stanly county schools - home - sharpschool...

Stanly County SchoolsELA Pacing Guide

Fifth Grade1st 9 Weeks

Genre Skills ELA – SCS Objectives Novels Story Resources Essential Questions

Realistic Fiction

Sequences/Steps in a Process

1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, and etymologies (word origins) to assist comprehension.1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.1.03 Increase reading and writing vocabulary through:

Wide Reading. Word study. Word reference materials. Content area study. Writing process elements Writing as a tool. Debate. Discussions. Seminars. Examining the author’s craft

1.04 Use word reference materials to identify and comprehend unknown words. 2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary.2.02 Interact with the text before, during, and after reading, listening, and viewing by:

Making predictions. Formulating questions. Supporting answers from textual information,

previous experience, and/or other sources. Drawing on personal, literary, and cultural

understandings. Seeking additional information. Making connections with previous

experiences, information and ideas.2.03 Read a variety of texts, such as:

Fiction (tall tales, myths).

Maniac Magee,

Sweet Music in Harlem 5.6

* Lucy Calkins *Leveled Readers

Suggest Read Aloud titles:* Leveled Readers

* When I Young in the Mountains

*Dear Mr. Henshaw

*Dear Mrs. LaRue

*The Night I Followed My Dog

*Language Usage- Greek and Latin stems

*United

*What key words do I use to find evidence of sequential order?

Humorous Fiction

Character/ Plot/

Frindle, Frindle 5.1 *What strategies do I use to determine plot development?*How can I support from the text my analysis of a character or event?* How do I evaluate characters actions?

1

Nonfiction (books of true experience, newspaper and magazine articles, schedules).

2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine the:

Plot development. Author’s choice of words. Effectiveness of figurative language Tone

2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).2.08 Explain and evaluate relationships that are:

Causal. Hierarchical. Temporal. Problem-solution.

2.09 Listen actively and critically by:Asking questions.

Delving deeper into the topic. Elaborating on the information and ideas

presented. Evaluating information and ideas. Making inferences and drawing conclusions. Making judgments.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

Analyzing word choice and content. Examining reasons for a character’s actions,

taking into account the situation and basic motivation of the character.

Creating and presenting a product that effectively demonstrates a personal response to a selection or experience.

Examining alternative perspectives. Evaluating the differences among genres. Examining relationships among characters. Making evaluating inferences and

conclusions about characters, events and themes.

3.02 Make connections within and between texts by recognizing

StreamingHistorical Fiction

Theme/Setting

Island of the Blue Dolphins

Island of the Blue Dolphins 5.1

*What key words do I use to find evidence of setting and time?* How does setting affect character, plot, and theme?* What lesson or message does the story convey?

Realistic Fiction

Drawing Conclusions

Hatchet At the Beach 5.6

*What clues in the text help me to draw conclusions?

Fiction Context/ Clues

Weslandia 5.4

* How do I use context clues to comprehend words?

2

similarities and differences based on a common lesson, theme, or message.3.04 Make informed judgments about television, radio, video/film productions, and other electronic mediums and/or print formats.3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects.3.07 Make informed judgments about:

Bias. Propaganda. Stereotyping. Media techniques.

4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose.4.05 Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline.4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplished the purpose of the writing task and effectively communicates its content.4.07 Compose a variety of fiction, nonfiction, poetry, and drama using self-selected topic and format.4.08 Focus revision on target elements by:

Improving word choice. Rearranging text for clarity. Creating simple and/or complex sentences

for clarity or impact. Developing a lead, characters, or mood.

4.09 Produce work that follows the conventions of particular genres.4.10 Use technology as a tool to enhance and/or publish a product.5.02 Demonstrate understanding in speaking and writing by using:

Troublesome verbs. Nominative, objective, and possessive

pronouns.5.04 Determine the impact of word choice on written and

Science Fiction

Cause/Effect Journey to the Center of the Earth 5.5

* What key words do I use to find evidence of cause and effect?

Play Generalizing The Stormi Giovanni Club 5.4

*What clues in the text help me to make generalizations?

3

spoken language.5.07 Edit final product for grammar, language conventions, and format.5.08 Create readable documents through legible handwriting (cursive) and word processing.

