5th grade common core ela pack

I can use specific

quotes from a text

when drawing

inferences and

explaining what a text

says specifically. RL 1-1

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I can determine the

theme of a text using

details, characters’

actions, or the

speaker’s reflection.

RL 2-1

I can

summarize a

story, drama,

or poem. RL 2-2

I can use specific

details from a text to

compare and contrast

two characters,

events, or settings.

RL 3-1

I can determine the

meaning of words

and phrases based on

how they are used in

a text. RL 4-1

I can explain how a

series of chapters or

stanzas fit together to

create the overall

structure of the text.

RL 5-1

I can describe how the

narrator’s point of

view affects how

events are described.

RL 6-1

I can analyze how

visual or multimedia

elements contribute to

the meaning or beauty

of a text. RL 7-1

I can compare and

contrast stories of the

same genre on their

approach to similar

themes. RL 9-1

I can read and

comprehend

literature

appropriate for

fifth grade. RL 10-1

I can use specific

quotes from a text

when drawing

inferences and

explaining what a text

says specifically. RI 1-1

I can determine the

main idea of a text

and explain how it is

supported by key

details. RI 2-1

I can summarize a

piece of

informational

text. RL 2-2

I can explain

relationships between

events, ideas, or

procedures from an

informational text and

use the text to support

my explanation. RI 3-1

I can determine

the meaning of

words or phrases

in a grade 5 text.

RI 4-1

I can

compare/contrast

the overall structure

of events or ideas in

two or more texts.

RI 5-1

I can analyze two or

more accounts of the

same event while

noting similarities

and differences.

RI 6-1

I can locate

information from

various sources to

answer a question or

solve a problem.

RI 7-1

I can explain how an

author uses reasons

and evidence to

support his/her

points. RI 8-1

I can specifically

identify which

reasons an author

uses to support

which points. RI 8-2

I can combine

information from two

texts on the same

topic to write or

speak about the

subject. RI 9-1

I can read and

comprehend

informational text

appropriate for

fifth grade. RI 10-1

I can use my knowledge

of letter-sound

relationships,

syllabication, and roots

and affixes to read

words I don’t know. RF

3a-1

I can read fifth

grade text with

purpose and

understanding.

RF 4a-1

I can read fifth

grade text aloud

with accuracy,

expression, and

appropriate rate.

RF 4b-1

I can use

strategies to

understand

unknown words.

RF 4c-1

I can write an

opinion piece on a

text/topic, which

supports a point

of view. W 1-1

I introduce a topic or

name of a book, state an

opinion, and create an

organizational

structure that supports

my purpose. W 1-1 a

I provide reasons

that are supported

by facts and details

and ordered

logically. W 1-1 b

I use words,

phrases, and

clauses to link

opinions and

reasons. W 1-1 c

I provide a

concluding

section or

statement.

W 1-1 d

I can write an

informative piece,

which examines a

topic and conveys

ideas. W 2-1

I introduce a topic,

provide a general focus,

and group related

information and include

formatting and

illustrations when

helpful. W 2-1 a

I use facts,

definitions, details,

and quotations to

develop the topic.

W 2-1 b

I use words, phrases,

and clauses to link

ideas within and

across categories.

W 2-1 c

I inform or explain

about the topic using

domain-specific

vocabulary and

precise language.

W 2-1 d

I provide a

concluding

statement or

section. W 2-1 e

I can write a real or

imagined narrative

piece with

descriptive details

and clear events.

W 3-1

I establish a

situation, introduce

a narrator, and

organize an event

sequence. W 3-1 a

I use dialogue,

descriptions, and

pacing to develop

events and

characters. W 3-1 b

I use transitional

words, phrases, and

clauses to manage

sequence of events.

W 3-1 c

I use concrete words

and phrases and

sensory details to

convey experiences

and events. W 3-1 d

I provide

some sense of

closure.

W 3-1 e

I can produce a piece

of writing that is

appropriate for

fifth-grade tasks,

purposes, and

audiences. W 4-1

I can use guidance

from my peers and

adults to plan,

revise, and edit my

writing. W 5-1

I can use digital

tools to produce

and publish my

work. W 6-1

I can use the

internet to interact

and collaborate with

my peers on writing

subjects. W 6-2

I can demonstrate a

command of

keyboarding skills to

type two pages in one

setting. W 6-3

I can conduct a short

research project

that uses several

sources to build

knowledge about a

topic. W 7-1

I can use provided

sources to find

information, take

notes on sources,

and categorize my

notes. W 8-1

I can summarize or

paraphrase

information found

for my finished

work. W 8-2

I can provide a

list of sources

used for a

research project.

W 8-3

I can use evidence

from a literature to

support analysis,

reflection, and

research in my

writing. W 9a-1

I can use evidence

from informational

text to support

analysis, reflection,

and research in my

writing. W 9b-1

I can write for a

range of time

and tasks.

W 10-1

I can prepare for a

class discussion and

participate by using

my preparations and

responding to

others. SL 1a-1

I can follow agreed-

upon rules for class

discussion and carry

out my assigned

roles. SL 1b-1

I can ask and answer

questions during a

discussion to

elaborate on the

remarks of others.

