MR Salinass Reading Plan

Mr.
Salinas's Reading Plan - Retakers
***Look at the tabs below and click to the day of instruction in preparation for the STAAR tests this May 2016
Mr. Salinas's Reading Plan - Day1
CHECKPOINT
TOOLS TO KNOW Process
Unit
5.1 Fluency. Students read grade-level text with fluency and comprehension.
5.2 Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an authors message.
5.2(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words
5.1(A) read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension
Fig.19(A) establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension
Fig.19(B) ask literal, interpretive, evaluative, and universal questions of text
Fig.19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud,
generating questions)
CHECKPOINT
TOOLS TO KNOW Comprehension
Unit
Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an authors message.
Fig.19(D) make inferences about text and use textual evidence to support understanding
Fig.19(E) summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts
Fig.19(F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide
textual evidence
CHECKPOINT
SPIRAL STANDARDS Foundational Language Skills

5.2 Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
5.2(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
5.2(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations,
alternate word choices, and parts of speech of words
5.2(C) produce analogies with known antonyms and synonyms
5.2(D) identify and explain the meaning of common idioms, adages, and other sayings
Unit
CHECKPOINT
SPIRAL STANDARDS Embedded Media

5.14 Media.Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various
forms to impact meaning.
5.14(C) identify the point of view of media presentations

5.14 Fig.19(D)make inferences about text and use textual evidence to support understanding
5.14(A) explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information,
televised news)
5.14(B) consider the difference in techniques used in media (e.g., commercials, documentaries, news)
5.14(D) analyze various digital media venues for levels of formality and informality
Unit
CHECKPOINT
SPIRAL STANDARDS Across Multiple Literary Genres
Unit
5.3 Theme and Genre. Students analyze, make inferences and draw conclusions about
theme and genre in different cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding.
5.8 Sensory Language. Students understand, make inferences and draw conclusions about
how an author's sensory language creates imagery in literary text and provide evidence
from text to support their understanding.
5.9 Independent Reading. Students read independently for sustained periods of time and
produce evidence of their reading.
5.8(A) evaluate the impact of sensory details, imagery, and figurative language in literary text
5.3(A) compare and contrast the themes or moral lessons of several works of fiction from various
cultures
5.3(B) describe the phenomena explained in origin myths from various cultures
5.3(C) explain the effect of a historical event or movement on the theme of a work of literature
5.3 Fig.19(D) make inferences about text and use textual evidence to support understanding
5.9(A) read independently for a sustained period of time and summarize or paraphrase what the
reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal;
participate in book talks)
CHECKPOINT
SPIRAL STANDARDS Across Multiple Informational Genres

5.9 Independent Reading. Students read independently for sustained periods of time and
produce evidence of their reading.
5.10 Culture and History. Students analyze, make inferences and draw conclusions about
the author's purpose in cultural, historical, and contemporary contexts and provide
5.13 Procedural Texts. Students understand how to glean and use information in
procedural texts and documents.
Unit
5.10(A) draw conclusions from the information presented by an author and evaluate how well the
author's purpose was achieved
5.13(A) interpret details from procedural text to complete a task, solve a problem, or perform
procedures
5.13(B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs,
timelines, tables, and diagrams
5.9(A) read independently for a sustained period of time and summarize or paraphrase what the
reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal;
participate in book talks)
CHECKPOINT
Unit
Read aloud with fluency
Use context to
determine
meaning
Establish
purpose for
reading
Tools to Know Comprehension
Unit
5.6 FICTION
Students understand, make inferences and draw conclusions about the structure and elements of
fiction and provide evidence from text to support their understanding.
5.3 Theme and Genre. Students analyze, make inferences and draw conclusions about theme and
genre in different cultural, historical, and contemporary contexts and provide evidence from the text to
support their understanding.
Connected Knowledge and Skills 5.8, 5.14
Tools to Know Process

