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Module 1:
Unit 1
Module 1:
Unit 2
Module 1:
Unit 3
Module 2:
Unit 4
Module 2:
Unit 5
Module 2:
Unit 6
Module 3:
Unit 7
Module 3:
Unit 8
Module 3:
Unit 9
Module 4:
Unit 10
Module 4:
Unit 11
Module 4:
Unit 12 Intro to
Literature
Intro to
Informational
Tying it
together!
Developing
Literature
Developing
Informational
Ready to
Research
Writing to
Literature
Writing to
Informational
Comprehending
Literature
Comprehending
Information Test Prep Research
Reading Literature/Informational Text Reading Literature/Informational Text Reading Literature/Informational Text Reading Literature/Informational Text
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Language Language Language Language
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Reading Foundational Reading Foundational Reading Foundational Reading Foundational
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Fifth Grade: ELA Curriculum Guide Unit 1: Weeks 1-3
Introduction to Literature Essential Questions: How is the theme supported by the experiences of the characters throughout the story, drama, or poem? How is the theme of a poem supported by the speakers point of view on a topic?
Reading for Literature
CCSS Literature Literature Outcomes (I can...) Content Power Standards: Key Ideas and Details: 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 Craft and Structure: 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.
POWER STANDARDS RL.5.2
I can determine the theme of a story using details in a text.
I can determine the theme of a poem from details using text.
I can explain the characters actions from text.
I can explain the speakers point of view in a poem.
I can summarize the text. RL.5.4
I can determine the meaning of words or phrases as they are used in text.
SUPPORTING STANDARDS RL.5.3
I can compare and contrast the interaction of two or more characters in a story or drama.
I can compare and contrast the settings in a story or drama.
I can compare and contrast the details in a story or drama.
RL.5.5
I can explain the structure of a drama using scenes.
I can explain the structure of a poem using stanzas.
I can describe how a narrators point of view influences how events are
Comprehension Skills: Theme, summarize, problem and solution, story elements, text structure of story, drama, and poem, tone, imagery, illustrations
Comprehension Strategies: Summarize, compare and contrast (suggestions: Such as Venn diagram, double bubble map, character analysis chart, plot line) Link for graphic organizers: http://fcrr.org/for-educators/sca_4-5.asp
Vocabulary Strategies: Figurative language (similes, metaphors, idioms), context clues
Supporting Standards: Key Ideas and Details: 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: 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. Integration of Knowledge and Ideas: RL.5.7
Suggested Text Selections/Short Pieces: Drama: SS Readers Theater Readers Theater Website: http://www.teachingheart.net/readerstheater.htm http://www.thebestclass.org/rtscripts.html Wonders Workshop: Unit 3, Week 2, Survivaland Unit 1, Week 2, White Water Adventure Wonders Anthology: Unit 6, Week 1, The Unbreakable Code Unit 3, Week 2, Weslandia
http://www.corestandards.org/ELA-Literacy/RL/3/3/http://fcrr.org/for-educators/sca_4-5.asphttp://www.corestandards.org/ELA-Literacy/RL/3/5/http://www.teachingheart.net/readerstheater.htmhttp://www.thebestclass.org/rtscripts.html
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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, and poem).
described. RL5.7
I can analyze how multimedia elements contribute to the meaning, tone, or beauty of a text.
Story: Trade Books: see list on 5th Grade Drop Box Mr. Peabodys Apples (by Madonna) Read Alouds: Wonders Unit 1, Week 2 Shelter in a Storm Unit 2, Week 5 How to Make a Friend Unit 3, Week 2 Lucia the Hummingbird Unit 6, Week 1 Hope for the Troops
Poem: Wonders Workshop: Unit 2, Week 5 A Simple Plan Unit 4, Week 4 Power From Nature Unit 6, Week 5 To Travel!
Wonders Anthology Unit 2, Week 5, Foul Shot Unit 4, Week 4, Words Free as Confetti, Dreams, and A Story of How a Wall Stands Unit 6, Week 5, You Are My Music, You and I, and A Time to Talk
Wonders Leveled Readers: -Pull Leveled Readers to match weekly stories for extra texts
Links: www.ReadWorks.org www.readwritethink.org www.AtoZreading.org ????(need an account/ $) http://fcrr.org/for-educators/sca_4-5.asp (Graphic Organizers & Activities) http://teacher.depaul.edu/Fiction_Readings.htm#Grade5 (Fiction Texts)
Audio/ video links: www.brainpop.com www.flocabulary.com www.youtube.com www.storylineonline.net http://linebaugh.org/
Assessment: Common Assessments (Essential Skills Tests) Informal Quick Checks: Parking Lots Post-Its, Ticket Out the Door, etc Wonders TCAP Weekly
http://www.readworks.org/http://www.readwritethink.org/http://www.atozreading.org/http://fcrr.org/for-educators/sca_4-5.asphttp://teacher.depaul.edu/Fiction_Readings.htm#Grade5http://www.brainpop.com/http://www.youtube.com/
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Writing
CCSS Writing Writing Outcomes (I can...) Content Power Standards: Research to Build and Present Knowledge: W.5.9 a & b Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). b. Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"").
POWER STANDARDS RL.5.9 a & b
I can draw evidence from literature to support analysis through comparing and contrasting.
I can reflect on the literary text (describe in depth setting, characters, or events in a story).
I can support analysis of informational text using reasons and evidence to support particular points.
I can research using informational text. SUPPORTING STANDARDS W.5.4
I can produce clear and coherent writing that is appropriate to the task or purpose.
W.5.10
I can write a variety of specific text over an extended time frame.
I can write a variety of specific text over a shorter time frame (day or two).
Activities/ tasks/ writing prompts: Wonders Workshop: -Each week there is a featured writing trait that is helpful to use TNCORE analytic summaries: http://tncore.org/english_language_arts/assessment/sample_assessments/grade4-5.aspx Unpacking the Prompt: Locate the verbs of each sentence, create an expectation box for the prompt Larry Bells UNRAAVEL Cornell Notes: 2-column notes (MI on one side/details on the other) etc Virtual Paragraph: Have sentences strips with main idea, key details, irrelevant sentences, conjunctions, and transitions. Have students take a sentence strip and create a human paragraph with the classs help. Outlines: Students need to practice first with bulleted outlines. Students will learn how to create major topics for a paragraph and supporting details. www.tncore.org provides ELA Units and practice Writing Assessments Wonders Unit 1 Week 3 Camping with the President & A Walk with Teddy Students have to compare and combine the text to write an information piece on Teddy Roosevelt (actual worksheets in the Drop Box)
-Write across ALL subject areas
Supporting Standards: Production and Distribution of Writing: W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Range of Writing: W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
http://tncore.org/english_language_arts/assessment/sample_assessments/grade4-5.aspxhttp://tncore.org/english_language_arts/assessment/sample_assessments/grade4-5.aspxhttp://www.tncore.org/
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Language
CCSS Language Language Outcomes (I can...) Content Power Standards: Knowledge of Language: L.5.3a Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Vocabulary Acquisition and Use: L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
POWER STANDARDS L.5.3a
I can use knowledge to expand sentences for meaning, interest, and style.
