Encore+Teachers

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Activity Resources for all Subjects

 * [|Reading Response Activity] - Just an example - feel free to change the prompt at the top.
 * [|Gist Activity] - An activity to aid in getting the gist or the general idea of a reading selection.
 * [|Traffic Light Exit Ticket] - Edit to fit your needs!
 * [|Summarizing] - To help students with summarizing texts.
 * [|Compare and Contrast] - To help students with comparing and contrasting text with key vocabulary.

Art
Listing of resources / activities that are used in Art Class to address eligible content:
 * **Standard / Anchor** || **Resource / Activity** ||
 * R5.A.2.1 || symmetry vs. asymmetry, dark vs. light/bright (contrast), Realism vs. Abstract, primitive vs. refined, monochromatic vs. color theories, functional vs. non-functional, 2-D vs. 3-D, shape vs. form, visual vs. tactile, pattern vs. design, geometric vs. freeform/organic, representational vs. non-representational, ||
 * R5.A. 1.1 || homophones as they apply, shadow/shading, ||
 * R5.A.1.3 || lessons involving compare and contrasts of artwork, discussions of specific pieces of art in terms of artistic intent vs. viewer interpretation, viewer interpretation in general, looking at Abstractions for clues and visual references, visual literacy discussions ||
 * R5.A.2.3 || Generalizations in the manner of genre, specific color theories, use of a specific form/shape, modes and materials ||
 * R5.A.1.4/2.4 || lessons involving comparisons and contrasts of artwork(s), discussions of artistic intent, viewer interpretation ||
 * R.5.A.1.5/2.5 || Summarizing feelings and viewer interpretations of peer artwork and specific pieces of art, retelling information, restating during introductions, instruction, talk & turns, etc... ||
 * R.5.B.1.2 || Comparing works of art during instruction, work time, peer critiques, and comparisons for genre/subject/theme/art movements ||
 * R5.A.1.4/2.4 || lessons involving comparisons and contrasts of artwork(s), discussions of artistic intent, viewer interpretation ||
 * R.5.A.1.5/2.5 || Summarizing feelings and viewer interpretations of peer artwork and specific pieces of art, retelling information, restating during introductions, instruction, talk & turns, etc... ||
 * R.5.B.1.2 || Comparing works of art during instruction, work time, peer critiques, and comparisons for genre/subject/theme/art movements ||
 * R.5.A.1.5/2.5 || Summarizing feelings and viewer interpretations of peer artwork and specific pieces of art, retelling information, restating during introductions, instruction, talk & turns, etc... ||
 * R.5.B.1.2 || Comparing works of art during instruction, work time, peer critiques, and comparisons for genre/subject/theme/art movements ||

Guidance
Listing of resources / activities that are used in Guidance Class to address eligible content:


 * ** Standard / Anchor ** || ** Resource / Activity ** ||
 * R5.A.1.1/R5.A.2.1 ||  ||
 * Multiple meaning words/Synonyms/Antonyms

*Resource: internet4classrooms.com || Synonyms and Antonyms for feelings and attributes, Feelings Charades || (identify, describe, compare, interpret, analyze) || Look at how behaviors affect others: what are the results of positive and negative comments, diversity, with supportive literature ||
 * R5.A.1.3/R5.A.2.3 ||  ||
 * Make inferences/draw conclusions/generalizations || Literature to support most lessons; conclusions to role play scenerios ||
 * R5.A.1.4/R5.A.2.4 || Report or write main ideas from ||
 * Identify and/or explain stated or implied main ideas (spoken or written) || lesson for discussiom ||
 * R5.A.1.5/R5A.2.5 ||  ||
 * Summarize key details and events || Small groups write 3 things they learned from class discussion, share ||
 * R5.B.1.2 ||  ||
 * Make connections between texts
 * Summarize key details and events || Small groups write 3 things they learned from class discussion, share ||
 * R5.B.1.2 ||  ||
 * Make connections between texts
 * Make connections between texts

