1. Welcome to 5th Grade Language Arts/Social Studies Lisa Sandstrand lsandstrand@mtsd.us

2. Our Daily Schedule (Most Days)
Homeroom
(8:05-8:10)
Flag Salute and Announcements
1 A: Social Studies
Period 2
1B: Language Arts
Language Arts
(8:13-9:07)
(9:10-10:06) 3
Lunch
Flex
Cafeteria
Outside/Inside
(10:09-11:05)
(11:08-11:33)
(11:38-11:58)
4 A Language Arts
4B Social Studies
(12:01-12:57) 5 6
(1:00-1:56)
(1:59-2:55)

3. The Basics Grading Tools Reader’s Notebook (marble notebook)
Homework - 10%
Performance Task - 20%
Summative/Common Assessments - 25%
Formative Work/Quizzes - 45%
Tools
Reader’s Notebook (marble notebook)
Three ring binder: 1 inch will do
Ziplock bag
2 reading books: one being read, one on deck
Post its
Pen/pencil
Google Classroom: a resource for documents and major homework assignments
Formative and summative assignments are teacher discretion, but Performance Task and Pre Post for units are common

4. Units of Study Unit 1: Narrative Reading Unit 2: Narrative Writing
Unit 3: Literary Analysis
Unit 4: Argument Reading and Writing
Put 2-3 objectives in each unit

5. Narrative Reading Essential Questions
How can I draw upon what I know about reading in order to read with greater agency and independence, knowing when and how to draw upon my repertoire of strategies as I tackle more complex texts?
How can I set up goals for my own reading life and begin to work deliberately towards those goals?
How can I develop theories not just about the main characters in a novel but also about the minor characters, wondering how they influence the main character?
How can I notice other things that influence the main characters too, like the setting, and wonder why things are the way they are in a story?
How can I notice that stories are made the way they are on purpose to highlight certain themes?
For example, how can I notice that the author sometimes has set up contrasting characters and settings in order to highlight themes?

6. Narrative Reading Enduring Understandings
Readers build theories and gather evidence about characters.
Readers use inferences to build interpretations about texts.
Readers read across books looking at similarities and differences in characters and grow bigger theories about them
Setting goals will in increase reading volume, comprehension and writing
Extending ideas and theories about characters will reveal bigger meanings.
Reading levels are a guide or book selection but not a definition of them as a reader

7. Bend 2: Re-reading, envisioning the text
Book Clubs
Bend 3: Student pairings for thinking and conversation, celebration
Bend 1: Reading habits, goals, building stamina
Building a tool box

8. Narrative Reading Unit Goals
Analyzing Part to Whole relationships in a text
Speaking to and developing theme
Cross text analysis of story elements
Speaking to the author’s craft
What they “do”, not what they “are”

9. Keeping Things the Same
Theme
Doing for Self
Making Changes
Doing for Others
Keeping Things the Same

10. Home of the Brave, by Katherine Applegate
Mentor Texts
Home of the Brave, by Katherine Applegate
The story of a ten year old boy, Kek whose family is moved from war torn Sudan to the United States.

11. Assessment
Pre-Assessment: diagnostic test of student’s current skill level against end of year goals.
Post Assessment: post teaching assessment of specific unit goals.
Performance Task: demonstration of specific, isolated knowledge or skill
These are the common assessments for LA

12. Writing Workshop Model Inquiry/Independent Practice
Teacher as Facilitator
Student-Driven Learning
The Mini Lesson
Details form research or Lucy’s intro about the benefits of this model and the instructional benefits of this practice now and over time.

13. Making Contact
Google Classroom: announcements, classwork, assignments (some)
Parent Resources:

14. Historical Detective Findings
Social Studies
Mrs. Sandstrand
Historical Detective Findings

15. Social Studies Overview
Assessments
Formative Assessments
Vocabulary
Brief quiz over content
Blueprint (student guide - great for SPED)
Summative
Common Assessment over Unit
Performance Task

16. Brief Overview of Content
1. Geography of the United States
2. American Indians and Their Land
3. American Indian Cultural Regions
4. How and Why Europeans Came to the New World
5. Routes of Exploration to the New World
6. Early English Settlements
7. Comparing Colonies
8. Facing Slavery
9. Life in Colonial Williamsburg
10. Tensions Grow Between Colonies and Great Britain
11. To Declare Independence or Not
12. The Declaration of Independence/The American Revolution

17. Social Studies Alive! www.teachtci.com
Curriculum Includes:
Social Studies Alive! Textbook
Social Studies Alive! Student Interactive Notebook
Student Interactive Desk Map
TCI Online Subscription (videos, music, primary sources etc.)
Teacher View and Student View
Lesson Guide (overview of lessons/objectives/ideas)
Lesson Masters (student handouts, information masters, assessments)
Solutions for Effective Instruction (differentiation/across curricula ideas)
Visuals (illustrations, maps, photographs)
Placards

18. Newsela

19. DBQ

20. Unit 1 - Early Civilizations of the Americas
Lesson 1 - Geography
Understanding the Globe/Latitude and Longitude
Landforms and Physical Features of U.S.
Climate & Vegetation
Lesson 2 - American Indians and Their Land
Origins & Migration Routes
Environment & Adaptations
Lesson 3 - American Indian Cultural Regions
American Indian Cultures/Regions of U.S.
Specific Tribes (what they are known for)
Native American rotation stations. Students get to visit different tribal regions and learn about the life of each Native American nation.

21. Unit 2 - Three Worlds Meet
Lesson 4 - How and Why Europeans Came to the New World
Examine the Age of Exploration
artifacts
reasons why Europeans explorers set sail for New World
Robert de La Salle
Lesson 5 - Routes to Exploration to the New World
Learn about 8 European explorers and why they came
Christopher Columbus
John Cabot
Juan Ponce de Leon
Hernan Cortes
Jacques Cartier
Fransico Vasquez de Coronado
Henry Hudson

22. Unit 3 - Colonization and Settlement
Lesson 6 - Early English Settlements
Roanoke
Jamestown
Plymouth
Lesson 7 - Comparing the Colonies
New, Middle, and Southern Colonies
Lesson 8 - Slavery in the Americas
Impact of Slavery/Life as a Slave
Lesson 9 - Life Colonial Williamsburg
Daily Life
Education
Social role: Men,
Women, Children
Government
Religion

23. Unit 4 - The American Revolution
Lesson 10 - Tensions Grow Between the Colonies and Great Britain
Relationship between colonies and Great Britain
Various Acts in retaliation
Lesson 11 - To Declare Independence or Not
Renowned Loyalists and Patriots
Lesson 12 - The Declaration of Independence
Continental Congress
Declaration of Independence
Lesson 13 - The American Revolution
Continental Army
British Army
Treaty of Paris, 1783

24. Essential Questions (Overarching for all Units)
Why do people move?
When studying history, how do you determine whose point of view matters?
How do the resources where you live affect how you live?
What are the advantages and disadvantages when cultures interact?
How do people in different places and times make decisions about how to utilize their resources?
How have the events of the past help shape the present?