SL 1c-1

I can review ideas

expressed and draw

conclusions using

information gained

in a discussion.

SL 1d-1

I can summarize

information

presented orally

or visually.

SL 2-1

I can summarize

the points a

speaker makes.

SL 3-1

I can explain the

reasons and

evidence a speaker

uses to support the

claims he/she makes.

SL 3-2

I can sequence ideas

logically, using

appropriate facts and

details, and speak clearly

and understandably while

reporting on a topic or

opinion. SL 4-1

I can include multimedia

projects or visual

displays when they will

be helpful in developing

the main idea or theme

of my presentation.

SL 5-1

I can use formal

English when

appropriate to

tasks and

situation. SL 6-1

I can explain the

function of

conjunctions in

general and in

specific sentences.

L 1a-1

I can explain the

function of

prepositions in

general and in

specific sentences.

L 1a-2

I can explain the

function of

interjections in

general and in

specific sentences.

L 1a-3

I can form and

use perfect

verb tenses.

L 1b-1

I can use verb tenses

to convey various

times, sequences,

states, and

conditions.

L 1c-1

I can recognize

and correct

inappropriate

shifts in verb

tense. L 1d-1

I can use

correlative

conjunctions.

L 1e-1

I can use

punctuation to

separate items

in a series.

L 2a-1

I can use a comma to

separate an

introductory

element from the

rest of the sentence.

L 2b-1

I can use a

comma to set off

the words yes

and no. L 2c-1

I can use a comma

to set off a tag

question from the

rest of a

sentence. L 2c-2

I can use a

comma to

indicate a direct

address. L 2c-3

I can use

underlining,

quotation marks, or

italics to indicate

titles of words.

L 2d-1

I can spell

grade-

appropriate

words correctly.

L 2e-1

I can expand,

combine, and/or

reduce sentences

for purpose of

meaning, interest, or

style. L 3a-1

I can

compare/contrast

varieties of English

used in stories,

dramas, or poems. L

3b-1

I can use context

clues to figure

out word

meanings. L 4a-1

I can use common

Greek and Latin

affixes and roots

to figure out word

meanings. L 4b-1

I can determine the

meaning or

pronunciation of a

word by consulting

reference materials.

L 4c-1

I can explain the

meaning of simple

similes and

metaphors in

context. L 5a-1

I can recognize and

explain the meaning

of common idioms,

adages, and

proverbs. L 5b-1

I can use relationships

between words to

better understand

the meaning of each

individual word.

L 5c-1

I can use words and

phrases that I learn

through listening and

reading, especially

words related to fifth-

grade topics. L 6-1

1st 9 Weeks

How can visuals be

used to make

predications and

support opinions?

How do readers use

their context clues and

resources to determine

the meaning of

unfamiliar vocabulary?

How do dialects

convey

differences in

characters?

How does an

author

illustrate a

theme?

How does point of

view influence

the description

of events?

How does point of

view influence

the description

of events?

How do speaking

quotations differ

from quotes when

referencing a

specific area of text?

How are words,

phrases, and

clauses used to

link opinions?

What is the

purpose of using

figurative

language?

How does an

author

establish

theme?

How does an

author engage

readers?

How can a reader

connect a text to

other texts, personal

experiences, or world

occurrences?

How can text

references be used

to support opinions

formulated about a

text?

How does an author use

descriptive details, a

sequence of events, and

a conclusion to

establish a situation

and setting?

How can an

opinion be

given more

validity?

How can a reader

use previously

read material to

make valid

predictions?

How can

predications be

checked?

How does a reader

use examples and

references to

support a theme?

How does an

author give an

opinion piece

more validity?

How do visual

elements contribute

to the meaning,

tone, and beauty of

a presentation?

How can context

clues be used to

determine word

meaning?

What tactics

does a speaker

use to appeal

to an audience?

How do writer’s

convey their

ideas

effectively?

How can people

share their

ideas with

peers?

Can primary

sources function

as reliable sources

of information?

How does an

author

establish a

theme?

What makes a

presentation style

effective/

appropriate?

How does an

author convey

theme?

What is the

best way to

conduct

research?

How does a

speaker

engage an

audience?

How does a

reader identify

theme?

What makes

themes from

fiction relatable

to real life?

How does an

author capture

a reader’s

interest?

How can

opinions be

given more

validity?

How does one

locate

information?

What information is

conveyed through

primary sources and

secondary sources?

How are

thoughtful

discussions

conducted?

How does the tone,

language, and

structure effect

the meaning of a

text?

How is a

summary

crafted?

How are

presentations

structured to elicit

audience

engagement?

How does one

separate reliable

resources from

unreliable?

What makes a

presentation

interesting?

How can texts

be connected

to real world

events?

How can reviewing

and peer reviewing

alter the quality of

one’s work?

How is speech

adapted to

effectively

present a topic?

2nd 9 Weeks

How can I learn

from the

experiences of

the past?

How does

developing work

time independence

help me to learn?

How does

understanding the

vocabulary help me

comprehend non-

fiction text?

How does

understanding

word meaning

before reading help

me to comprehend?

