roosevelt ufsd write character description paragraphs trait: voice student draft . ... theme 1...

Roosevelt UFSD Story Town Curriculum Pacing Guide

Grade 5

1

Theme 1 FINDING A WAY

Essential Question: How can a friend’s encouragement help

you overcome a challenge?

Dates: Sept. 10-14, 2012

Less

on

1

COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT

READING LITERATURE

RL5.5 Explain how a series of chapters, scenes, or stanzas fits

together to provide the overall structure of a particular story,

drama, or poem.

COMPREHENSION

Skill: Plot: Conflict and Resolution

Strategy: Use appropriate

Thinking Map for Story Structure

Paired Selection /Genre:

“Rope Burn”/Realistic Fiction

“Trees House for

Everyone”/Magazine Article

Weekly Test

Written Response

Running Records

LANGUAGE: VOCABULARY

L5.6 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).

VOCABULARY

Robust Vocabulary

Humiliation, expectations, fringes,

hesitating, sincere, coaxed

Weekly Vocabulary

READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. 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.

WORD STUDY

Closed Syllable Patterns

Weekly Spelling

RFS5.4 Fluency Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

FLUENCY

Accuracy

B M E

Rate 111+ 120+ 130+

Accuracy 98+ 98+ 99+

Daily Oral Reading Fluency (DORF)

Progress Monitor

LANGUAGE: CONVENTIONS L5.1 Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

GRAMMAR Complete, declarative and interrogative sentences

Weekly Grammar


Grade 5

2

WRITING

W5.3 Write narratives to develop real or imagined

experiences or events using effective technique, descriptive

details, and clear event sequences.

a. Orient the reader by establishing a situation and

introducing a narrator and/or characters; organize an event

sequence that unfolds naturally.

d. Use concrete words and phrases and sensory details to

convey experiences and events precisely.

WRITING

Form: Write character description

paragraphs

Trait: Voice

Student Draft


Grade 5

3


Lesson 2 Essential Question: How can you overcome others’

doubts t achieve a goal?

Dates: Sept. 19-25, 2012

Less

on

2


READING INFORMATIONAL TEXT

RI5.5 Compare and contrast the overall

structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events,

ideas, concepts, or information in two or more

texts.

COMPREHENSION




“Line Drive”/Autobiography

“Ninth Inning”/Poetry

Weekly Test

Written Response

Running Records


L5.6 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).

VOCABULARY

Robust Vocabulary

Maven, conceited, designated,

smirk, exhilarated

Weekly Vocabulary

READING FOUNDATIONAL SKILLS

RFS5.3 Know and apply grade-level phonics

and word analysis skills in decoding words.

a. 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.

WORD STUDY

Open syllable patterns

Weekly Spelling

RF5.4 Fluency

Read with sufficient accuracy and fluency to

support comprehension.

b. Read on-level prose and poetry orally with

accuracy, appropriate rate, and expression

on successive readings.

FLUENCY

Accuracy


Progress Monitor


Grade 5

4

LANGUAGE: CONVENTIONS

L5.1 Demonstrate command of the

conventions of standard English grammar

and usage when writing or speaking.

GRAMMAR

Imperative and Exclamatory

Sentences

Interjections

Weekly Grammar

WRITING

W5.3 Write narratives to develop real or

imagined experiences or events using effective

technique, descriptive details, and clear event

sequences.

d. Use concrete words and phrases and

sensory details to convey experiences and

events precisely.

WRITING

Form: Autobiographical

composition

Trait: Voice

Student Draft


Lesson 3 Essential Question: How can a sacrifice help

overcome a challenge?

Dates: Sept. 27-Oct. 5, 2012

Less

on

3


READING LITERATURE

RL5.2 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.

COMPREHENSION

Skill: Plot: Character Motives

Strategy: Reread


“Chang and the Bamboo

Flute”/Historical Fiction

“Evren Ozan, Musician”

/Interview

Weekly Test

Written Response

Running Records







VOCABULARY

Robust Vocabulary

Pried, desperately, sneered,

indignantly, urgently, grudgingly

Weekly Vocabulary

READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and

WORD STUDY

Vowel digraphs

Weekly Spelling


Grade 5

5

morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF5.4 Fluency Read with sufficient accuracy and fluency to support comprehension. c. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading.