HPE
Listing of resources / activities that are used in Health & Gym Class to address eligible content: Multiple meaning words Synonyms/Antonyms || * Anatomy – compare scientific & common names of bones/body parts * Movement || Make inferences/draw conclusions Make generalizations || * Nutrition – caloric intake – ideal weight *Nutrition - summarize health factors per each meal * Safety – formulate decision-making steps as they pertain to health & safety *Body Systems - why is each system important individually? Together? || Identify stated/implied main ideas (spoken or written) || * Universal Precautions – share main ideas as exit tickets * Healthy habits – influence of health & body systems *Body Systems - Identify main parts/functions of systems || Summarize key details & events || * Aspects of Health- Summarize 3 aspects of the health triangle. * Body Systems – share major components - purpose of system *Safety - steps to take in emergency situations *Safety - what to do in non-emergency situations *Nutrition - food groups, nutritional value, caloric intake *Team Building - successes & areas to improve upon *Sports units - history/rules of games || Make connections between texts || *Nutrition – analyze meals – compare nutritional value, identify food groups, describe importance of selections * Body Systems – make connections between different systems * Labels/Media – analyze relationships between health-related info & consumer choices (ie - magazine   * Nutrition/Labels – analyze nutritional requirements  ||
 * ** Standard / Anchor ** || ** Resource / Activity ** ||
 * R5.A.1.1/R5.A.2.1
 * R5.A.1.3/R5.A.2.3
 * R5.A.1.3/R5.A.2.3
 * R5.A.1.4/R5.A.2.4
 * R5.A.1.4/R5.A.2.4
 * R5.A.1.5/R5.A.2.5
 * R5.A.1.5/R5.A.2.5
 * R5.B.1.2
 * R5.B.1.2

Library
Listing of resources / activities that are used in Library to address eligible content: locating books by call number; interpreting call numbers, ||
 * Standard || Resource ||
 * 1.1 Multiple meaning word || Dependent on selected read aloud ||
 * 1.1 Synonyms and antonyms || Dependent on selected read aloud; borrow vs. own; keywords ||
 * 1.3 Make inferences/draw conclusions || Use of key words; formulating good search strategies; web page authority ||
 * 2.3 Make generalizations/cite evidence || Understanding library organization;
 * 1.4/2.4 Identify and/or explain stated or implied main ideas/relevant supporting details || Note-taking; reading response logs ||
 * 1.5/2.5 Summarize key details and events || Summarizing & gist document ||
 * 1.2 Make connections between texts ||  ||
 * Identify, describe, compare, interpret, analyze || Compare/contrast document ||

Music
Listing of resources / activities that can are used in Music Class to address eligible content:
 * **Standard / Anchor** || **Resource / Activity** ||

5th Grade Eligible Content
Highlighted Anchors will be the concentration of Encore Teachers.

