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Guided Reading and Literacy Centers Bundle (5th Grade)

Guided Reading and Literacy Centers Bundle (5th Grade)
Guided Reading and Literacy Centers Bundle (5th Grade)
Guided Reading and Literacy Centers Bundle (5th Grade)
Guided Reading and Literacy Centers Bundle (5th Grade)
Guided Reading and Literacy Centers Bundle (5th Grade)
Guided Reading and Literacy Centers Bundle (5th Grade)
Guided Reading and Literacy Centers Bundle (5th Grade)
Guided Reading and Literacy Centers Bundle (5th Grade)
Product Description
Due to many requests, I have bundled two of my best selling and largest items!

In this bundle you have an entire year of Guided Reading Lesson Plans and Literacy Centers for 5th Grade:

Here is the link to this product: 5th Grade Guided Reading

Here is the description:

A YEAR OF GUIDED READING LESSON PLANS for 5TH GRADE!

Over 350 Pages of Lesson Plans, Anecdotal Records Sheets, Vocabulary Pages and Graphic Organizers!

This product includes 34 weeks of Guided Reading Lesson Plans for the teacher and activities for the students! (All you have to do is choose your book!)

NOTE: With my 5th graders, I assign novels or informational text for them to read BEFORE the lesson. When we meet, we discuss the text. This is more of a GUIDED READING BOOK CLUB. I only meet with my groups once a week (5 groups, so I have a group a day), but it takes two weeks to cover a skill.

Check out this 5th Grade Guided Reading FREE SAMPLE to see more about these lesson plans!

What is included?

17 CCSS Aligned Skills and 17 TEKS Aligned Skills are broken into two week lesson plans! Making up 34 weeks of lessons!

WITHIN EACH LESSON:

• A CCSS Skills/TEKS Skills Binder Divider Page
• A brief vocabulary table activity do begin your small group lesson. You choose the words from the book you are using for your lesson.
• Mini-Lesson on the skill.
• Discussion on the pages they have read that week.
• Assessment Activity (Graphic Organizer)
• Vocabulary 4-Square Sheet to use for your words if you would like.
• Anecdotal Record Form to fill out on students.

THESE ARE GREAT PRINT AND GO LESSONS AND RESOURCES TO PUT IN A BINDER!

ALSO INCLUDED:
• Editable Blank Lesson Plan Template
• Editable Blank Anecdotal Record Form
• Editable Vocabulary 4-Square Sheet

Skills Included: (Informational and Literature)

CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CCSS.ELA-Literacy.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Craft and Structure:

CCSS.ELA-Literacy.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

CCSS.ELA-Literacy.RL.5.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

CCSS.ELA-Literacy.RL.5.6
Describe how a narrator's or speaker's point of view influences how events are described.

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RL.5.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

CCSS.ELA-Literacy.RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Key Ideas and Details:

CCSS.ELA-Literacy.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CCSS.ELA-Literacy.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Craft and Structure:

CCSS.ELA-Literacy.RI.5.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

CCSS.ELA-Literacy.RI.5.5
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

CCSS.ELA-Literacy.RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

CCSS.ELA-Literacy.RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

CCSS.ELA-Literacy.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

TEKS Skills:

(5.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;
(C) produce analogies with known antonyms and synonyms;
(D) identify and explain the meaning of common idioms, adages, and other sayings; and
(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.

(5.3) Reading/Comprehension of Literary Text/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. Students are expected to:
(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures;
(B) describe the phenomena explained in origin myths from various cultures; and
(C) explain the effect of a historical event or movement on the theme of a work of literature.

(5.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme,
onomatopoeia, rhyme scheme) to reinforce meaning in poems.

(5.5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the similarities and differences between an original text and its dramatic adaptation.

(5.6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events;
(B) explain the roles and functions of characters in various plots, including their relationships and conflicts; and
(C) explain different forms of third-person points of view in stories.

(5.7) Reading/Comprehension of Literary Text/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. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.

(5.8) Reading/Comprehension of Literary Text/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. Students are expected to evaluate the impact of sensory details, imagery, and figurative language in literary text.

(5.10) Reading/Comprehension of Informational Text/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. Students are expected to draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved.

(5.11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order;
(B) determine the facts in text and verify them through established methods;
(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;
(D) use multiple text features and graphics to gain an overview of the contents of text and to locate information; and
(E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.

(5.12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
(A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and
(B) recognize exaggerated, contradictory, or misleading statements in text.

(5.13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) interpret details from procedural text to complete a task, solve a problem, or perform procedures; and
(B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

(5.14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news);
(B) consider the difference in techniques used in media (e.g., commercials, documentaries, news);
(C) identify the point of view of media presentations; and
(D) analyze various digital media venues for levels of formality and informality.


THIS ITEM IS A MUST HAVE! I have taught reading for 6 years and have my Masters as a Reading Specialist. These are skill based lesson plans, with instructions for the teacher and fun, interactive yet challenging activities for the student!
If you still have questions, message me or e-mail me at Hillary3986@gmail.com!

Literacy Centers:

Here is the link for these centers! 5th Grade Literacy Centers

This product is an entire year of Literacy Centers for 5th grade students.

36 Weeks (Approximately 750 pages) of Literacy Center Activities!

Centers Included:

Instruction Pages (and an editable version too!)

Reading Response

Comprehension

Vocabulary

Writing (activities for TEKS AND CCSS when they do not align with each other.)

Centers include hands on activities, partner activities, and gives the students great exposure to reading comprehension.

Centers are all aligned to Common Core Standards AND TEKS (Texas Standards)

Each week contains one activity for you to leave in the center for the entire week. Students are meant to rotate to that activity throughout the week as well as other centers. A rotation schedule is given as well as a guide to use on how to use this product appropriately. Each center activity includes a student instruction page for you to print off and leave in the center all week.

Each center activity is meant to be an independent or partner activity so you can conduct small groups during this time. Students should be challenged but able to complete the activity with minimal help from the teacher. (The student instruction page really helps in this area.)

These are print and go centers, no prep required except providing a book!

*NOTE* Some of these activities are the same each six weeks, but the students will create different versions of them. This helps the students understand what activity they are doing and get into a routine with centers.

If you are looking for separate centers and not the bundle, go check out my custom category with all of the individual centers listed. The bundle with save you money in the long run, but I know it is a large purchase!

Please e-mail me at Hillary3986@gmail.com with any questions prior to your purchase! Thank you!
Total Pages
1,200 pages
Answer Key
N/A
Teaching Duration
N/A
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$42.00
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