FLUENCY

Reading Rate


Progress Monitor


L5.1 Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

GRAMMAR Subjects and predicates

Weekly Grammar

WRITING




d. Use concrete words and phrases and sensory details to

convey experiences and events precisely.

WRITING

Form: Autobiographical narrative

Trait: Word Choice

Student Draft


Grade 5

6


Lesson 4 Essential Question: Why is determination important

when facing challenges?

Dates: Oct. 9-12, 2012

Less

on

4


READING INFOMRATIONAL TEXT

RI5.3 Explain the relationships or interactions between two or

more individuals, events, ideas, or concepts in a historical,

scientific, or technical text based on specific information in the

text.

COMPREHENSION

Skill: Plot: Character Motives

Strategy: Reread


“The Diary Nellie Bly: America’s

Star Reporter”/Biography

“Around the World in Seventy-

Two Days”/Personal Narrative

Weekly Test

Written Response

Running Records







VOCABULARY

Robust Vocabulary

Relented, faze, eccentric,

infuriated, disheartened,

impassable, crusaded

Weekly Vocabulary


RF5.3 Know and apply grade-level phonics

and word analysis skills in decoding words.

a. 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.

WORD STUDY

Inflections –ed, -ing

Weekly Spelling

RF5.4 Fluency

Read with sufficient accuracy and fluency to support

comprehension.

c. Read on-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive reading.

FLUENCY

Reading Rate


Progress Monitor


Grade 5

7




GRAMMAR

Complete and simple subjects

and predicates

Weekly Grammar

WRITING

W5.2 Write informative/explanatory texts to examine a topic

and convey ideas and information clearly.

d. Use precise language and domain specific vocabulary to

inform about or explain the topic

WRITING

Form: Newspaper story

Trait: Word Choice

Student Draft


Grade 5

8


Lesson 5 Essential Question: How might overcoming a

challenging help in discovering a talent?

Dates: Oct. 15-19, 2012

Less

on

5


READING LITERATURE

Review of Standards

COMPREHENSION


Character Motives



Reread

Reader’s Theater:

“It Takes Talent!”/Talent Show

“The Alligator Race”/Realistic

Fiction

Theme assessment

Written response to Essential

Question

Publish Writing


Review of Standards

VOCABULARY

Robust Vocabulary

Review Lessons 1-4

Introduce: genial, prognostication,

stricken, dramatically, restrain,

protest, feverishly, overcome, flop,

spectacular


Review of Standards

WORD STUDY

Review:

Closed Syllable Patterns

Open Syllable Patterns

Syllable Patterns: Vowel

Diagraphs

Fluency

Review of Standards

FLUENCY

Review:

Accuracy

Reading Rate


Review of Standards

GRAMMAR


Grade 5

9

WRITING

Review of Standards

WRITING

STANDARDS ACROSS THE THEME

**All Standards Across the Theme are embedded in many lessons and not taught in isolation** READING LITERATURE: RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL5.10 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.

READING INFORMATIONAL TEXT: RI5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI5.10 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.

READING FOUNDATIONAL SKILLS: RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF5.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

WRITING: W5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W5.10 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.

SPEAKING AND LISTENING: SL5.1 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.

LANGUAGE: L 5.1 command of the conventions of standard English grammar and usage when writing or speaking. L5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Vocabulary**: L5.4 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. L5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed,


Grade 5

10

whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Theme 2 COMMON GOALS

Lesson 6 Essential Question: How is planning an important

part of teamwork?

Dates: Oct. 22-26, 2012

Less

on

6


READING LITERATURE




upon a topic; summarize the text.

