Unit Plan 1 (Grade 5 ELA): Launching Our Reading–Writing Community

Focus: Routines, stamina, close reading norms, writer’s workshop expectations

Grade Level: 5

Subject Area: English Language Arts (Reading Literature, Writing, Speaking & Listening, Foundational Skills, Language)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Welcome to Grade 5! This launch week builds a joyful, purposeful community of readers and writers. Students establish reading routines and stamina, practice close reading + annotation norms, learn collaborative discussion moves, and set up writer’s workshop (mini-lesson → independent work/conferring → share). By Friday, each learner selects “just-right” texts, reads with fluency and focus, participates in accountable talk, and produces a clear, short on-demand paragraph that follows class formatting and basic grammar expectations.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Choose appropriate texts and sustain independent reading with developing stamina; discuss range of literature expectations (RL.5.10).
2. Read aloud/quietly with accuracy, rate, and expression to support comprehension (RF.5.4).
3. Engage in collaborative discussions using norms, evidence, and academic talk stems (SL.5.1).
4. Produce a short, clear paragraph that fits task/purpose/audience; use a simple planning routine (W.5.4).
5. Apply core grammar/usage in daily writing (complete sentences, subject–verb agreement, conjunctions) (L.5.1).

Success Criteria — student language

• I can explain our reading and writing routines and follow them independently.
• I can read for X minutes without losing focus and log my pages accurately.
• I can annotate with purpose (question, connect, clarify) and talk using evidence.
• I can write a well-formed paragraph with complete sentences and correct basic usage.

Standards Alignment — CCSS Grade 5

• RL.5.10, RF.5.4, SL.5.1, W.5.4, L.5.1

III. Materials and Resources

Mentor & Student Texts — teacher acquires/curates

• One short, high-interest narrative excerpt (≈300–500 words) and one brief poem for modeling close reading.
• A variety of “just-right” independent reading options (class library bins by genre/level/interest).

Tools & Displays

• Anchor charts: “Independent Reading Norms,” “Annotation Codes (?: question • ★: key idea • !: surprise • →: connection),” “Accountable Talk (I noticed…, The text says…, I’d like to add…),” “Writer’s Workshop Flow,” “Complete Sentence Check (subject + verb; compound with FANBOYS).”
• Reader’s/Writer’s notebooks or folders; reading logs; sticky notes; highlighters; timers; pencils; turn-and-talk stem cards.

Preparation — before Session 1

1. Sort classroom library; label bins; create checkout routine.
2. Print reading logs, survey slips (reading identity/interests), and quickwrite sheets.
3. Pre-mark mentor texts with model annotations and think-aloud cues.

IV. Lesson Procedure

Each session follows: Mini-Lesson → Guided Practice → Independent Work/Conferences → Discussion/Share → Exit Ticket

Session 1: Our Community & Reading Routines (RL.5.10, SL.5.1)

• Mini-Lesson (10–12 min): Introduce norms; explain independent reading expectations and what “just-right” means (interest + comprehension + accuracy). Model a book preview (blurb, first page, quick check).
• Guided Practice (10 min): Tour the library; role-play checkout/return; practice turn-and-talk using two sentence stems.
• Independent (15–20 min): Students select a book; silent reading baseline (8–12 min). Teacher circulates to conference (interests, goals).
• Share (5–7 min): “What hooked you?” one-line book pitch to a partner.
• Exit Ticket: Write your reading stamina goal for Friday (minutes + focus strategy).

Session 2: Fluency & Annotation Norms (RF.5.4, RL.5.10)

• Mini-Lesson (10–12 min): Model fluency (accuracy + phrasing + expression) with the poem; think-aloud how punctuation guides breathing. Teach annotation codes for purpose.
• Guided (10 min): Choral/echo read the poem; annotate one stanza together (★ and ?).
• Independent (15–20 min): Stamina round with students’ books; each reader adds two sticky-note annotations (★ or →). Teacher does 1-minute fluency checks with 3–5 students.
• Share (5–7 min): Volunteers read a favorite sentence fluently; class names what worked (phrasing, expression).
• Exit Ticket: Log today’s pages and two-word gist of what you read.

Session 3: Close Reading & Accountable Talk (SL.5.1, RL.5.10)

• Mini-Lesson (8–10 min): With the narrative excerpt, model a 3-step close read: 1) gist, 2) craft/word choice, 3) evidence for thinking. Post talk stems and group roles (facilitator, timekeeper, evidence spotter).
• Guided (10 min): In groups, annotate paragraph 1, then discuss: What does the author want us to notice about the character? Evidence spotter tags quotes.
• Independent (15–20 min): Read paragraph 2–3; add one question (?) and one inference on sticky notes. Teacher confers on note quality and discussion moves.
• Share (5–7 min): Whole-class debrief; name one norm to keep and one to improve for discussions.
• Exit Ticket: Finish the frame: “When I used a talk stem, it helped because ___.”