How does making

a prediction keep

me focused when

reading?

How do I use

quotes to

engage the

reader?

How can I

organize the

information

from my notes?

How do I only select

the most important

information for my

summary?

How do I

engage the

reader?

How does predicting

the outcome help me

to comprehend the

text?

How does talking

ideas out with a

partner help me to

solidify my

understanding?

How does knowing

the vocabulary

help me to explain

a topic?

How does knowing

the vocabulary

help me to explain

a topic?

How does asking

questions help me

to understanding

the big idea?

How does activating

my background

knowledge help me

to make sense of

non-fiction text?

How does

organizing my

thoughts help me to

explain what I

read?

How can

comparing two

things help me

differentiate?

How can portraying

an event help me to

respond to the

text?

How can portraying

an event help me to

respond to the

text?

How can portraying

an event help me to

respond to the

text?

How does

figurative

language impact

the reader?

How does

figurative

language impact

my writing?

How can I

understand the

meaning of words

through

relationships?

How does

figurative

language influence

the reader?

How does knowing

the vocabulary help

me to comprehend

the text?

How can taking

good notes

make me a

better writer?

How does reading

fluently help me

to understand

the text?

How does adding

figurative

language impact

a speech?

What can I learn

about myself and

the world by

studying historical

figures?

How will the clues

in a text lead me to

the author’s

purpose?

How do I retell

what I have

read in

writing?

What do I know

about the topic that

can help me predict

the outcome?

What do I know

about the topic that

can help me predict

the outcome?

How do I make

inferences using the

words from the text

and my background

knowledge?

How does using

my five senses

help me create

an image?

How does asking

questions keep

me interested in

what I’m reading?

How do I

retain what

I read?

How do I put what the

author says, together

with my own

knowledge, to come up

with a conclusion?

How do I compare

and contrast two

types of literary

work?

How do I

identify the

main idea of

the text?

How do I begin

the writing

process?

How do I begin

writing my

essay?

How do I make

my writing

stronger?

How do errors

affect the

reading of my

essay?

3rd 9 Weeks

How can making

predictions help

us understand a

text?

How can understanding

synonyms, antonyms,

and homophones help in

decoding unknown

words?

How do authors use

words in unusual

or non-literal

ways and why?

How do words and

phrases in a text

create tone or help

to identify theme?

What is it like to be

an author? How do

authors work with

illustrators?

What kinds of

words does this

author use and

why?

How will I be

assessed on my

learning in this

unit?

How are visual

texts different

from written

texts and why?

How does the

author use

words to affect

his readers?

How can I

improve my

writing on the

next

assessment?

How can

predictions help

me understand a

text?

Why are

descriptive words

important in

characterization?

How are correlative

conjunctions used?

How can they aid in

constructing

comparisons?

How are

characters from

these stories alike

and different?

How are books

of the same

genre alike and

different?

How are

titles

punctuated?

What are the

elements of a

good story?

How do a

character’s

problems help drive

the action in a

story?

Where do letters

and words come

from and how are

they constructed?

How are a real

person’s

characteristics like

those of a protagonist

in a book?

What are some ways

in which numbers

are different from

language?

What are the

elements of an

effective multi-

media

presentation?

How can I express

what I have learned

from texts in an

effective

informational essay?

4th 9 Weeks

How can fiction

relate to true

historical

events?

How can textual

examples be used

to support a

writer's ideas?

What is the

purpose of

conjunctions?

How does one

determine what

words and concepts

are important to a

work of literature?

How does the

perspective of a

narrative influence

the opinions of the

reader?

How does a

narrator’s

perspective

influence the

narrative?

How do stories in

the same genre

approach the same

topic differently?

How can visual

representations

affect a reader

or viewer?

How can text

examples be used

to support one’s

ideas?

What is the

purpose of a

preposition?

What is the

purpose and

function of a

comma?

How are varying

verb tenses used

to convey

sequence in time?

How does an

author convey

a theme?

How are inferences

supported with

examples from the

text?

How does

figurative

language

impact a text?

How can opinions

be supported

with examples

from the text?

How do authors

effectively

describe a setting

for a reader?

How can technology

be used to answer a

question quickly or

solve a problem

efficiently?

How does an

author engage

a reader?

What is the

purpose of

figurative

language?

How does an

author’s

purpose affect

the reader?

How does historical

fiction capture

events of the past

in words?

How can one locate

reliable resources

to support research

on a specific topic?

How does a historical

fiction author

incorporate past

events into fictional

story lines?

How does an author

provide effective

description of

various settings in

a narrative?

How does an author

provide effective

description of

various settings in

a narrative?

How can

translations of

the same text

differ?

How can

answers for a

question be

located quickly?

How can a

relationship

between two related

objects be

explained?

How does an

author engage

a reader?

How does a

point of view

influence a

narrative?

How does

figurative

language

impact a text?

How does

sentence variety

contribute to

reader interest?

How can research

help provide

answers to

questions?

How do works of the

same genre deal

with historical

occurrences

differently?

How can true

events influence

fictional

narratives?

How does a

reader identify

theme in a work

of literature?

How can text

references be

used to

support theme?

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