COMPREHENSION

Skill: Theme

Strategy: Ask Questions


“The Night of San Juan”/Realistic

Fiction

“Tejano Conjunto

Festival”/Photo Essay

Weekly Test

Written Response

Running Records







VOCABULARY

Robust Vocabulary

wistful, grateful, grim, raspy,

swarmed, revelers, irresistible

Weekly Vocabulary


WORD STUDY

Syllable Patterns:

Consonant -le

Weekly Spelling

RF5.4 Fluency Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

FLUENCY

Expression

B M E

Rate 111+ 120+ 130+


Daily Oral Reading Fluency

(DORF)

Progress Monitor


Grade 5

11




GRAMMAR Compound Subject and Predicate

Weekly Grammar

WRITING




W5.4 Produce clear and coherent writing in which the

development and organization are appropriate to task,

purpose, and audience.

WRITING

Form: Personal Response

Paragraph

Trait: Ideas

Student Draft


Grade 5

12

Theme 2 COMMON GOALS

Lesson 7 Essential Question: How can people work together

to create something great?

Dates: Nov. 7-16, 2012

Less

on

7


READING LITERATURE




upon a topic; summarize the text.

COMPREHENSION

Skill: Theme

Strategy: Ask Questions


“When the Circus Came to

Town”/Historical Fiction

“Limerick”, “Take a Bow!”,

“Summer Hummers”/Poetry

Weekly Test

Written Response

Running Records







VOCABULARY

Robust Vocabulary

Fret, assured, nudged, outlandish,

ruckus, proclaimed

Weekly Vocabulary


WORD STUDY

Syllable Patterns:

Same medial consonants

Weekly Spelling


FLUENCY

Expression


Progress Monitor




GRAMMAR Simple and Compound Sentences

Weekly Grammar


Grade 5

13

WRITING



WRITING

Form: Journal Entry

Trait: Ideas

Student Draft


Grade 5

14


Lesson 8 Essential Question: Why is a good leader important

to a team?

Dates: Nov. 26-30, 2012

Less

on

8



RI5.5 Compare and contrast the overall structure (e.g.,

chronology, comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in two or more texts.

COMPREHENSION

Skill: Text Structure: Sequence


Thinking Map


“When Washington Crossed the

Delaware”/Narrative Nonfiction

“In 1776”/Poetry

Weekly Test

Written Response

Running Records







VOCABULARY

Robust Vocabulary

Crucial, crisis, maneuvered,

perseverance, encountered,

persuading, appealed, destiny

Weekly Vocabulary


WORD STUDY

Syllable Patterns:

Different Medial Consonants

Weekly Spelling


FLUENCY

Phrasing


Progress Monitor




GRAMMAR Prepositions & Prepositional Phrases

Weekly Grammar


Grade 5

15

WRITING






WRITING

Form: Biography

Trait: Organization

Student Draft


Lesson 9 Essential Question: How might many achieve a goal

one person cannot?

Dates: Dec. 3-7, 2012

Less

on

9



RI5.5 Compare and contrast the overall structure (e.g.,

chronology, comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in two or more texts.

COMPREHENSION

Skill: Text Structure: Sequence


Thinking Map


“Leonardo’s Horse”/Narrative

Nonfiction

“Bellerophone and Pegasus: A

Greek Myth”/Myth

Weekly Test

Written Response

Running Records







VOCABULARY

Robust Vocabulary

Scholars, specialized, gesture,

envisioned, proportion, resisted

Weekly Vocabulary


WORD STUDY

Syllable Patterns:

Three Medial Consonants

Weekly Spelling

RF5.4 Fluency Read with sufficient accuracy and fluency to support comprehension.

FLUENCY

Phrasing


Progress Monitor


Grade 5

16

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.




GRAMMAR Clauses and Phrases; Complex sentences

Weekly Grammar

WRITING






WRITING

Form: Summary

Trait: Organization

Student Draft


Grade 5

17


Lesson 10 Essential Question: How might working together

help people solve problems?