** 5th Grade R5.A COMPREHENSION AND READING SKILLS **  [|Multiple Meaning Words] || 12/3/10 1/14/11 2/25/11 ||  [|Antonyms] || 12/3/10 1/14/11 2/25/11 || __ Note: __ Affixes will be limited to prefixes: pre-, dis-, mis-, non-, inter-, extra-, post-, super-, sub-; suffixes: -less, -ble, -ly, -or, -ness, -ment, -er, -ship, -tion, -en. || WTW (Syllables/Affixes) Month by month for upper grades  [|Prefix Suffix Activity] || 12/3/10 1/14/11 2/25/11 ||  [|Context Clues]  [|Context Clues] || 12/3/10 1/14/11 2/25/11 ||  [|Inference] || 12/3/10 1/14/11 2/25/11 ||  [|Citing Evidence: Multiple Choice] || 12/3/10 1/14/11 2/25/11 || Note: Items may target specific paragraphs . || MM Unit 6  [|Main Idea]  [|Be A Critical Reader] || 12/3/10 1/14/11 2/25/11 ||  [|Summarize] || 12/3/10 1/14/11 2/25/11 || 1/14/11  2/25/11 || __ Note __ : narrative and poetic text  || [|Interactive Texts] || 12/3/10 1/14/11 2/25/11 ||  [|Multiple Meaning Words] || 12/3/10 1/14/11 2/25/11 ||  [|http://www.lexipedia.com]  []  [|http://www.wordslike.net] <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; margin: 0px; padding: 0px 10px 0px 0px;"> [|http://www.weboword.com] || 12/3/10 1/14/11 2/25/11 || __ Note: __ Affixes will be limited to prefixes: pre-, dis-, mis-, non-, inter-, extra-, post-, super-, sub-; suffixes: -less, -ble, -ly, -or, -ness, -ment, -er, -ship, -tion, -en. || Month by month Phonics, WTW, Making Big Words <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Prefix/Suffix] <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Prefix/Suffix] || 12/3/10 1/14/11 2/25/11 || 1/14/11  2/25/11 || 1/14/11  2/25/11 || 1/14/11  2/25/11 || Note: Items may target specific paragraphs. || MM Units 4 and 5 || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Summary] || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Author's Purpose] || 12/3/10 1/14/11 2/25/11 || __ Note __ : informational, persuasive, biographical, instructional (practical/how-to/advertisement), and editorial/essay text  || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;">[|Author's Purpose] <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Author's Purpose] <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Forms of Writing] || 12/3/10 1/14/11 2/25/11 ||
 * ** Eligible Content ** || ** Lessons/Resources ** || ** Progress check/ Exit Ticket ** ||
 * <span style="background-color: #ffff00; display: block; margin: 0px 0px 0px 53.1pt; padding: 0px; text-align: left; text-indent: -53.1pt;">R5.A.1.1.1 Identify and/or interpret meaning of multiple-meaning words used in text. || MM, GR, SR
 * R5.A.1.1.2 Identify and/or interpret a synonym or antonym of a word used in text. || MM, GR, SR
 * ** R5.A.1.2.1 ** Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.
 * ** R5.A.1.2.2 ** Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. || GR
 * R5.A.1.3.1 Make inferences and/or draw conclusions based on information from text. || MM Units 4 and 5
 * R5.A.1.3.2 Cite evidence from text to support generalizations. || GR
 * R5.A.1.4.1 Identify and/or explain stated or implied main ideas and relevant supporting details from text.
 * <span style="background-color: #ffff00; line-height: normal; margin: 0in 0in 0in 53.1pt; padding: 0px; text-indent: -53.1pt;">R5.A.1.5.1 Summarize the key details and events of a fictional text as a whole. || MM Unit 6
 * ** R5.A.1.6.1 ** Identify the author’s intended purpose of text. || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;">[|Author's Purpose] || 12/3/10
 * ** R5.A.1.6.2 ** Identify, explain, and/or describe examples of text that support the author’s intended purpose.
 * R5.A.2.1.1 Identify and/or interpret the meaning of multiple-meaning words used in text. || BAW, MM
 * R5.A.2.1.2 Identify and/or interpret meaning of content -specific words used in text. || BAW, MM, GR
 * ** R5.A.2.2.1 ** Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.
 * <span style="background-color: #ffff00; line-height: normal; margin: 6pt 0in 6pt 0.75in; padding: 0px; text-indent: -0.75in;">R5.A.2.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;">[|Context Clues] || 12/3/10
 * <span style="background-color: #ffff00; line-height: normal; margin: 6pt 0in 6pt 0.75in; padding: 0px; text-indent: -0.75in;">R5.A.2.3.1 Make inferences and/or draw conclusions based on information from text. || MM Units 4 and 5 || 12/3/10
 * <span style="background-color: #ffff00; line-height: normal; margin: 6pt 0in 6pt 0.75in; padding: 0px; text-indent: -0.75in;">R5.A.2.3.2 Cite evidence from text to support generalizations. || MM Units 4 and 5 || 12/3/10
 * R5.A.2.4.1 Identify and/or explain stated or implied main ideas and relevant supporting details from text.
 * <span style="background-color: #ffff00; line-height: normal; margin: 0in 0in 0in 54.8pt; padding: 0px; text-indent: -54.8pt;">R5.A.2.5.1 Summarize the major points, processes, and/or events of a nonfictional text. || MM Unit 6
 * ** R5.A.2.6.1 ** Identify the author’s intended purpose of text. || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;">[|Author's Purpose]
 * ** R5.A.2.6.2 ** Identify, explain, and/or describe examples of text that support the author’s intended purpose.

** R5.B INTERPRETATION AND ANALYSIS OF FICTIONAL AND NON-FICTIONAL TEXT ** Identify, explain, interpret, compare, describe, and/or analyze components of fiction and literary nonfiction. Character (may also be called narrator, speaker, subject of a biography): Identify, explain, interpret, compare, describe, and/or analyze character actions, motives, dialogue, emotions/feelings, traits, and relationships among characters within fictional or literary nonfictional text. Identify, explain, interpret, compare, describe, and/or analyze the relationship between characters and other components of text.
 * ** Eligible Content ** || ** Lessons/Resources ** ||  ||
 * ** R5.B.1.1.1 **

__ Setting: __ Identify, explain, interpret, compare, and/or describe the setting of fiction or literary nonfiction. Identify, explain, interpret, compare, describe, and/or analyze the relationship between setting and other components of text.

