Teacher Resources for Instructional Planning


Grade 5, Reading Std Reading Behaviors VI-B: Exhibit a wide range of reading behaviors/habits to gain information, refine fluency, and comprehend materials from a variety of sources B. Utilize new vocabulary encountered in reading

Lesson Plans: Webbing Context Clues Students will read and learn the meanings of unfamiliar words and phrases to build a word bank of vocabulary necessary for the interpretation of literature. My World of Words: Building Vocabulary Lists Students will generate their own vocabulary word lists and research the words' meanings. Acquiring New Vocabulary Through Book Discussion Groups This lesson presents a whole-language approach to a social studies topic (i.e., the Civil War) using the trade book Pink and Say by Patricia Polacco. The approach combines reading comprehension with vocabulary development.

Resources: Vocabulary Review and Practice: This activity has students define vocabulary words while others guess the word. Dolch Kit: This website contains a "Dolch Kit" with many practice activities for students to use as they learn the Dolch, 220 high frequency words. Stay Aloat: Play Stay Afloat and spell the correct words in an online game format. This game is similar to hangman and is based on themes. Quia.com: The War with Grandpa: Here are four interactive games to help study vocabulary words from The War With Grandpa. Funbrain.com: Mad Libs: Make a Wacky story using your own vocabulary words. Scramble Saurus: Practice spelling and review definitions with this online game. Letter Rip: Create as many words as you can before time runs out. Suggestions for English Language Learners (ELLs): (E/B=Entering/Beginning, D=Developing, E=Expanding) E/B: Determine key similarities or differences between simple, illustratively supported fiction works and express with simple spoken or written sentences. E/B: Respond to simple factual questions about a brief illustrated short story and express nonverbally (i.e. pictures, lists, tables, graphic organizers), with one-to-two word responses, or with simple spoken or written words and phrases; E/B: Create pictures, lists, charts, and graphic organizers to illustrate characteristics of fictional short stories. E/B: Demonstrate the sequence of events from an illustratively supported short story and express nonverbally (i.e. pictures, lists, tables, graphic organizers) or with one-to-two word responses. E/B: Identify key characters in a short story nonverbally (i.e. pictures, lists, tables, graphic organizers) or with one-to-two word responses; D: Identify key characters and main ideas in simple literature with simple spoken and written sentences; E: Identify actions of characters in fiction and relate to plot or theme. E/B: Distinguish between poetry, drama, and short stories when read aloud by using simple spoken sentences; D: Read different and simple literature (poetry, drama, fiction, nonfiction) and orally identify each genre and its basic features with simple spoken and written sentences; E: Identify the main characteristics of poetry, drama, fiction, and nonfiction. D: Identify the speaker or narrator of a given text with simple spoken and written sentences. D: Respond to simple factual questions about brief fiction works and express with simple spoken and written sentences. E: Identify the main idea of a given text and identify how conflict is resolved. E: Read literature and orally identify metaphors and similes. E: Identify point of view (i.e. first or third person).
© 2005 Mobile County Public Schools MCPSS is not responsible for the content of links beyond the initial levels in this site and does not officially endorse any software or other products mentioned on the linked sites.