I can use knowledge to combine sentences for meaning, interest, and style.
I can use knowledge to reduce sentences for meaning, interest, and style.
L.5.5 a-c
I can interpret figurative language (similes and metaphors) in context.
I can recognize and explain meaning of common idioms, adages, and proverbs.
I can use the relationship between particular words (synonyms, antonyms, and homographs) to understand meaning of each of the words.
SUPPORTING STANDARDS L.5.2a-e
I can punctuate to separate items in a series.
I can use a comma to separate an introductory element (dependent clause, prepositional phrases, etc...) from the rest of the sentence.
I can use a comma to set off introductory words (such as Yes, or No,) in a sentence.
I can set off a tag question from the rest of the sentence (Its true, isnt it?).
I can indicate direct address by using a comma before or after a name (Is that you, Steve? or Steve, is that you?)
I can use underlining, quotation marks, or italics to indicate titles of works.
Grammar Skills: Combining sentences, compound, complex sentences Conjunctions, complete sentences, run-on sentences, similes, metaphors, idioms, adages, proverbs, analogies, usage of commas, quotations, Grammar Strategies/ Activities: Grammar In Context: Use your reading texts to pull language lessons. Students can identify their language skills they are learning within the text. Vocabulary Costume Project: Students will be given vocabulary terms (Science/SS as well). Students dress up as the word and present to the class. (Speaking/Listening standards) Suggested Grammar Resources: Red Writing and Grammar WB PageT24 & T34 (Combining Sentences) Lesson 4 Compound & Complex Sentences Lesson 27 Conjunctions Pages TN 32 (Figurative Language) Lesson 28 Commas Lesson 29 Quotations Assessments: Common Assessments Informal Quick Checks: Parking Lots Post-Its, Ticket Out the Door, etc Teacher Made Quizzes
Supporting Standards: Conventions of Standard English: L.5.2a-e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to
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set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed.
Speaking and Listening
CCSS Speaking and Listening
Speaking & Listening Outcomes (I can...)
Content
Power Standards: none
POWER STANDARDS: none SUPPORTING STANDARDS SL.5.1 a-c
I can read and study to prepare for discussion.
I can follow rules for discussion.
I can carry out assigned roles for discussion.
I can ask questions in a discussion.
I can respond to specific questions in a discussion.
Accountable Talk Toolkit: Located in the 5th grade Drop Box in the 5th Grade Share folder
Supporting Standards: Comprehension and Collaboration: SL.5.1 a-c Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
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Standards that are ongoing throughout the year: Key Ideas and Details: RL. 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Key Ideas and Details: RI. 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Phonics and Word Recognition: RF. 5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF 5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Range of Reading and Level of Text Complexity: RL. 5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
Range of Reading and Level of Text Complexity: RI. 5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Fluency RF. 5.4 Read with sufficient accuracy and fluency to support comprehension. RF 5.4a Read grade-level text with purpose and understanding. RF 5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF 5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary Acquisition and Use
L. 5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Production and Distribution of Writing: W. 5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on page 29.)
http://www.corestandards.org/ELA-Literacy/RL/3/1/http://www.corestandards.org/ELA-Literacy/RI/3/1/http://www.corestandards.org/ELA-Literacy/RF/3/3/http://www.corestandards.org/ELA-Literacy/RF/3/3/a/http://www.corestandards.org/ELA-Literacy/RL/3/10/http://www.corestandards.org/ELA-Literacy/RI/3/10/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/L/3/1/i/
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Fifth Grade: ELA Curriculum Guide Unit 2: Weeks 4-6
Introduction to Information Essential Questions: What are the multiple main ideas that an author conveys in one text? How does the author use details to support each of those main ideas within the text?
Reading Information
CCSS Information Information Outcomes (I can...) Content Power Standards: Key Ideas and Details: RI. 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
POWER STANDARDS RI.5.2
I can determine the main ideas of a text.
I can explain how the main idea is supported by keys details.
I can summarize the text.
SUPPORTING STANDARDS RI.5.4
I can determine the meaning of 5th grade vocabulary and phrases in a text.
Comprehension Skills: Main Idea, Supporting Details, Context Clues, Conclusions, Vocabulary in Context
Comprehension Strategies: Summarize: Have students write the main idea on the middle of an index cards and 4 supporting details (one in each corner), and then write a summary. Someone, wanted, but, then so(fiction) -Use these words to begin sentences as you create a summary 8 Word Summary: Have students choose 8 key words/phrases from the passage, then flip their text over, and using those 8 words/phrases create a summary. Margin Main Idea: Teach students to write 2-3 words highlighting the main idea of each paragraph when reading. Stop Light Main Idea: Green- MI, Yellow- subtopics, Red- details. Have the students use the 3 colors to underline a paragraph and then defend their answers.
Vocabulary Strategies: Decomposing the word, Context Clues, Word Webs, Latin/Greek Roots, Synonym and Antonyms, Text Features, Relevant Context Clues
Supporting Standards: Craft and Structure: 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.
Suggested Text Selections/Short Piece: Wonders Workshop: Unit 3 (all weeks) Unit 4 Week 3 Fredrick Douglass: Freedoms Voice Unit 4 Week 4 Power From Nature Unit 6 Week 1 Shipped Out Unit 6 Week 2 The Bully
http://www.corestandards.org/ELA-Literacy/RL/3/3/
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Wonders Anthology: Unit 3 (all weeks) Unit 4, Week 3 Rosa and Our Voices, Our Votes
Unit 4, Week 4 One Well and The Dirt on Dirt
Unit 6, Week 1 The Unbreakable Code and Allies in Action
Unit 6, Week 2 The Friend Who Changed My Life and A
Guide to Getting Along
Wonders Leveled Readers: -Pull Leveled Readers to match weekly stories for extra texts Links: www.ReadWorks.org www.readwritethink.org www.AtoZreading.org (need an account/$) http://fcrr.org/for-educators/sca_4-5.asp (Graphic Organizers & Activities) http://teacher.depaul.edu/Nonfiction_Readings.htm (Great Nonfiction Texts) http://linebaugh.org/ Audio/ video links: www.brainpop.com www.flocabulary.com www.youtube.com www.storylineonline.net
Assessment: Common Assessments (Essential Skills Tests) Informal Quick Checks: Parking Lots Post-Its, Ticket Out the Door Wonders TCAP Weekly
http://www.readworks.org/http://www.readwritethink.org/http://www.atozreading.org/http://fcrr.org/for-educators/sca_4-5.asphttp://teacher.depaul.edu/Nonfiction_Readings.htmhttp://www.brainpop.com/http://www.youtube.com/
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Writing
CCSS Writing Writing Outcomes (I can...) Content Power Standards: Text Types and Purposes: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.
