Anchor Charts

Anchor Charts:
Display, Print, or
Draw Your Way
GRADE 5
 GRADE 5, ANCHOR CHARTS

Reading Workshop Anchor Charts

Introduce skills during whole-group minilessons.

Plot Elements of Drama Text Features

A drama or play is a story help readers understand the important parts of a story.
The plot of a story is made up of its performed by actors on a stage. Character list Headings
characters, setting, and events. shows which characters can show chapter or section
appear in a literary text. breaks, or indicate a change
Climax in narrator or point of view.
Script Dialogue
a crisis and the the text of the play the words said by Different type styles can show emphasis or indicate a title.
turning point of the characters
the the conflict Boldface Italic ALL CAPITAL LETTERS
Cast of
events
that lead Characters Characters
Tortoise: How about a race?
Hare: Haha! Are you kidding?
Large letters
the events all of the

Graphic Features
Fall

to the (Runs off stage)

climax that lead characters, Setting
ing a

usually
action

to solving the time Stage

portrayed
the and place Directions Visuals, such as diagrams, illustrations and maps,
ction

by actors
conflict Setting in the play
written that help explain or illustrate parts of a story.
Rising

instructions
arrator Act telling the actors Maps
the person what to do
Illustrations
who tells what
Act 1 chapter in show a character, show where a story takes
a play that
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happens during scene, or event. place or help readers

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contains Character Tags

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the play visualize a fictional setting.
Exposition Resolution Scene 1 more than labels before lines of
one scene dialogue to show which Town square
characters, the conclusion
character is speaking
setting, or the conflict’s Scene Nikki’s
conflict resolution the action that takes house
place in a single setting
Baseball field

Anchor Charts are included in

Reading Tabletop Minilessons for
targeted small-group instruction.

Anchor Charts for Reading Strategies

Notice & Note Signposts help students annotate and read closely, developing their
ability to read critically.
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Words of Word Gaps

Memory Again and • Do I know this word from

Moment the Wiser Again

someplace else?
• Does it seem like a word

Why might this memory What’s the life lesson, about this topic?
Why might the author • Can I find clues in the
be important? and how might it affect
bring this up again sentence to help me
the character?
and again? understand the word?
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2
Writing Workshop Anchor Charts
Make students’ thinking and writing come alive!

For Genre Study

Elements of a Parts of an Argument Research

Personal arrative Introduction Body Conclusion Claim: is using sources
• hooks the readers • supports the • restates the
your main
argument to find information.
• includes the central idea with central idea Students should help plan
facts and details Evidence: CHICAGO DAILY s
central idea • leaves readers the cafeteria menu. t Fire
Tells a FIRST examples and ideas Grea tory
• gives reasons with a thought in His
OCTOBER 9, 1871
Personal Story THEN
supporting the claim
Chicago Is Burning
and examples
The best topics are They will learn about budgets
memorable, meaningful, LAST • uses an and food choices.
or unusual events. organizational
Tells Writer’s Written in
strategy Counterclaim:
the argument
Thoughts and Sequence and against the claim A primary source A secondary source
Feelings Chronological Order
The narrative tells what
Purpose Some think that letting students gives direct information uses information
The narrative explains happens in the order
Informational texts often help will take up class time.
Rebuttal: about a topic. from primary sources.
what the writer was that the events reasons why the
doing, thinking, Includes describe things, people, or events
take place. counterclaim is wrong
and feeling. Vivid Details
Good Sources Avoid Plagiarism
show sequence Conclusion:
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Students can help before

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• nonfiction books • Always list the sources
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and Descriptions

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restates the claim or after school.
The writer uses concrete compare things • print or online you used for your ideas
and makes a call to action
words, active magazines or and information.
words, and show cause and effect Students helping to plan
the cafeteria menu is newspapers • Put the information you
sensory language.
a good idea. • respected websites find in your own words.
show a problem and its solution

Anchor Charts for the Writing Process

Before you write. . . T.A.P. Revising Checklist
Add sentences or words.
My bike is red.
My bike has red wheels and a red seat.
All Anchor Charts available
Task:
What is the topic,
Audience: Purpose:
Who am I writing Why am I
Delete unnecessary words or sentences.
The blue whale is the largest, most gigantic
mammal in the whole entire world.
online for easy projection.
prompt, or assignment? this for? writing this?
The blue whale is the largest mammal in the world.

Rearrange sentences or words.

The school bus takes to school the students.
To entertain The school bus takes students to school.
. . . as in a story or personal narrative
To inform Substitute words or sentences for better ones.
. . . as in a research paper or response Pizza is good.
to reading
Pizza is chewy and tangy.
To persuade
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. . . as in a letter to the editor or

opinion essay Combine ideas for varied and clearer sentences.
To express how you feel Drinking water is good for you.
. . . as in a journal or poem Water helps your body manage waste.
To request information Drinking water is good for you because
. . . as in a letter it helps your body manage waste.