Monitor and
Ask questions
adjust
of text
comprehension
CHECKPOINT
1
5.6 Fig.19(E) summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts
Data included in
process standards
Fig.19(F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence
CHECKPOINT
Ways to Show
Unit
5.3(A) (Across Genres)compare and contrast the themes or moral lessons of several works of fiction from various cultures
Data included in
spiral standards
5.3(B) (Across Genres) describe the phenomena explained in origin myths from various cultures
CHECKPOINT
Authors Craft
Unit
5.6(A) describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events
5.6(B) explain the roles and functions of characters in various plots, including their relationships and conflicts
5.8(A) (Across Genres)evaluate the impact of sensory details, imagery, and figurative language in literary text
5.3(C) (Across Genres)explain the effect of a historical event or movement on the theme of a work of literature
5.6(C) explain different forms of third-person points of view in stories
Data included in
spiral standards
CHECKPOINT
5.11 EXPOSITORY
Students analyze, make inferences and draw conclusions about expository texts and provide evidence
from text to support their understanding.
5.10 Culture and History. Students analyze, make inferences and draw conclusions about the author's
purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support
their understanding.
Unit
Use context to
determine
meaning
Unit
Establish purpose Ask questions of Monitor and adjust

for reading
text
comprehension
CHECKPOINT
1
Data included in
process standards
CHECKPOINT
Ways to Show
Unit
5.11(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order
5.11(D) use multiple text features and graphics to gain an overview of the contents of text and to locate information
5.11(E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres
5.10(A) (Across Genres)draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved
5.13(A) (Across Genres) interpret details from procedural text to complete a task, solve a problem, or perform procedures
Data included in
spiral standards
5.13(B) (Across Genres) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams
CHECKPOINT
Authors Craft
Unit
5.11(C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification
schemes) influences the relationships among the ideas
5.11(B) determine the facts in text and verify them through established methods
CHECKPOINT
5.4 POETRY
Students understand, make inferences and draw conclusions about the structure and elements of poetry
and provide evidence from text to support their understanding.
5.3 Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence from the text to support
their understanding.
Unit

Use context to
determine
meaning
Unit

for reading
text
comprehension
CHECKPOINT
1
Data included in
process standards
CHECKPOINT
Ways to Show
Unit
Data included in
spiral standards
CHECKPOINT
Authors Craft
Unit
2
Data included in
spiral standards
5.8(A) (Across Genres) evaluate the impact of sensory details, imagery, and figurative language in literary text
5.4(A) analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems
Data included in
spiral standards
5.3(C) (Across Genres) explain the effect of a historical event or movement on the theme of a work of literature
CHECKPOINT
Unit
5.5 DRAMA
Students understand, make inferences and draw conclusions about the structure and elements of drama
and provide evidence from text to support their understanding.
5.3 Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence from the text to support their
understanding.

Monitor and
Use context Establish
Ask
adjust
to determine purpose for questions of comprehensi
meaning
reading
text
on
CHECKPOINT
Unit
Data included in
process standards
CHECKPOINT
Ways to Show
Unit
2
Data included in
spiral standards
5.5(A) analyze the similarities and differences between an original text and its dramatic adaptation
CHECKPOINT
Authors Craft
Unit
2
Data included in
spiral standards
5.7 LITERARY NONFICTION

Students understand, make inferences and draw conclusions about the varied structural
patterns and features of literary nonfiction and provide evidence from text to support their
understanding.
5.3 Theme and Genre. Students analyze, make inferences and draw conclusions about theme
and genre in different cultural, historical, and contemporary contexts and provide evidence from
the text to support their understanding.
CHECKPOINT
Unit

Use context to
determine
meaning
Unit

for reading
text
comprehension
CHECKPOINT
1
Data included in
process standards
CHECKPOINT
Ways to Show
Unit
Data included in
spiral standards
CHECKPOINT
Authors Craft
Unit
2
Data included in
spiral standards
5.7(A) identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life
10
CHECKPOINT
Unit
5.12 PERSUASIVE
Students analyze, make inferences and draw conclusions about persuasive text and provide evidence
from text to support their analysis.
5.10 Culture and History. Students analyze, make inferences and draw conclusions about the author's
purpose in cultural, historical, and contemporary contexts and provide evidence from the text to
support their understanding.