POWER STANDARDS W.5.1a
I can introduce a topic or text clearly based on writers purpose.
I can create an organized text with ideas supporting writers purpose.
I can state an opinion about the writers purpose.
W.5.1b
I can support reasons giving facts and details.
W.5.1c
I can use words, phrases, and clauses (e.g., consequently, specifically, etc...) to link opinion with reasons.
W.5.1d
I can provide a conclusion related to the opinion.
SUPPORTING STANDARDS W5.5
I can develop and strengthen the writing process through planning with guidance from peers and adults.
I can revise and edit writing with guidance and support from peers and adults.
I can rewrite or try a new approach through guidance from peers and adults.
W5.10
I can write a variety of specific text over an extended time frame.
I can write a variety of specific text over a shorter time frame (day or two).
Activities/ tasks/ writing prompts: Wonders Workshop: -Each week there is a featured writing trait that is helpful to use Unpacking the Prompt: Locate the verbs of each sentence, and create an expectation box for the prompt. Larry Bells UNRAAVEL Cornell Notes: 2-column notes (Opinion on one side/supporting reasons on the other) etc Outlines: Students need to practice first with bulleted outlines. Students will give 3 reasons for their opinion and then elaborate with details. Virtual Paragraph: Have sentences strips with main idea, key details, irrelevant sentences, conjunctions, and transitions. Have students take a sentence strip, and create a human paragraph with the classs help. www.tncore.org provides ELA Units and practice Writing Assessments -Write across ALL subject areas
Supporting Standards: Production and Distribution of Writing: W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.) Range of Writing: W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
http://www.tncore.org/http://www.corestandards.org/ELA-Literacy/L/5/
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range of discipline-specific tasks, purposes, and audiences.
Language
CCSS Language Language Outcomes (I can...) Content Power Standards: Knowledge of Language: L.5.3a Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Vocabulary Acquisition and Use: L.5.4a-c Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
POWER STANDARDS L.5.3a
I can use knowledge to expand sentences for meaning, interest, and style.
I can use knowledge to combine sentences for meaning, interest, and style.
I can use knowledge to reduce sentences for meaning, interest, and style.
L.5.4a-c
I can interpret figurative language (similes and metaphors) in context.
I can recognize and explain meaning of common idioms, adages, and proverbs.
I can use the relationship between particular words (synonyms, antonyms, and homographs) to understand meaning of each of the words.
SUPPORTING STANDARDS: none
Grammar Skills: Combining Sentences, Reducing Sentences, Conjunctions, Compound/Complex Sentences, Fragments, Run-ons, Multiple Meaning Words, Context Clues, Prefixes, Suffixes, Root Words, Understanding of Reference Materials Grammar Strategies/ Activities: Grammar In Context: Use your reading texts to pull language lessons. Students can identify their language skills they are learning within the text. Language WB: Have students glue in the notes from the workbook page into their folder/spiral for studying. Suggested Grammar Resources: Red Writing and Grammar WB Daily Fix-Its Assessments Common Assessments Informal Quick Checks: Parking Lots Post-Its, Ticket Out the Door, etc Teacher Made Quizzes
Supporting Standards: None
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Speaking and Listening
CCSS Speaking and Listening
Speaking & Listening Outcomes (I can...)
Content
Power Standards: POWER STANDARDS: none SUPPORTING STANDARDS SL.5.1 a-c
I can read and study to prepare for discussion.
I can follow rules for discussion.
I can carry out assigned roles for discussion.
I can ask questions in a discussion.
I can respond to specific questions in a discussion.
Accountable Talk Toolkit: Located in the 5th grade Drop Box in the 5th Grade Share folder
Supporting Standards: Comprehension and Collaboration: SL.5.1 a-c Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
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Standards that are ongoing throughout the year: Key Ideas and Details: RL. 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Key Ideas and Details: RI. 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Phonics and Word Recognition: RF. 5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF 5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Range of Reading and Level of Text Complexity: RL. 5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
Range of Reading and Level of Text Complexity: RI. 5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Fluency
RF. 5.4 Read with sufficient accuracy and fluency to support comprehension. RF 5.4a Read grade-level text with purpose and understanding. RF 5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF 5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary Acquisition and Use
L. 5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Production and Distribution of Writing: W. 5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on page 29.)
http://www.corestandards.org/ELA-Literacy/RL/3/1/http://www.corestandards.org/ELA-Literacy/RI/3/1/http://www.corestandards.org/ELA-Literacy/RF/3/3/http://www.corestandards.org/ELA-Literacy/RF/3/3/a/http://www.corestandards.org/ELA-Literacy/RL/3/10/http://www.corestandards.org/ELA-Literacy/RI/3/10/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/L/3/1/i/
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Fifth Grade: ELA Curriculum Guide Unit 3: Weeks 7-9 Tying It Together
Essential Questions: How is the theme supported by the experiences of the characters throughout the story, drama, or poem? What are the multiple main ideas that an author conveys in one text? How does the author use details to support each of those main ideas within the text?
Reading Literature
CCSS Literature Literature Outcomes (I can...) Content Power Standards: Key Ideas and Details: 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.
POWER STANDARDS
RL5.2
I can determine the theme of a story
using details in a text.
I can determine the theme of a poem
from details using text.
I can explain the characters actions
from text.
I can explain the speakers point of
view in a poem.
I can summarize the text.
Supporting Standards
RL5.3
I can compare and contrast the interaction of two or more characters in a story or drama.
I can compare and contrast the settings in a story or drama.
I can compare and contrast the
details in a story or drama.
RL5.5
I can explain the structure of a drama using scenes.
I can explain the structure of a poem using stanzas.
Comprehension Skills:
Theme, summarize, problem and solution, story elements,
text structure of story, drama, and poem, tone, imagery,
illustrations
Comprehension Strategies: Summarize, compare and contrast (suggestions: Venn diagram, double bubble map, character analysis chart, plot line)
Vocabulary Strategies:
Figurative language (similes, metaphors, idioms), context
clues
Supporting Standards: Key Ideas and Details: 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:
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.
Suggested Text Selections/Short Pieces:
Drama:
SS Readers Theater Readers Theater Website: http://www.teachingheart.net/readerstheater.htm http://www.thebestclass.org/rtscripts.html Wonders Workshop: Unit 3, Week 2, Survivaland Unit 1, Week 2 White Water Adventure Wonders Anthology: Unit 6, Week 1 The Unbreakable Code Unit 3, Week 2 Weslandia
http://www.corestandards.org/ELA-Literacy/RL/3/5/http://www.thebestclass.org/rtscripts.html
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I can describe how a narrators point of view influences how events are described.
