
- Who do you know that is good at listening from the heart?
- What helps us to listen from the heart and speak from the heart?
- What do we need to do to make people feel safe in the Circle?
- Why should people follow the rules?
- How do you feel when someone laughs at you?
- "Can you think of other times when you sit in a Circle either at home or with your friends? dinner table, bon fire, etc.
- What are some symbols that are in the shape of a circle? Rings, wreaths, pow wow drumming circles
- Draw a circle. What is something special about the shape of a cirlce?
- Do you give the Circle a thumbs up or a thumbs down today?
- Low Risk Circle Questions:
- If I could be any animal what would I be? any color? any food? any character?
- What is your favorite food? drink? dessert? color? t.v. show? movie? song? book?
- Other Circle Questions:
- Share one word about how you are feeling at this moment.
- What makes you sad? happy? angry? tired?
- What makes a good friend?
- What is your favorite thing to do?
- What do you do well?
- What do you like about this class? school?
- What is something that you are looking forward to in school this week?
- What was your favorite thing about today? this week?
- What is something that you need to have a successful day? week?
- Use the song "Wavin' Flag" as our closure for the circle.
- Another idea for a Circle song is "Holy Circle" by Charlie King.
- Book: The Other Way to Listen by Byrd Baylor.
- Use a stretching exercise as a closing for the circle time.
- Use the chimes as a way to begin and end our circle time.
- Opending question: if you were a type of weather today, what would you be?
- Creating Our Classroom Circle: from the book Circle Forward
- From https://www.iirp.edu/news/responsive-circles-for-covid-19:
- What impact has this incident of COVID had on you and others?
- "What has been the hardest thing for you?
- How are you being impacted by physical distancing, ...loss of social connections, etc.?" Has it been hard for you? Or comforting to be home?
- In this time of uncertainty, what brings you joy?
- "You can't do the things you love during COVID." What do you think about this quote?
- What did you learn about yourself and the way you learn why we were home since last March?
- What are some things that still feel stressful to you? What feels like a relief?
- Thank you everyoe for participating in the Circle!
Poems hide.
In the bottom
of our shoes
they are
sleeping.
They are shadows
drifting across
our ceilings
the moment
before we
wake up.
What we have
to do is live in
a way that lets
us find them.
Naomi Shihab Nye
"Drench yourself in words unspoken
Live your life with arms wide open
Today is where your book begins"
"Unwritten," by Natasha Bedingfield
In the bottom
of our shoes
they are
sleeping.
They are shadows
drifting across
our ceilings
the moment
before we
wake up.
What we have
to do is live in
a way that lets
us find them.
Naomi Shihab Nye
"Drench yourself in words unspoken
Live your life with arms wide open
Today is where your book begins"
"Unwritten," by Natasha Bedingfield
RESOURCES: Please see the Resource page (drop down on the Home page) for many important documents that are utilized in our class.
Found on the Resource page:
Found on the Resource page:
- Important notes
- supply list
- Mrs. Looney's Class Expectations
- Homework Letter to Parents
- Students Grades Letter
- Assignment Checklist
- Fifth and Sixth Grade Moving Up Letter
- Summer Writing
Ask your child:
- How does your homework align with what you are learning in class?
- How does your homework relate to what you are learning in class?
- How can your homework and what you are learning in class help you in your life?
- How can your homework and what you are learning in class help you reach your life goals?
New York State Standards:
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Lucy Calkins, Narrative Craft
Heinemann, 2013.
For the next few weeks we will be reading, analyzing, annotating, and writing narrative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the narrative writing assignments. These standards will be practiced while utilizing the above articles in order to master these skills.
Learning Standards to be practiced:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
5th Grade Reading Standards (Narrative Text)
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Phonics and Word Recognition
Fluency
5th Grade Writing Standards:
5th Grade Speaking and Listening, Comprehension and Collaboration:
Knowledge of Language
Vocabulary Acquisition and Use
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Lucy Calkins, Narrative Craft
Heinemann, 2013.
For the next few weeks we will be reading, analyzing, annotating, and writing narrative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the narrative writing assignments. These standards will be practiced while utilizing the above articles in order to master these skills.
Learning Standards to be practiced:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
5th Grade Reading Standards (Narrative Text)
Key Ideas and Details
- 5R1: Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RL)
- 5R2: Determine a theme or central idea and explain how it is supported by key details; summarize a text. (RL)
- 5R3: In literary texts, compare and contrast two or more characters, settings, and events, drawing on specific details in the text. (RL)
Craft and Structure
- 5R4: Determine the meaning of words, phrases, figurative language, academic, and content-specific words and analyze their effect on meaning, tone, or mood. (RL)
- 5R5: In literary texts, explain how a series of chapters, scenes, or stanzas fits together to determine the overall structure of a story, drama, or poem. (RL) In informational texts, compare and contrast the overall structure in two or more texts using terms such as sequence, comparison, cause/effect, and problem/solution. (RI)
- 5R6: In literary texts, explain how a narrator’s or speaker’s point of view influences how events are described. (RL) In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI)
Integration of Knowledge and Ideas
- 5R7: Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. (RI&RL)
- 5R8: Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims. (RI&RL)
- 5R9: Use established criteria to categorize texts and make informed judgments about quality; make connections to other texts, ideas, cultural perspectives, eras and personal experiences. (RI&RL)
Phonics and Word Recognition
- 5RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
- 5RF3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Fluency
- 5RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension.
- 5RF4a: Read grade-level text across genres orally with accuracy, appropriate rate, and expression on successive readings.
- 5RF4b: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5th Grade Writing Standards:
- 5W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
- 5W3a: Establish a situation and introduce a narrator and/or characters.
- 5W3b: Use narrative techniques, such as dialogue and description, to develop experiences and events or show the responses of characters to situations.
- 5W3c: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
- 5W3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
- 5W3e: Provide a conclusion that follows from the narrated experiences or events.
5th Grade Speaking and Listening, Comprehension and Collaboration:
- 5SL1:Engage effectively in a range of collaborative discussions with diverse partners; express, ideas clearly and persuasively, and build on those of others.
- 5LS1a: Come to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion.
- 5SL1b: Follow agreed-upon norms for discussions and carry out assigned roles.
- 5SL1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- 5SL1d: Consider the ideas expressed and draw conclusion about information and knowledge gained from the discussions.
- 5SL2: Summarize information presented in diverse format (e.g., including visual, quantitative,and oral).
- 5SL3: Identify and evaluate the reasons and evidence a speaker provides to support particular points.
Knowledge of Language
- 5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- 5L3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
- 5L3b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Vocabulary Acquisition and Use
- 5L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
- 5L4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
- 5L4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,photograph, photosynthesis).
- 5L4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
- 5L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- 5L5a: Interpret figurative language, including similes and metaphors, in context.
- 5L5b: Recognize and explain the meaning of common idioms, adages, and proverbs.
- 5L5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
- 5L6: Acquire and accurately use general academic and content-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).