Use context to
determine
meaning
Unit

for reading
text
comprehension
CHECKPOINT
1
Data included in
process standards
CHECKPOINT
Ways to Show
Unit
2
Data included in
spiral standards
5.10(A) (Across Genres) draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved
5.12(A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument
5.13(A) (Across Genres) interpret details from procedural text to complete a task, solve a problem, or perform procedures
Data included in
spiral standards
5.13(B) (Across Genres) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams
CHECKPOINT
Authors Craft
Unit
5.12(B) recognize exaggerated, contradictory, or misleading statements in text
11
CHECKPOINT
SPIRAL STANDARDS Across Multiple Literary Genres
Unit
Unit
5.3 Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
5.8 Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery
in literary text and provide evidence from text to support their understanding.
5.9 Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading.
5.8(A) evaluate the impact of sensory details, imagery, and figurative language in literary text
5.3(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures
5.3(B) describe the phenomena explained in origin myths from various cultures
5.3(C) explain the effect of a historical event or movement on the theme of a work of literature
5.9(A) read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order
(e.g., generate a reading log or journal; participate in book talks)
CHECKPOINT
SPIRAL STANDARDS Across Multiple Informational Genres

5.9 Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading.
5.10 Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
5.13 Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
5.10(A) draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved
5.13(A) interpret details from procedural text to complete a task, solve a problem, or perform procedures
5.13(B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams
5.9(A) read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order
(e.g., generate a reading log or journal; participate in book talks)
12
CHECKPOINT
Unit
5.7 LITERARY NONFICTION

Students understand, make inferences and draw conclusions about the varied structural
patterns and features of literary nonfiction and provide evidence from text to support their
understanding.
5.3 Theme and Genre. Students analyze, make inferences and draw conclusions about
theme and genre in different cultural, historical, and contemporary contexts and provide
Use context to
determine
meaning
Unit

for reading
text
comprehension
CHECKPOINT
1
Data included in
process standards
CHECKPOINT
Ways to Show
Unit
Data included in
spiral standards
CHECKPOINT
Authors Craft
Unit
2
Data included in
spiral standards
5.7(A) identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life
13
Mr. Salinas's Reading Plan - Resources
14

MR Salinass Reading Plan

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Mr.

Salinas's Reading Plan - Retakers

Mr. Salinas's Reading Plan - Day1

TOOLS TO KNOW Comprehension

SPIRAL STANDARDS Foundational Language Skills

Mr. Salinas's Reading Plan - Day1

SPIRAL STANDARDS Embedded Media

5.14(C) identify the point of view of media presentations

Mr. Salinas's Reading Plan - Day2

SPIRAL STANDARDS Across Multiple Literary Genres

SPIRAL STANDARDS Across Multiple Informational Genres

Mr. Salinas's Reading Plan - Day2

Mr. Salinas's Reading Plan - Day3

Read aloud with fluency

Tools to Know Comprehension

Connected Knowledge and Skills 5.8, 5.14

Tools to Know Process

Mr. Salinas's Reading Plan - Day4

Read aloud with fluency

Tools to Know Comprehension

Establish purpose Ask questions of Monitor and adjust

Mr. Salinas's Reading Plan - Day5

Tools to Know Process

Tools to Know Comprehension

Establish purpose Ask questions of Monitor and adjust

Mr. Salinas's Reading Plan - Day6

Tools to Know Process

Read aloud with fluency

Tools to Know Comprehension

Mr. Salinas's Reading Plan - Day7

5.7 LITERARY NONFICTION

Tools to Know Process

Tools to Know Comprehension

Establish purpose Ask questions of Monitor and adjust

Mr. Salinas's Reading Plan - Day8

Tools to Know Process

Tools to Know Comprehension

Establish purpose Ask questions of Monitor and adjust

5.12(B) recognize exaggerated, contradictory, or misleading statements in text

Mr. Salinas's Reading Plan - Day9

SPIRAL STANDARDS Across Multiple Literary Genres

SPIRAL STANDARDS Across Multiple Informational Genres

Mr. Salinas's Reading Plan - Day10

5.7 LITERARY NONFICTION

Tools to Know Comprehension

Establish purpose Ask questions of Monitor and adjust

Mr. Salinas's Reading Plan - Resources

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