Story: Trade Books: see list on 5th Grade Drop Box Mr. Peabodys Apples (by Madonna) Read Alouds: Wonders ( add AUTHOR) Unit 1, Week 2 Shelter in a Storm Unit 2, Week 5 How to Make a Friend Unit 3, Week 2 Lucia the Hummingbird Unit 6, Week 1 Hope for the Troops
Poem: Wonders Workshop: Unit 2, Week 5 A Simple Plan Unit 4, Week 4 Power From Nature Unit 6, Week 5 To Travel! Wonders Anthology Unit 2, Week 5 Foul Shot Unit 4, Week 4 Words Free as Confetti, Dreams, and A Story of How a Wall Stands Unit 6, Week 5 You Are My Music, You and I, and A Time to Talk
Wonders Leveled Readers: -Pull Leveled Readers to match weekly stories for extra texts Links:
www.ReadWorks.org
www.readwritethink.org
www.AtoZreading.org ????(need an account/ $)
http://teacher.depaul.edu/Fiction_Readings.htm#Grade5
(Fiction Texts)
http://linebaugh.org/ Audio/ video links:
www.brainpop.com
www.flocabulary.com
http://www.readworks.org/http://www.readwritethink.org/http://www.atozreading.org/http://teacher.depaul.edu/Fiction_Readings.htm#Grade5http://linebaugh.org/http://www.brainpop.com/http://www.flocabulary.com/
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www.youtube.com
www.storylineonline.net
Possible Novel Excerpts
Assessment: Common Assessments (Essential Skills Tests) Informal Quick Checks: Parking Lots Post-Its, Ticket Out the Door Wonders TCAP Weekly
Reading Informational Text
CCSS Information Information Outcomes (I can...)
Content
Power Standards: Key Ideas and Details: RI. 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
POWER STANDARDS RI.5.2
I can determine the main ideas of a text.
I can explain how the main idea is supported by keys details.
I can summarize the text.
Comprehension Skills:
Main Idea, Supporting Details, Context Clues, Conclusions,
Vocabulary in Context
Comprehension Strategies: Summarize: Have students write the main idea on the middle of an index cards and 4 supporting details (one in each corner) and then write a summary Someone wanted, but, then so(fiction) -use these words to begin sentences as you create a summary 8 Word Summary: have students choose 8 key words/phrases from the passage, then flip their text over, and using those 8 words/phrase create a summary Margin Main Idea: teach students to write 2-3 words highlighting the main idea of each paragraph when reading Stop Light Main Idea: Green- MI, Yellow- subtopics, Red-
details. Have the students use the 3 colors to underline a
paragraph and then defend their answers.
http://www.youtube.com/http://www.corestandards.org/ELA-Literacy/RL/3/3/
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Vocabulary Strategies:
Decomposing the word, Context Clues, Word Webs,
Latin/Greek Roots, Synonym and Antonyms, Text Features,
Relevant Context Clues
Supporting Standards: none
SUPPORTING STANDARDS: none
Suggested Text Selections/Short Pieces: Wonders Workshop: Unit 3 (all weeks) Unit 4, Week 3 Fredrick Douglass: Freedoms Voice Unit 4, Week 4 Power From Nature Unit 6, Week 1 Shipped Out Unit 6, Week 2 The Bully Wonders Anthology: Unit 3 (all weeks) Unit 4, Week 3 Rosa and Our Voices, Our Votes
Unit 4, Week 4 One Well and The Dirt on Dirt
Unit 6, Week 1 The Unbreakable Code and Allies in
Action
Unit 6, Week 2 The Friend Who Changed My Life and A
Guide to Getting Along
Links www.readworks.org http://fcrr.org/for-educators/sca_4-5.asp (Graphic Organizers & Activities) http://teacher.depaul.edu/Nonfiction_Readings.htm (Great Nonfiction Texts) http://teacher.depaul.edu/Skill-Focused-Readings/PairedNonfictionandFictionReadings.htm (Paired Fiction & Nonfiction Texts) http://linebaugh.org/
Assessment:
Common Assessments (Essential Skills Tests)
Informal Quick Checks: Parking Lots Post-Its, Ticket Out
the Door
Wonders TCAP Weekly
http://www.readworks.org/http://fcrr.org/for-educators/sca_4-5.asphttp://teacher.depaul.edu/Nonfiction_Readings.htmhttp://teacher.depaul.edu/Skill-Focused-Readings/PairedNonfictionandFictionReadings.htmhttp://teacher.depaul.edu/Skill-Focused-Readings/PairedNonfictionandFictionReadings.htm
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Writing
CCSS Writing Writing Outcomes (I can...) Content Power Standards: Text Types and Purposes W.5.3
Write narratives to develop real or imagined
experiences or events using effective
technique, descriptive details, and clear
event sequences.
Production and Distribution of Writing:
W.5.7
Conduct short research projects that use
several sources to build knowledge through
investigation of different aspects of a topic.
Research to Build and Present Knowledge W.5.9 a & b
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
a. Apply grade 5 Reading standards to
literature (e.g., "Compare and contrast two or
more characters, settings, or events in a
story or a drama, drawing on specific details
in the text [e.g., how characters interact]").
b. Apply grade 5 Reading standards to
informational texts (e.g., "Explain how an
author uses reasons and evidence to support
particular points in a text, identifying which
reasons and evidence support which
point[s]"").
POWER STANDARDS
W.5.3
I can use dialogue (conversation) to develop experiences and events from the narrative.
W.5.7
I can conduct research projects
using several sources.
W.5.9 a & b
I can draw evidence from literature to support analysis through comparing and contrasting.
I can support analysis of informational text using reasons and evidence to support particular points.
I can research using informational
text.
SUPPORTING STANDARDS
W.5.6
I can demonstrate sufficient command of keyboarding skills to type a minimum of two pages.
I can use technology to produce and publish writing with some guidance and support from adults.
W.5.10
I can write a variety of specific text over an extended time frame.
Activities/ tasks/ writing prompts: Wonders Workshop: -Each week there is a featured writing trait that is helpful to use Compare/Contrast Characters within stories
Citations/Bibliography
Paraphrase
Outlines: Students need to practice first with bulleted outlines. Students will learn how to create events and details to elaborate on the events. Larry Bells UNRAAVEL
Social Studies/Science Standards:
-Conduct a short research project on social studies/science
standards.
-Peer Conferences www.tncore.org provides ELA Units and practice Writing Assessments -Write across ALL subject areas
http://www.tncore.org/
-
I can write a variety of specific text over a shorter time frame (day or two).