Tips on How to Present

Express the Main Idea notes
CAPITALIZE PUNCTUATE Make sure the point of the
presentation is clear.
the first word of . Periods end statements
a sentence or commands.
Look at the Audience
proper nouns
, Commas create a pause or Eye contact brings people into
the pronoun “I” join compound sentences. your presentation.
historical periods, events, Question marks
? end questions.
and documents Speak Clearly and Loudly
Make sure people can hear
titles of books, stories, Quotation marks show
“” and understand you.
and essays that someone is speaking.
languages and ! Exclamation points show
Use Natural Body Language
nationalities emotion or excitement.
Smile and use your hands
when you talk.
SPELL CORRECTLY
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Avoid Informal Language

Use a Check and Slang slang
dictionary. spelling and DICTIONARY
Speak more formally than
meaning. you would to friends.

HMH Into Reading | 3

Learning Mindset
This Learning Mindset Anchor Chart keeps the focus on growth throughout the year.

My Learning Mindset Each Into Reading™

module focuses on
Ways of thinking that help me learn and succeed a different Learning
Asking for Help Belonging Curiosity Mindset skill.
I ask questions when I help my classmates. I want to learn new things.
I get stuck. My classmates help me.

oticing Perseverance Planning Ahead

I look closely. I learn from my What steps can I take
mistakes. to reach
my goals?

Problem Solving Purpose Resilience

I try different ways How can this help me I won’t give
to solve outside of up. I will
problems. class? keep trying.
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Seeking Self-Reflection Setting Goals

Challenges How can I make this I have a plan.
I like to even better?
try things
that seem
difficult.

Anchor Charts for Communication and Spelling

BE POLITE
FOLLOW
DISCUSSIO
Spelling Different Syllable Types Spelling Words with
Prefixes and Suffixes
BE PREPARED PARTICIPATE RULES
Recognizing common syllable types can help you read
and spell words that have more than one syllable.
How to Have a Discussion A closed syllable ends with at least one consonant.
Its vowel sound is short: top. These words have closed syllables:
A prefix is a word part that is added to the front of a word.
A prefix changes the meaning of the word but not its spelling.
mag/net cac/tus in/dex
prefix (meaning) + word = new word (meaning)
An open syllable ends with a vowel. Its vowel sound is long: me. pre- (before) + view = preview (view before)
The first syllable in these words is open: Some common prefixes are . . .
SPEAKI G LISTE I G pa/per e/ven anti- (against) de-, dis– (opposite of) mis– (wrongly)
A vowel-consonant-e (VCe) syllable has a silent e at the end re– (again) trans– (across) un–, non– (not)
• Take turns speaking. • Listen actively. that makes the syllable’s vowel sound long: ate.
Following Written Following Oral Giving Written or • State and explain your • Notice the speaker’s The second syllable in these words has the VCe pattern:
ideas clearly. gestures and expressions. A suffix is a word part that is added to the end of a word.
Instructions Instructions Oral Instructions rep/tile pan/cake
• Read the instructions • Listen for the • List the materials • Stay on topic. • Follow up to clarify what
A suffix changes the form of the word. Sometimes, a suffix changes
all the way through. materials you that will be needed. • Connect your comments to you heard.
An r-controlled syllable has an r after the vowel. The r controls how the
vowel is pronounced, making it neither short nor long: worth.
the spelling of the word:
• Look for a list of will need. • Think about what those of others. base word + suffix = new word (double final consonants)
These words have one or two r-controlled syllables: chat + -ed = chatted
materials you will need. • Listen for sequence each step will be.
words: First, Next, • Answer questions. • Ask relevant questions per/fect part/ner
• Look for numbered • Use numbers or
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base word + suffix = new word (change y to i)

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Then, Last.
steps or sequence sequence words • Offer your opinion, • Identify points of agreement A final stable syllable appears at the end of a word. Its vowel sound is happy + -ness = happiness
words: First, Next, • Restate each step in to put the steps supported with reasons. and disagreement. neither short nor long. Common final stable syllables include consonant + le,
Then, Last. your own words. in order. base word + suffix = new word (drop final e)
-tion, and -sion. The last syllable in these words is a final stable syllable:
• Do what the • Do what the • Write or say the • Use specific vocabulary ca/ble na/tion ex/plo/sion
shake + -ing = shaking

instructions tell you. instructions tell you. steps in order. and language appropriate • Summarize key ideas.
for the audience. Use what you know about syllable types to spell multisyllabic words. Use what you know about prefixes and suffixes to spell new words.

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