Dates: Dec. 10-14, 2012

Less

on

10



REVIEW OF STANDARDS

COMPREHENSION

Skill: Theme

Text Structure: Sequence

Strategy:

Ask Questions

Use appropriate Thinking Map

Reader’s Theater:

“The Secret Ingredient”/Cooking

Show

“Ants”/Expository Nonfiction

Theme Assessment

Written response to Essential

Question

Publish Writing


REVIEW OF STANDARDS

VOCABULARY

Robust Vocabulary

Review Lesson 6-9

Introduce: eminent, charity,

modest, disgruntled, inadequate,

aghast, dismayed, amends,

absentminded, concoction


REVIEW OF STANDARDS

WORD STUDY

Syllable Patterns:

Consonant –le

Same/Different/Three Medial

Consonants

Fluency

REVIEW OF STANDARDS

FLUENCY

Expression

Phrasing


REVIEW OF STANDARDS

GRAMMAR


Grade 5

18

WRITING

REVIEW OF STANDARDS

WRITING

STANDARDS ACROSS THE THEME **All Standards Across the Theme are embedded in many lessons and not taught in isolation**

READING LITERATURE: RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL5.10 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.



READING FOUNDATIONAL SKILLS: RFS5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS5.4 Read with sufficient accuracy and fluency to support comprehension.




SPEAKING AND LISTENING STANDARDS: SL5.1 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


LANGUAGE STANDARDS: L 5.1 command of the conventions of standard English grammar and usage when writing or speaking. L5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Vocabulary**: L5.4 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.


Grade 5

19

L5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).


Grade 5

20

Theme 3 Go with the Flow

Lesson 11 Essential Question: What is life like for people who

live on water?

Dates: Dec. 17-21, 2012

Less

on

11


READING LITERATURE

RL5.3 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).

RL5.10 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.

COMPREHENSION

Skill: Compare and Contrast

Strategy: Monitor

Comprehension: Self Correct


“Sailing Home: A Story of a

Childhood at Sea”/Historical

Fiction

“Voyage into the

Past”/Expository Nonfiction

Weekly Test

Written Response

Running Records







VOCABULARY

Robust Vocabulary

Inflammable, dignified, rowdy,

seldom, conducted, shatter,

broached

Weekly Vocabulary


WORD STUDY

Open and Closed Syllable

Patterns

Weekly Spelling


FLUENCY

Intonation

B M E

Rate 111+ 120+ 130+



Progress Monitor


Grade 5

21




GRAMMAR Common and proper nouns

Weekly Grammar

WRITING




b. Use narrative techniques, such as dialogue, description,

and pacing, to develop experiences and events or show the

responses of characters to situations.

WRITING

Form: Descriptive Paragraphs:

Setting

Trait: Sentence Fluency

Student Draft


Grade 5

22


Lesson 12 Essential Question: How do animals adapt to

different environments?

Dates: Jan. 2-11, 2013

Less

on

12



RI5.5 Compare and contrast the overall structure (e.g., chronology,

comparison, cause/effect, problem/solution) of events, ideas,

concepts, or information in two or more texts.

RI5.10 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.

COMPREHENSION


Strategy: Monitor



“Ultimate Field Trip 3: Wading

into Marine

Biology”/Informational Narrative

“The Florida

Everglades”/Expository

Nonfiction

Weekly Test

Written Response

Running Records







VOCABULARY

Robust Vocabulary

Adjust, residents, specimens, recoil,

pesky, debris, internal

Weekly Vocabulary

READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. 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.

WORD STUDY

Structural Analysis:

Prefixes: re-, un-, non-

Weekly Spelling



FLUENCY

Intonation


Progress Monitor


Grade 5

23




GRAMMAR Singular and Plural Nouns

Weekly Grammar

WRITING



c. Link ideas within and across categories of

information using words, phrases, and clauses (e.g., in

contrast, especially).

WRITING

Form: Compare and Contrast

Paragraph

Trait: Sentence Fluency

Student Draft


Grade 5

24


Lesson 13 Essential Question: How does water help people

earn a living?

Dates: Jan. 14-18, 2013

Less

on

13


READING LITERATURE

RL5.2 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.