Supporting Standards: Production and Distribution of Writing: W.5.6
With some guidance and support from adults,
use technology, including the Internet, to
produce and publish writing as well as to
interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a minimum of two
pages in a single sitting.
Range of Writing: W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Language
CCSS Language Language Outcomes (I can...)
Content
Power Standards: Knowledge of Language: L.5.3a Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Vocabulary Acquisition and Use: L.5.5a-c Demonstrate understanding of figurative language, word relationships, and nuances in
L.5.3a
I can use knowledge to expand sentences for meaning, interest, and style.
I can use knowledge to combine sentences for meaning, interest, and style.
I can use knowledge to reduce sentences for meaning, interest, and style.
Grammar Skills: Combining sentences, compound, complex sentences Conjunctions, complete sentences, run-on sentences, similes, metaphors, idioms, adages, proverbs, analogies, usage of commas, quotations
Grammar Strategies/ Activities: Grammar In Context: Use your reading texts to pull language lessons. Students can identify their language skills they are learning within the text.
http://www.corestandards.org/ELA-Literacy/L/5/5/
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word meanings.
L.5.5.a Interpret figurative language, including similes and metaphors, in context.
L.5.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.
L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.a-c
I can interpret figurative language (similes and metaphors) in context.
I can recognize and explain meaning of common idioms, adages, and proverbs.
I can use the relationship between particular words (synonyms, antonyms, and homographs) to understand meaning of each of the words.
SUPPORTING STANDARDS
L.5.1a-e
I can explain the function of conjunctions.
I can explain the function of prepositions.
I can explain the function of interjections.
I can use the perfect verb tenses correctly in a sentence oral and written.
I can use verb tenses correctly in writing passages.
I can recognize and correct shifts in verb tense.
I can use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2 a-e
I can punctuate to separate items in a series.
I can use a comma to separate an introductory element (dependent clause, prepositional phrases, etc.) from the rest of the sentence.
I can use a comma to set off
Vocabulary Costume Project: Students will be given
vocabulary terms (science/ss as well). Students dress up as
the word and present to the class. (Speaking/Listening
standards)
Suggested Grammar Resources:
Red, Writing and Grammar WB
PageT24 & T34 (Combining Sentences)
Lesson 4 Compound & Complex Sentences
Lesson 27 Conjunctions
Pages TN 32 (Figurative Language)
Lesson 28 Commas
Lesson 29 Quotations
Assessments Common Assessments Informal Quick Checks: Parking Lots Post-Its, Ticket Out the Door, etc Teacher Made Quizzes
Supporting Standards: Conventions of Standard English: L.5.1
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
b. Form and use the perfect (e.g., I had
walked; I have walked; I will have walked)
verb tenses.
c. Use verb tense to convey various times,
sequences, states, and conditions.
d. Recognize and correct inappropriate shifts
in verb tense.
e. Use correlative conjunctions (e.g.,
either/or, neither/nor).
L.5.2a-e
http://www.corestandards.org/ELA-Literacy/L/5/5/a/http://www.corestandards.org/ELA-Literacy/L/5/5/b/http://www.corestandards.org/ELA-Literacy/L/5/5/c/
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Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
a. Use punctuation to separate items in a
series.
b. Use a comma to separate an introductory
element from the rest of the sentence.
c. Use a comma to set off the words yes and
no (e.g., Yes, thank you), to set off a tag
question from the rest of the sentence (e.g.,
It's true, isn't it?), and to indicate direct
address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics
to indicate titles of works.
e. Spell grade-appropriate words correctly,
consulting references as needed.
introductory words (such as Yes, or No,) in a sentence.
I can set off a tag question from the rest of the sentence (Its true, isnt it?).
I can indicate direct address by using a comma before or after a name (Is that you, Steve? or Steve, is that you?)
I can use underlining, quotation marks, or italics to indicate titles of works.
Speaking and Listening
CCSS Speaking and Listening Speaking & Listening Outcomes (I can...)
Content
Power Standards: none
POWER STANDARDS: none
SUPPORTING STANDARDS
SL.5.1.d
I can review key ideas expressed in
a discussion.
I can draw conclusions using
information and knowledge gained
from discussions.
Accountable Talk Toolkit: Located in the 5th grade Drop Box
in the 5th Grade Share folder
Supporting Standards: Comprehension and Collaboration: SL.5.1 d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
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Standards that are ongoing throughout the year: Key Ideas and Details: RL 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Key Ideas and Details: RI 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Phonics and Word Recognition: RF 5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF 5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Range of Reading and Level of Text Complexity: RL 5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
Range of Reading and Level of Text Complexity: RI 5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Fluency RF 5.4 Read with sufficient accuracy and fluency to support comprehension. RF 5.4a Read grade-level text with purpose and understanding. RF 5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF 5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary Acquisition and Use L 5.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Production and Distribution of Writing: W 5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on page 29.)
http://www.corestandards.org/ELA-Literacy/RL/3/1/http://www.corestandards.org/ELA-Literacy/RI/3/1/http://www.corestandards.org/ELA-Literacy/RF/3/3/http://www.corestandards.org/ELA-Literacy/RF/3/3/a/http://www.corestandards.org/ELA-Literacy/RL/3/10/http://www.corestandards.org/ELA-Literacy/RI/3/10/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/L/3/1/i/
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Fifth Grade: ELA Curriculum Guide Unit 4: Weeks 10-12
Developing Literature Essential Questions: How does point of view affect the meaning of a text? How can word choice, structure and visual elements enhance the meaning of a text?
Reading Literature
CCSS Literature Literature Outcomes (I can...)
Content
Power Standards: Craft and Structure: 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. RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
POWER STANDARDS RL.5.4
I can determine the meaning of words or phrases as they are used in text.
RL.5.6
I can describe how a narrators point of view influences how events are described.
SUPPORTING STANDARDS RL.5.3
I can compare and contrast the interaction of two or more characters in a story or drama.
I can compare and contrast the settings in a story or drama.
I can compare and contrast the details in a story or drama.
RL.5.7
I can analyze how visual elements contribute to the meaning, tone, or beauty
of a text.
I can analyze how multimedia elements contribute to the meaning, tone, or beauty of a text.
