Skip to Main Content
Open Up Resources Logo

Grade 5 CorrectionsLast updated on 8/23/2023

PDF Download

Grade 5 Shared Reading

Module 1

Walk Two Moons

  • Partner Focus

    RF.5.4 was replaced by RF.5.4.c along with an updated teacher instruction for Partner Focus:

    From: Student pairs are formed in advance based on data. Pairs can reread by alternating pages or by rereading chorally.

    To: Student pairs are formed in advance based on data. Pairs can reread by alternating pages or by rereading chorally. Remind students that if their reading doesn’t make sense, they should first reread and then ask their partner for help.

    (7/08/2022)

Walk Two Moons, Lesson 2

Discussion

  • “Phoebe’s” was replaced by “Sal’s” in question #5:

    5. What kind of character was Sal’s grandmother?

    (8/23/2023)

Walk Two Moons, Lesson 17

Vocabulary

  • “When you descend you move.” was updated to “When you descend, you move down.” in the following:

    Descended is a verb that means to move downward. Birds descend from the sky to land on tree branches. I have seen this class descend quietly down the stairs to go to recess. When you descend, you move down.

    (4/28/2023)

Walk Two Moons, Lesson 27

Vocabulary

  • Last syllable type updated from “suffix” to “irregular”:

    leg · it · im · ate (closed, closed, closed, irregular)

    Note: this also impacts the Super Sentences graphic organizer in the Student Workbook.

    (9/19/2022)

Animal Cells and Life Processes, Lesson 35

Vocabulary

  • Second syllable type updated from “closed” to “open”:

    re · pro · duce (open, open, VCe)

    Note: this also impacts the Super Sentences graphic organizer in the Student Workbook.

    (4/28/2023)

Plant Cells and Life Processes, Lesson 38

Vocabulary

  • “a” was added between “is” and “noun” in the following:

    Waste is a noun that means extra, unneeded things or garbage.

    Note: this also impacts the Super Sentences graphic organizer in the Student Workbook.

    (4/28/2023)

  • “a” was added between “is” and “noun” in the following:

    Tissue is a noun that means a group of cells that function together in a specialized way.

    Note: this also impacts the Super Sentences graphic organizer in the Student Workbook.

    (4/28/2023)

Module 2

The Westing Game, Lesson 16

Vocabulary

  • “mean” was updated to “meal” in the following:

    Luxurious is an adjective that means expensive and fancy. A luxurious apartment would be very fancy. You could also have a luxurious meal. Some people wear luxurious jewelry. People who are very wealthy might live luxuriously.

    (8/09/2022)

The Westing Game, Lesson 21

Discussion

  • “Wexler’s” was replaced by “Westing’s” in question #2:

    2. How could the heirs be Westing’s nieces and nephews?

    (2/02/2023)

The Westing Game, Lesson 23

Partner Focus

  • “dialouge” was updated to “dialogue” in the following:

    As you reread with your partner, think about how the author uses character dialogue to provide us with suspicious details.

    (7/31/2023)

Module 3

Bud, Not Buddy, Lesson 6

Vocabulary

  • “was” was added between “it” and “not” in the following:

    Riding the rails was common during the Depression, but it was not a safe or legal way to travel.

    (2/02/2023)

Bud, Not Buddy, Lesson 11

Vocabulary

  • “judgemental” was updated to “judgmental” in the following:

    judg · ment · al (closed, suffix, suffix)

    Judgmental is an adjective that means quick to decide. Remember that a judge is a person who decides things in court, but a regular person can be judgmental if that person doesn’t get all of the facts before making a decision. It’s generally bad to be judgmental.

    Note: this also includes the spelling used in the Student Workbook for the Super Sentences assignment, along with the Vocabulary Review in Lesson 14, and the Word Study Assessment in Lesson 15.

    (8/15/2022)

Bud, Not Buddy, Lesson 13

Vocabulary

  • Comma added after “twins” in the following sentence:

    If two girls are identical twins, that will be obvious when we see them together.

    (1/29/2023)

How Does a Waterfall Become Electricity?, Lesson 21

Word Study

  • The “i” and “ty” were merged into a single syllable:

    From:

    e · lec · tric · i · ty (open, closed, closed, closed, suffix)

    To:

    e · lec · tric · ity (open, closed, closed, suffix)

    Note: this also impacts the Super Sentences graphic organizer in the Student Workbook.

    (4/05/2023)

Module 4

The Mostly True Adventures of Homer P. Figg, Lesson 1

Vocabulary

  • “you” was added between “if” and “chose” in the following:

    You could be a prodigious reader or writer if you chose these activities all the time.

    (4/28/2023)

  • “chose” was updated to “choose” in the following:

    Today, people choose to join the army by enlisting.

    (4/28/2023)

The Mostly True Adventures of Homer P. Figg, Lesson 11

Vocabulary

  • “i” was removed from the first syllable:

    From:

    guardi · ian (vowel team, suffix)

    To:

    guard · ian (vowel team, suffix)

    Note: this also impacts the Super Sentences graphic organizer in the Student Workbook.

    (4/28/2023)

ELA

Module 1

Narrative Writing: Personal Narrative, Lesson 4

Modeling

  • “Conclusion” was updated in the Narrative Graphic Organizer:

    From: Restate opinion, final thought

    To: Unfolds naturally from events and experiences

    (10/17/2022)

Keep On!: The Story of Matthew Henson: Co-discoverer of the North Pole , Lesson 11

Text Connections

  • “Idhao” was updated to “Idaho” in both activity prompt and the following sentence frame:

    Sal Tree Hiddle needed to be brave and well-prepared for her journey to Idaho because .