Plot (may also be called action): Identify, explain, interpret, compare, describe, and/or analyze elements of the plot (conflict, rising action, climax, and/or resolution). Identify, explain, interpret, compare, describe, and/or analyze the relationship between elements of the plot and other components of text.

__ Theme: __ Identify, explain, interpret, compare, describe, and/or analyze the theme of fiction or literary nonfiction. Identify, explain, interpret, compare, describe, and/or analyze the relationship between the theme and other components of text. || MM Unit 3 <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Literary Elements Interactive] <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Reading Genres]

<span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;">[|Plot] || 12/3/10 1/14/11 2/25/11 || 1/14/11  2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Making Text Connections] || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Personification] || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Similes] || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Alliteration] || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Metaphors] <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Similes and Metaphors in Poetry] || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Point of View] || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Fairytales] || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Fact and Opinion] || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Tall Tale - Exaggeration] || 12/3/10 1/14/11 2/25/11 || <span style="cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px;"> Wiki grade 5 (see bias) || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Compare and Contrast Interactive Activity] <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Interactive Venn Diagram] <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Cause and Effect] || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Nonfiction Text Features] || 12/3/10 1/14/11 2/25/11 || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;"> [|Reading Charts and Graphs] || 12/3/10 1/14/11 2/25/11 || 1/14/11  2/25/11 ||
 * ^  || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;">[|Theme] || 12/3/10
 * <span style="background-color: #ffff00; line-height: normal; margin: 0in 0in 0in 54.8pt; padding: 0px; text-indent: -54.8pt;">R5.B.1.2.1 Identify, explain, interpret, compare, describe, and/or analyze connections between texts. || GR
 * ** R5.B.2.1.1 ** Identify, explain, interpret, and/or describe examples of personification in text. || BAW, Fountas & Pinnell Guiding Readers 3-6
 * ** R5.B.2.1.2 ** Identify, explain, interpret, and/or describe examples of similes in text. || BAW, Fountas & Pinnell Guiding Readers 3-6
 * ** R5.B.2.1.3 ** Identify, explain, interpret, and/or describe examples of alliteration in text when its use is presumed intentional. || BAW, Fountas & Pinnell Guiding Readers 3-6
 * ** R5.B.2.1.4 ** Identify, explain, interpret, and/or describe examples of metaphors in text. || BAW, Fountas & Pinnell Guiding Readers 3-6
 * ** R5.B.2.2.1 ** Identify, explain, interpret, and describe the point of view of the narrator as first person or third person point of view. || BAW, Fountas & Pinnell Guiding Readers 3-6
 * ** R5.B.2.2.2 ** Explain, interpret, and/or describe the effectiveness of the point of view used by the author. || BAW, Fountas & Pinnell Guiding Readers 3-6
 * ** R5.B.3.1.1 ** Identify, explain, and/or interpret statements of fact and opinion in nonfictional text. || GR, Craft Lessons
 * ** R5.B.3.2.1 ** Identify exaggeration (bias) in nonfictional text. || GR, Craft Lessons
 * ** R5.B.3.2.2 ** Identify, explain, and/or interpret how the author uses exaggeration (bias) in nonfictional text. || GR, Craft Lessons
 * ** R5.B.3.3.1 ** Identify, explain, and/or interpret text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution. || GR, Craft Lessons
 * ** R5.B.3.3.2 ** Use headings to locate information in a passage, or identify content that would best fit in a specific section of text. || GR, Craft Lessons
 * ** R5.B.3.3.3 ** Interpret graphics and charts and/or make connections between text and the content of graphics and charts. || MM Unit 2, Benchmark Education Company, GR
 * ** R5.B.3.3.4 ** Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions. || <span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; font-family: Arial; font-size: 10pt; line-height: normal; margin: 0px 0px 0in; padding: 0px 10px 0px 0px;">[|How-To] || 12/3/10