Comprehension Skills: Figurative Language (Simile/Metaphor), Point of View (First Person/Third Person), Story Elements (Character, Setting, Plot), Characteristics of Different Genres (Fiction, Drama, Poetry, Graphic Novel, Folktale, Myth, Multimedia Presentation), Text Structure, Visual and Multimedia Elements in Text
Comprehension Strategies: Graphic organizers (Wonders wkbk), visualizing, making connections (text to self, text to text, text to world), compare and contrast, summarizing, foldables, note-taking, anchor charts, sentence starters/writing stems for responding to text
Vocabulary Strategies: context clues, metaphors, similes
Supporting Standards: Key Ideas and Details: 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: 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. Integration of Knowledge and Ideas: RL.5.7 Analyze how visual and multimedia elements contribute to the meaning,
Suggested Text Selections/Short Pieces: RL.5.3, RL5.4 Wonders Wkshop: Unit 4 Wk 1 How Mighty Kate Stopped the Train Wonders Anthology: Unit 4 Wk 1 How Grandmother Spider Stole the Sun. RL 5.4, RL 5.7 Wonders Wkshop: The Magical Lost Brocade (folktale) RL 5.7: Wonders Anthology: Unit 5 Wk 4 New Moon (graphic novel) RL 5.5: Social Studies Readers Theater Kit dramas RL 5.5 & 5.4: Wonders Anthology & Wkshop: Unit 4 Wk 5 - Poetry RL 5.6: Social Studies text: Chapter 8 Lesson 2 Harlem Renaissance Extended Piece: RL 5.3, RL 5.6, RL 5.5 Unit 5 WK 2 Wonders Anthology -Bud, Not Buddy (can extend to chapters by reading novel,
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tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem).
Bud, Not Buddy ) & Musical Impressions of the Great Depression
Assessment: Wonders Weekly Selection test, and Weekly TCAP assessments
Writing
CCSS Writing Writing Outcomes (I can...)
Content
Power Standards: Text Types and Purposes: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.
POWER STANDARDS W.5.1 a
I can introduce a topic or text clearly based on writers purpose.
I can create an organized text with ideas supporting writers purpose.
I can state an opinion about the writers purpose.
W.5.1b
I can support reasons giving facts and details.
W.5.1c
I can use words, phrases, and clauses (e.g., consequently, specifically,
etc...) to link opinion with reasons. W.5.1d I can provide a conclusion related to the opinion. SUPPORTING STANDARDS W.5.4
I can produce clear and coherent writing that is appropriate to the task or
purpose. W.5.5
Activities/ tasks/ writing prompts Small prompt for opinion piece: Choose the animal you believe makes the best pet. Support your opinion with reasons and details. Longer, more specific prompt to use with any two related texts from Wonders or elsewhere: In your opinion, which author presented the material most effectively? Support your opinion with details from both passages. Focus also on: Strong beginnings Strong middles Strong endings Using transitional and opinion words Graphic Organizers: Web Table top (Draw a table with a top and four legs. The table top is the main idea, while each leg is a supporting detail. This creates a five sentence paragraph. String four tables together on one paper and you have a four paragraph, one-sitting writing.)
Supporting Standards: Production and Distribution of Writing: W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
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are defined in standards 1-3 above.) W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.) Range of Writing: W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
I can develop and strengthen the writing process through planning with guidance from peers and adults.
I can revise and edit writing with guidance and support from peers and adults.
I can rewrite or try a new approach through guidance from peers and adults.
Language
CCSS Language Language Outcomes (I can...)
Content
Power Standards: Knowledge of Language: L.5.3a Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Vocabulary Acquisition and Use: L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
POWER STANDARDS L5.3a
I can use knowledge to expand sentences for meaning, interest, and style.
I can use knowledge to combine sentences for meaning, interest, and style.
I can use knowledge to reduce sentences for meaning, interest, and style.
L5.5
I can interpret figurative language (similes and metaphors) in context.
Grammar Skills: Punctuation, Capitalizing, and Sentence Structure Grammar Strategies/ Activities: Commas Common Core Aligned Commas Review Upper Grades (www.Teacherspayteachers.com) http://www.youtube.com/watch?v=dDmWWuqO7DY (grammar video how to use commas) https://www.youtube.com/watch?v=s3h42RWnCB0 (Comma Song-Grammar Rock) Let's Eat Grandma! How Command of the Comma Saves Lives (www.teacherspayteachers.com) Comma Task Cards (Proteacher-join for free)
http://www.corestandards.org/ELA-Literacy/L/5/http://www.youtube.com/watch?v=dDmWWuqO7DYhttps://www.youtube.com/watch?v=s3h42RWnCB0
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Supporting Standards: Conventions of Standard English: L.5.2a-e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed.
SUPPORTING STANDARDS L.5.2a-e
I can punctuate to separate items in a series. (a)
I can use a comma to separate an introductory element (dependent clause,
prepositional phrases, etc...) from the rest of the sentence. (b)
I can use a comma to set off introductory words (such as Yes, or No,) in a sentence. (c)
I can set off a tag question from the rest of the sentence (Its true, isnt it?). (c)
I can indicate direct address by using a comma before or after a name (Is that you, Steve? or Steve, is that you?) (c)
I can use underlining, quotation marks, or italics to indicate titles of works. (d)
I can spell grade appropriate words correctly. (e)
I can consult references to spell grade appropriate words when needed. (e)
Titles of Work http://www.mrshatzi.com/files/punctuating-titles.pdf https://www.youtube.com/watch?v=zPZPkPeC068 (Title of works) Punctuating and Capitalizing Titles {Common Core Supplement (L.5.2d)} (Teachers pay teachers) http://web.cn.edu/kwheeler/documents/punctuating_titles_chart.pdf http://www.myteacherpages.com/webpages/domokos/files/ch13develop.pdf Suggested Grammar Resources: Red (Grammar Writing Book): Prepositions and Prepositional phrases Pages 134-137----WB 57-60,136 Punctuation Pages 224-227
Commas Pages: 62-65 with dependent clauses; 68-71 with compound Sentences; 212-215 appositives, direct address, introductory words, and items in a series; 218-221 quotations Figurative Language Page 216 Writing and Grammar WB Independent and Dependent Clauses WB 9-12, 124 Compound and Complex Sentences WB 13-16, 125 Commas 109-112, 149 Prepositions and Prepositional phrases ---WB 57-60,136 Punctuation 117-120, 151 Quotations and Quotation Marks--- WB 113-116, 150 Literature: Eats, Shoots & Leaves: Why, Commas Really Do Make a Difference! By Lynn Truss Figurative Language Resources Scholastic Context Clues & Figurative Language (35 Reading Passages) Jump Starters for Figurative Language Short Daily Warm-Ups by Jane http://www.fcrr.org/studentactivities/language_45.htm
http://www.mrshatzi.com/files/punctuating-titles.pdfhttps://www.youtube.com/watch?v=zPZPkPeC068http://web.cn.edu/kwheeler/documents/punctuating_titles_chart.pdfhttp://www.myteacherpages.com/webpages/domokos/files/ch13develop.pdfhttp://www.fcrr.org/studentactivities/language_45.htm
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Assessment: (Red Grammar Book and Grammar and Writing Practice Book) Independent and Dependent Clauses page 64---WB 11 Compound and Complex Sentences page 70--WB15 Commas page 214WB 111 Quotations and Quotation Marks 220---WB 115 Prepositions and Prepositional Phrases page 136WB 59 Punctuation page 226---WB 119
Speaking and Listening
CCSS Speaking and Listening
Speaking & Listening Outcomes (I can...)