    (8/24/2022)

Narrative Writing: Adventure Story, Lesson 26

Modeling

  • “Conclusion” was updated in the Narrative Graphic Organizer:

    From: Restate opinion, final thought

    To: Unfolds naturally from events and experiences

    (10/17/2022)

Messenger, Messenger, Lesson 36

Discussion

  • RF.5.4.b was added along with an updated Teaching Tip:

    (7/08/2022)

The Boy Who Loved Words, Lesson 38

Vocabulary

  • Instruction was updated with the following in teacher speak:

    Let’s look at some of Selig’s words.

    (6/20/2022)

The Boy Who Loved Words, Lesson 39

Vocabulary

  • Instruction was updated with the following in teacher speak:

    Let’s look at some of Selig’s words.

    (6/20/2022)

Module 2

The Wright Brothers: How They Invented the Airplane, Lesson 8

Discussion

  • Instruction was updated with the following in teacher speak:

    Let’s take a deeper dive.

    (6/20/2022)

The Watsons Go to Birmingham — 1963, Lesson 15

Make Anchor Chart

  • Instruction was updated with the following in teacher speak:

    Let’s start a story map.

    (6/20/2022)

Culminating Task: Informative Writing: Civil Rights Research Paper, Lesson 35

Modeling

  • “tile” was updated to “title” in the following bullet:

    • the title of the book

    (1/24/2023)

Module 3

A Single Shard, Lesson 13

Make Anchor Chart

  • Instruction was updated with the following in teacher speak:

    Let’s create an anchor chart.

    (6/20/2022)

A Single Shard, Lesson 20

Respond Together

  • RL.5.2 was replaced by RL.5.5.

    (5/31/2023)

A Single Shard, Lesson 24

Interactive Read Aloud

  • Page number updated:

    From: Page 124, after: “He drew in a silent breath …so far he had not been forced to lie.”

    To: Page 134, after: “He drew in a silent breath …so far he had not been forced to lie.”

    (6/20/2022)

Module 4

The Porcupine Year, Lesson 1

Make Anchor Chart

  • Instruction was updated with the following in teacher speak:

    Let’s create an anchor chart.

    (6/20/2022)

Tuck Everlasting, Lesson 23

Make Anchor Chart

  • Instruction was updated with the following in teacher speak:

    Let’s create an anchor chart.

    (6/20/2022)

Tuck Everlasting, Lesson 26

Interactive Read Aloud

  • Page number updated:

    From: Page 25, after: “My granny said it was elves.”

    To: Page 35, after: “My granny said it was elves.”

    (6/20/2022)

Tuck Everlasting, Lesson 35

Interactive Read Aloud

  • Page number updated:

    From: Page 125, before reading page:

    To: Page 127, before reading page:

    (6/20/2022)

Culminating Task: Narrative Writing: Reading and Writing Identity, Lesson 41

Modeling

  • “Conclusion” was updated in the Narrative Graphic Organizer:

    From: Restate opinion, final thought

    To: Unfolds naturally from events and experiences

    (10/17/2022)

2–5 Teacher Manual

Planning for Success

Flexible Schedules

  • For schools with fewer teaching days, or with important planned interruptions to regular instruction, “Flexible Schedules” was added with recommendations for how to condense the curriculum to fit the days allowed.

    (6/30/2022)

Understanding Shared Reading

Text Engagement

  • “Student Pairs” was replaced by “Reading Rates” in the upper-left table header of the Reading Rates table:

    Reading Rates

    Fall

    Winter

    Spring

    (3/19/2023)

  • “The” was updated to “Then” and “Share Reading” was updated to “Shared Reading” in the following:

    From: The the teacher sets a First Focus for reading. Share Reading Text Engagement always has this feature.

    To: Then the teacher sets a First Focus for reading. Shared Reading Text Engagement always has this feature.

    (6/17/2022)

Building and Using Norms for Participation in Discussion

  • Shared Reading includes teacher-directed discussion with structured discussion starters, but there will always be opportunity to extend and follow up from those starters as students contribute to the discussion. It’s recommend that teachers adopt discussion starters and “Building and Using Norms for Participation in Discussion” was added to the Teacher Manual which also includes a discussion anchor chart that can be displayed.

    (7/04/2022)

Ensuring Successful Implementation

  • “change” was updated to “chance” in the following:

    • Some teachers are reading too slowly during Choral Reading, matching their rate to the students reading most slowly rather than using this chance to model a rate appropriate for the grade and time of year.

    (7/29/2022)

Understanding ELA: Writing Instruction

Planning

  • “Conclusion” was updated in the Narrative Graphic Organizer:

    From: Restate opinion, final thought

    To: Unfolds naturally from events and experiences

    (10/17/2022)

Understanding the Differentiated Instruction Block

Materials

  • Information added about drama and Reader’s Theater in the paragraph before the Book Recommendation Chart:

    For students in the top groups, teachers need sets of texts for fluency and comprehension work. Typically, grade level teams share books, often stored together in a book room or in the school’s media center. Sets of 6–10 books are typical. They can be books used previously for guided reading groups. This is a chance for teachers to add in old favorites and include brand new publications. It is also a chance to include dramas. Since Bookworms Shared Reading and English Language Arts lessons only use intact published trade books, we have not included any dramas. There are many dramas available online, especially in the form of Reader’s Theater scripts. Students in Fluency and Comprehension or Vocabulary and Comprehension could engage in a Reader’s Theater to learn the format of a drama with multiple characters and a narrator. Teachers also need a classroom library. Students finish their written work from Shared Reading, then browse the classroom collection and choose books for independent reading. A Book Recommendation chart allows students to rate their reading and flag classmates whom they think would enjoy a title.

    (7/19/2022)

Printable Downloads

No corrections for printable downloads in this grade.