Session 4: Writer’s Workshop Launch (W.5.4, L.5.1)

• Mini-Lesson (10–12 min): Set up writer’s notebooks; teach paragraph frame (topic sentence → 2–3 supporting details → closing) and complete sentence check (no fragments/run-ons; compound with FANBOYS).
• Guided (10 min): Model a QuickWrite from a choice prompt (e.g., “A reading moment that shaped me”). Revise one sentence to fix agreement and add a conjunction.
• Independent (15–20 min): Students draft one well-formed paragraph (6–8 sentences). Teacher confers for clarity and usage (L.5.1).
• Share (5–7 min): Pair swap; partners underline topic sentence and star strongest detail.
• Exit Ticket: Identify one grammar fix you made (what & why).

Session 5: Baselines, Goals, and Conferring Systems (RF.5.4, W.5.4, SL.5.1)

• Mini-Lesson (8–10 min): Explain goal setting and conferring schedule (what happens during a 3–4 minute conference). Review expectations for logs, annotations, and discussion roles.
• Task A (10–12 min): On-demand reading stamina: sustained reading; students log start/end pages and rate focus (self-reflection).
• Task B (10–12 min): On-demand paragraph about reading goals; check for topic sentence, complete sentences, and basic conventions.
• Share (5–7 min): Class creates a Community Agreement (3–5 commitments) for reading, discussion, and writing.
• Exit Ticket: Write one specific goal (e.g., “Read 20 min at home Tue/Thu” or “Use 2 talk stems in next discussion”).

V. Differentiation and Accommodations

Advanced Learners

• Stretch stamina targets; add a genre rotation plan.
• During close reading, track one craft move (imagery, sentence length) and share an evidence line.
• Add a second paragraph with a complex sentence (because/although) and intentional punctuation for effect.

Targeted Support

• Offer high-interest, lower-complexity texts; preview vocabulary.
• Provide fluent audio models; echo/partner reading before independent time.
• Sentence frames for talk and writing: “The text suggests ___ because ___,” “One strategy I will try is ___.”

Multilingual Learners

• Bilingual reading survey; allow bilingual notes; final QuickWrite in English with frames.
• Post visual talk stems and annotation icons; model pronunciation in fluency mini-lessons.
• Encourage cognate spotting and provide a mini-glossary of classroom routine words.

IEP/504 & Accessibility

• Flexible seating; timers/visual schedules; large-print texts.
• Chunk tasks (read 5 minutes → 1-minute stretch → read 5 more).
• Text-to-speech for mentor texts; speech-to-text for QuickWrite if needed.

VI. Assessment and Evaluation

Formative Assessment — Daily

• Session 1: Reading choice + baseline stamina note (RL.5.10).
• Session 2: Fluency spot-check and two purposeful annotations (RF.5.4).
• Session 3: Group talk observation with SL.5.1 checklist (builds on norms & stems).
• Session 4: QuickWrite paragraph marked for topic sentence and complete sentences (W.5.4, L.5.1).
• Session 5: Reading log accuracy and goal statement quality.

Summative Assessment — End of Week; 0–2 per criterion, total 10

1. Independent Reading Routine (RL.5.10)
   • 2: Chooses just-right texts; sustains reading; accurate log.
   • 1: Generally on task; minor log/routine slips.
   • 0: Off-task or inconsistent.
2. Fluency (RF.5.4)
   • 2: Reads with accuracy, phrasing, and expression fit for the text.
   • 1: Mostly accurate; phrasing/expression uneven.
   • 0: Frequent miscues; limited phrasing.
3. Discussion Moves (SL.5.1)
   • 2: Uses stems, builds on peers, and cites text.
   • 1: Participates; limited evidence or building.
   • 0: Minimal participation or off-topic.
4. Writing Clarity (W.5.4)
   • 2: Clear topic sentence; logical details; basic organization fits task.
   • 1: Partly clear; some drift or weak closure.
   • 0: Unclear focus.
5. Grammar/Usage (L.5.1)
   • 2: Complete sentences; correct agreement and basic conjunction use.
   • 1: Minor errors; meaning intact.
   • 0: Frequent errors hinder clarity.

Feedback Protocol

• Two strengths (e.g., “Your phrasing matched punctuation—smooth!”) and one next step (e.g., “Add one evidence phrase in your next discussion”).
• Micro-goals: +3 minutes stamina, 2 high-quality annotations per day, 1 compound sentence with a correct FANBOYS comma.

VII. Reflection and Extension

Reflection Prompts

• “My biggest reading strength right now is ___; one stretch is ___.”
• “A talk stem that helped me contribute was ___ because ___.”
• “In my writing, I clarified meaning by ___.”

Extensions

• Reading Identity Snapshot: Create a half-page profile (favorite genres, comfort reads, growth goal).
• Home Connection: Share the Community Agreement and your stamina goal with a caregiver; log two at-home sessions.
• Fluency Friday: Record a 30-second reading to compare with a mid-quarter sample.

Standards Trace — When Each Standard Is Taught/Assessed

• RL.5.10 taught Sessions 1–3; assessed via routines/logs and stamina checks.
• RF.5.4 taught Sessions 2–3; assessed with fluency spot-checks and read-alouds.
• SL.5.1 taught Sessions 1 & 3; assessed through discussion observations.
• W.5.4 taught Session 4; assessed via on-demand paragraph in Session 5.
• L.5.1 taught Session 4; assessed across QuickWrite and final paragraph.