Content
Power Standards: Comprehension and Collaboration: SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
POWER STANDARDS SL.5.3
I can restate the points a speaker makes.
I can explain how each claim is supported by evidence.
SUPPORTING STANDARDS: none
Accountable Talk Toolkit: Located in the 5th grade Drop Box in the 5th Grade Share folder
Supporting Standards: none
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Standards that are ongoing throughout the year: Key Ideas and Details: RL 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Key Ideas and Details: RI 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Phonics and Word Recognition: RF 5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF 5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Range of Reading and Level of Text Complexity: RL 5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
Range of Reading and Level of Text Complexity: RI 5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Fluency RF 5.4 Read with sufficient accuracy and fluency to support comprehension. RF 5.4a Read grade-level text with purpose and understanding. RF 5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF 5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary Acquisition and Use L 5.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Production and Distribution of Writing: W 5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on page 29.)
http://www.corestandards.org/ELA-Literacy/RL/3/1/http://www.corestandards.org/ELA-Literacy/RI/3/1/http://www.corestandards.org/ELA-Literacy/RF/3/3/http://www.corestandards.org/ELA-Literacy/RF/3/3/a/http://www.corestandards.org/ELA-Literacy/RL/3/10/http://www.corestandards.org/ELA-Literacy/RI/3/10/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/L/3/1/i/
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Fifth Grade: ELA Curriculum Guide Unit 5: Weeks 13-15
Developing Information Essential Questions: How do authors use evidence and reasons to support their points? How can texts have similar or different points of view about the same topic?
Reading Information
CCSS Information Information Outcomes (I can...)
Content
Power Standards: Craft and Structure: 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: 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).
POWER STANDARDS RI 5.6 I can analyze different accounts of the same event or topic, identifying important similarities. I can distinguish differences in multiple accounts of the same event or topic. RI 5.8 I can describe how an author uses reasons and evidence to support particular points in a text. I can identify the reasons and evidence that support each point. SUPPORTING STANDARDS RI 5.7 I can demonstrate the ability to locate an answer to a question using multiple print or digital sources. I can solve a problem using information from multiple print or digital sources. RI 5.9 I can use information from several texts on the same topic to write about the subject knowledgeably.
Comprehension Skills: Compare and Contrast Across Texts, Point of View, Main Idea/Supporting Details, Text Structure (Chronology, Comparison, Cause/Effect, Problem/Solution), Reference Sources, Locating Information using Text Features
Comprehension Strategies: Graphic organizers (Wonders web), visualizing, making connections (text to self, text to text, text to world), compare and contrast, summarizing, foldable, note-taking, anchor charts, sentence starters/writing stems for responding to text
Vocabulary Strategies: Greek roots, bingo, Multiple meaning words
Supporting Standards: Craft and Structure: RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts. Integration of Knowledge and Ideas: 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.
Suggested Text Selections/Short Piece:
(Need multiple accounts of the same topic for RI.5.6)
RI 5.6:
Wonders Anthology: Unit 1 Wk 3 Camping with the President, A Walk
with Teddy
Wonders Anthology: Unit 1 Wk 5 The Future of Transportation, Getting
From Here to There
RI 5.9, RL 5.7:
Wonders Anthology: Unit 2 Wk 1 Who Wrote the U.S. Constitution?,
Parchment and Ink
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RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
I can speak about a topic integrating information from different texts.
Wonders Workshop: Unit 2 Wk1 Creating a Nation
RI 5.8, RI 5.9:
Wonders Workshop: Unit 5 Wk 5 Should Plants and Animals From
Other Places Live Here?
Unit 5 Wk 5 The Case of the Missing Bees, Busy Beneficial Bees
Unit 5 Wk 5 resources also support RI 5.7 in Unit 6; passages can be split
and used in both units.
Extended Text: RI 5.5: Wonders Anthology: Unit 5 Wk 4 - When is a Planet Not A Planet? (Cause & Effect mini lesson in Wonders Workshop Unit 5 Wk 4 Changing Views of Earth)
Assessment: Wonders Selection Tests Wonders Weekly TCAP Assessments
Writing
CCSS Writing Writing Outcomes (I can...)
Content
Power Standards: Text Types and Purposes: W.5.2a-e Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details,
POWER STANDARDS W.5.2a-e I can introduce a topic clearly, providing a general observation and focus. I can group related information logically. I can include headings, illustrations, and multimedia when useful for comprehension. I can develop the topic using facts, definitions, details, quotes, or other information related to topic. I can use words, phrases, and
Activities/ tasks/ writing prompts: Specific writing example: Read "Frederick Douglas" from Wonders series, Unit 4 Week 3, and write an informational essay about Douglas using facts, quotes, and other information related to the topic. Graphic Organizers: Story board Web The same assignment can be used with any nonfiction text.
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quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or
explanation presented.
clauses (in contrast, especially) to link ideas and information. I can use precise language and vocabulary to inform or explain the topic. I can provide a conclusion related to the information. SUPPORTING STANDARDS W.5.5 I can develop and strengthen the writing process through planning with guidance from peers and adults. I can revise and edit writing with guidance and support from peers and adults. I can rewrite or try a new approach through guidance from peers and adults. W.5.6 *I can demonstrate sufficient command of keyboarding skills to type a minimum of two pages. I can use technology to produce and publish writing with some guidance and support from adults. W.5.8 I can recall relevant information from experiences. I can gather relevant information from print and digital sources. I can summarize information in notes and finished work. I can provide a list of sources.
Supporting Standards: Production and Distribution of Writing: W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.) W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Research to Build and Present Knowledge: W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
http://www.corestandards.org/ELA-Literacy/L/5/
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Language
CCSS Language Language Outcomes (I can...)
Content
Power Standards: Vocabulary Acquisition and Use: L.5.4a-c Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
POWER STANDARDS L.5.4 a-c I can use context clues to determine the meaning of a word or phrase. I can use Greek and Latin affixes and roots to determine the meaning of words and phrases. I can consult printed reference materials to find the pronunciation and meaning of key words or phrases. I can consult digital reference materials to find the pronunciation and meaning of key words and phrases. SUPPORTING STANDARDS L.5.2a-e I can punctuate to separate items in a series. I can use a comma to separate an introductory element (dependent clause, prepositional phrases, etc...) from the rest of the sentence. I can use a comma to set off introductory words (such as Yes, or No,) in a sentence. I can set off a tag question from the rest of the sentence (Its true, isnt it?). I can indicate direct address by using a comma before or after a name (Is that you, Steve? or Steve, is that you?)