RL5.10 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.

COMPREHENSION

Skill: Cause and Effect


Thinking Map


“Stormalong”/Tall Tale

“Paul Bunyan Makes

Progress”/Tall Tale

Weekly Test

Written Response

Running Records







VOCABULARY

Robust Vocabulary

Bellowing, outcast, reputation,

betrayed, yearning, withered,

escapades, unfathomable

Weekly Vocabulary



WORD STUDY

Structural Analysis:

Suffixes –able, -ible, -ment, -less

Weekly Spelling



FLUENCY

Pace


Progress Monitor


Grade 5

25




GRAMMAR Possessive Pronouns

Weekly Grammar

WRITING




b. Use narrative techniques, such as dialogue, description,

and pacing, to develop experiences and events or show the

responses of characters to situations.

WRITING

Form: Descriptive Paragraph:

Character

Trait: Conventions

Student Draft


Grade 5

26


Lesson 14 Essential Question: Why does the water move in

cycles?

Dates: Jan. 22-25, 2013

Less

on

14



RI5.5 Compare and contrast the overall structure (e.g. chronology,

comparison, cause/effect, problem/solution) of events, ideas,

concepts, or information in two or more texts.

RI5.10 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.

COMPREHENSION

Skill: Cause and Effect


Thinking Map


“A Drop of Water”/Expository

Nonfiction

“Rain, Dance!; Steam; and Ice

Cycle”/Poetry

Weekly Test

Written Response

Running Records







VOCABULARY

Robust Vocabulary

Elongates, elastic, rigid,

accumulate, underlying, intricate,

vanish, replenishing

Weekly Vocabulary



WORD STUDY

Unaccented Syllables: Schaw +n,

Schwa +l, Schwa +r

Weekly Spelling



FLUENCY

Pace


Progress Monitor


Grade 5

27




GRAMMAR Pronoun & Antecedents

Weekly Grammar

WRITING



c. Link ideas within and across categories of information

using words, phrases, and clauses (e.g., in contrast,

especially).

W5.5 With guidance and support from peers and adults,

develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach.

WRITING

Form: Cause & Effect Paragraph

Trait: Conventions

Student Draft


Grade 5

28


Lesson 15 Essential Question: Why is water important for to

grow?

Dates: Jan. 28-Feb. 1, 2013

Less

on

15



REVIEW OF STANDARDS

COMPREHENSION


Cause and Effect

Strategy: Monitor


Use appropriate Thinking Map

Reader’s Theater:

“How Prairie Became

Ocean!”/Myth

“How Does Ocean Water

Move?”/Science Textbook

Theme Assessment

Written Response to Essential

Question

Publish Writing


REVIEW OF STANDARDS

VOCABULARY

Robust Vocabulary

Review Lessons 11-14

Introduce: recount, uninhabitable,

sustain, monotonous, endeavor,

dwell, brimming, teeming,

parched, sorrowful


REVIEW OF STANDARDS

WORD STUDY

Open and Closed Syllable

Patterns

Structural Analysis: Prefixes

Structural Analysis: Suffixes

Unaccented Syllables: Schwa +n,

Schwa +l, Schwa +r

Fluency

REVIEW OF STANDARDS

FLUENCY

Intonation

Pace


Grade 5

29


REVIEW OF STANDARDS

GRAMMAR

WRITING

REVIEW OF STANDARDS

WRITING

STANDARDS ACROSS THE THEME **All Standards Across the Theme are embedded in many lessons and not taught in isolation**

READING LITERATURE: RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL5.10 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.



READING FOUNDATIONAL SKILLS: RFS5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS5.4 Read with sufficient accuracy and fluency to support comprehension.




SPEAKING AND LISTENING: SL5.1 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


LANGUAGE:


Grade 5

30

L 5.1 command of the conventions of standard English grammar and usage when writing or speaking. L5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Vocabulary**: L5.4 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. L5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

roosevelt ufsd write character description paragraphs trait: voice student draft . ... theme 1...

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