Grammar Skills: Punctuation, Capitalizing, Sentence Structure, and References Grammar Strategies/ Activities: Context Clues Flocabulary.com (subscription needed) http://ccss5.watchknowlearn.org/Category.aspx?CategoryID=15672 (website has info from YouTube, Teacher tube, and PBS learning) Greek and Latin Affixes and Roots (there are a host of mini- lessons in the Wonders Workshop series) Unit 1 Week 4 - Greek Roots Unit 1 Week 5, Unit 2 Week 1- Greek and Latin Prefixes Unit 2 Week 3, Unit 4 Week 1- Greek and Latin Suffixes
Commas Common Core Aligned Commas Review Upper Grades (www.teacherspayteachers.com) http://www.youtube.com/watch?v=dDmWWuqO7DY (grammar video how to use commas) https://www.youtube.com/watch?v=s3h42RWnCB0 (Comma Song-Grammar Rock) Let's Eat Grandma! How Command of the Comma Saves Lives (www.teacherspayteachers.com) Comma Task Cards (Proteacher-join for free) Titles of Work http://www.mrshatzi.com/files/punctuating-titles.pdf https://www.youtube.com/watch?v=zPZPkPeC068 (Title of works) Punctuating and Capitalizing Titles {Common Core Supplement (L.5.2d)} (Teachers pay teachers) http://web.cn.edu/kwheeler/documents/punctuating_titles_chart.pdf
Supporting Standards: Conventions of Standard English: L.5.2a-e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of
http://ccss5.watchknowlearn.org/Category.aspx?CategoryID=15672http://www.youtube.com/watch?v=dDmWWuqO7DYhttps://www.youtube.com/watch?v=s3h42RWnCB0http://www.mrshatzi.com/files/punctuating-titles.pdfhttps://www.youtube.com/watch?v=zPZPkPeC068http://web.cn.edu/kwheeler/documents/punctuating_titles_chart.pdf
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the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed.
I can use underlining, quotation marks, or italics to indicate titles of works.
http://www.myteacherpages.com/webpages/domokos/files/ch13develop.pdf Suggested Grammar Resources: Red (Grammar Writing Book) Prepositions and Prepositional phrases Pages 134-137----WB 57-60,136 Punctuation Pages 224-227
Commas Pages: 62-65 with dependent clauses; 68-71 with compound sentences; 212-215 appositives, direct address, introductory words, and items in a series; 218-221 quotations Writing and Grammar WB Independent and Dependent Clauses WB 9-12, 124 Compound and Complex Sentences WB 13-16, 125 Commas 109-112, 149 Prepositions and Prepositional phrases WB 57-60,136 Punctuation 117-120, 151 Quotations and Quotation Marks WB 113-116, 150 Literature: Eats, Shoots & Leaves: Why, Commas Really Do Make a Difference! By Lynn Truss Assessment: (Red Grammar Book and Grammar and Writing Practice Book) Independent and Dependent Clauses page 64---WB 11 Compound and Complex Sentences page 70--WB15 Commas page 214WB 111 Quotations and Quotation Marks 220---WB 115 Prepositions and Prepositional Phrases page 136WB 59 Punctuation page 226---WB 119
http://www.myteacherpages.com/webpages/domokos/files/ch13develop.pdf
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Speaking and Listening
CCSS Speaking and Listening
Speaking & Listening Outcomes (I can...)
Content
Power Standards: Comprehension and Collaboration: SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
POWER STANDARDS SL.5.2
I can include multimedia components to enhance presentation(s).
SUPPORTING STANDARDS: none
Accountable Talk Toolkit: Located in the 5th grade Drop Box in the 5th Grade Share folder
Supporting Standards: none
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Standards that are ongoing throughout the year: Key Ideas and Details: RL 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Key Ideas and Details: RI 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Phonics and Word Recognition: RF 5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF 5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Range of Reading and Level of Text Complexity: RL 5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
Range of Reading and Level of Text Complexity: RI 5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Fluency RF 5.4 Read with sufficient accuracy and fluency to support comprehension. RF 5.4a Read grade-level text with purpose and understanding. RF 5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF 5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary Acquisition and Use L 5.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Production and Distribution of Writing: W 5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on page 29.)
http://www.corestandards.org/ELA-Literacy/RL/3/1/http://www.corestandards.org/ELA-Literacy/RI/3/1/http://www.corestandards.org/ELA-Literacy/RF/3/3/http://www.corestandards.org/ELA-Literacy/RF/3/3/a/http://www.corestandards.org/ELA-Literacy/RL/3/10/http://www.corestandards.org/ELA-Literacy/RI/3/10/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/RF/3/4/http://www.corestandards.org/ELA-Literacy/L/3/1/i/
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Fifth Grade: ELA Curriculum Guide Unit 6: Weeks 16-18
Ready to Research Essential Questions: How does structure connect ideas and themes? How do multiple texts represent similar themes and topics in different ways?
Reading Literature
CCSS Literature Literature Outcomes (I can...)
Content
Power Standards: Integration of Knowledge and Ideas: 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.
POWER STANDARDS
RL.5.9
I can compare and contrast themes in stories of the same genre.
I can compare and contrast topics in stories of the same genre.
SUPPORTING STANDARDS
RL.5.5
I can explain the structure of a story using chapters.
I can explain the structure of a drama using scenes.
I can explain the structure of a poem using stanzas.
I can describe a narrators point of view.
Comprehension Skills: Compare and Contrast, Theme,
Characteristics of Different Genres (i.e. Mysteries, Adventure
Stories, Drama, and Poem), Text Structure of Story, Drama,
or Poem (stanzas, chronology, etc)
Comprehension Strategies: Graphic organizers (Wonders
wkbk), visualizing, making connections (text to self, text to
text, text to world), compare and contrast, summarizing,
foldables, note-taking, anchor charts, sentence
starters/writing stems for responding to text
Vocabulary Strategies: Transition & compare contrast
words, context clues, define types of text structure
Supporting Standards: Craft and Structure:
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.
Suggested Text Selections/Short Pieces:
2 texts required for RL.5.9 RL 5.5 Wonders Wkshop & Anthology Unit 2 Wk 5 (Poetry Structure) RL 5.5 Science Textbook pgs 62-65 (drama) RL 5.9 Wonders Wkshop, Anthology & levelled readers (mysteries for compare/contrast) (3-6 text choices)
http://www.corestandards.org/ELA-Literacy/RL/3/5/
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Assessment:
Wonders selection tests, Wonders Weekly Assessment tests
Reading Informational Text
CCSS Information Information Outcomes (I can...)
Content
Power Standards: none
Power Standards: none
Comprehension Skills:
Main ideas and details
Comprehension Strategies:
Read and answer text- dependent questions
Read multiple texts and use info from both
Vocabulary Strategies:
Supporting Standards: Key Ideas and Details: RI.5.3
Explain the relationships or interactions
between two or more