4


Fifth Grade2nd 9 Weeks


Biography Main Idea 1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, and etymologies (word origins) to assist comprehension.1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.1.03 Increase reading and writing vocabulary through:


1.04 Use word reference materials to identify and comprehend unknown words. 1.05 Read independently daily from self-selected materials (consistent with the student’s independent reading level) to:

Increase fluency. Build background knowledge. Expand and refine vocabulary.

2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary.2.02 Interact with the text before, during, and after reading, listening, and viewing by:



understandings.

Auto- Biographies, biographies based on unit of study

Leonardo’s Horse 5.3

Lucy Calkins

Leveled Readers


Titled Mentor Text

* Martin Luther King

*Research projects

* How do I use main idea and supporting details too help me understand the meaning?* What product can I create to show my response to what I read?

Biography Sequence Ex: Hank Aaron Michael Jordan

Satchel Paige 5.1

*What key words do I use to find evidence of sequential order?

5

Seeking additional information. Making connections with previous


Fiction (tall tales, myths). Nonfiction (books of true experience,

newspaper and magazine articles, schedules).



2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).2.06 Analyze choice of reading materials congruent with purposes.2.07 Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics.2.08 Explain and evaluate relationships that are:


2.09 Listen actively and critically by: Asking questions. Delving deeper into the topic. Elaborating on the information and ideas





Creating and presenting a product that

*Internet- Reference reading

*Weekly Reader

*Newspaper

*Time for Kids

*Recipes

*United Streaming

Biography Fact & Opinion

The Dinosaurs of Water House Hawkins 5.3

*How do I tell the difference between fact and opinion?

Autobiography

Drawing Conclusion

The Gymnast 5.4

*What clues in the text help me to draw conclusions?

Expository Graphic Sources

Exploding Ants 5.4

*How do I use graphic sources to understand text?

6

effectively demonstrates a personal response to a selection or experience.



3.02 Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message.3.04 Make informed judgments about television, radio, video/film productions, and other electronic mediums and/or print formats.3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts.3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects.4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose.4.05 Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline.4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplished the purpose of the writing task and effectively communicates its content.4.07 Compose a variety of fiction, nonfiction, poetry, and drama using self-selected topic and format.4.08 Focus revision on target elements by:



4.09 Produce work that follows the conventions of particular genres.4.10 Use technology as a tool to enhance and/or publish a product.

Nonfiction Generalizing Text Structure

The Ghost Towns of the American West 5.5

*What clues in the text help me to make generalizations?*How is the text organized?

Humorous Fiction

Character & Plot/Summarizing

King Midas and the Golden Touch 5.6

*What strategies do I use to determine plot development?*How can I support from the text my analysis of a character or event?

7

5.02 Demonstrate understanding in speaking and writing by using:


pronouns.5.03 Elaborate information and ideas in speaking and writing by using:

Prepositional phrases. Transitions. Coordinating and/or subordinating

conjunctions.5.07 Edit final product for grammar, language conventions, and format.

* How do I evaluate characters actions?

8


Fifth Grade3rd 9 Weeks


Theme & Setting



1.05 Read independently daily from self-selected materials (consistent with the student’s independent reading level) to:

Increase fluency. Build background knowledge. Expand and refine vocabulary.





Sign of the Beaver

* Lucy Calkins

*Leveled Readers


Titled Mentor Text

*Research projects

*Internet- Reference reading*Weekly Reader*Newspaper*Time for Kids*United Streaming

*What key words do I use to find evidence of setting and time?* How does setting affect character, plot, and theme?* What lesson or message does the story convey?*How do I find key vocabulary and use it to comprehend?

Author’s Purpose

Indian in the Cupboard

Talk With An Astronaut

*How can I tell when the speaker is entertaining, providing information, or persuading an audience?* How do I learn new vocabulary words?

Compare & Poppy, The Ch’i- * How do I 9

Contrast experiences, information and ideas.2.03 Read a variety of texts, such as:





2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).2.06 Analyze choice of reading materials congruent with purposes.2.07 Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics.2.08 Explain and evaluate relationships that are:


2.09 Listen actively and critically by: Asking questions. Delving deeper into the topic. Elaborating on the information and ideas






Mrs. Frisby and the Rats of Nimh

lin Purse 5.2

evaluate the quality of information presented?

Predicting Ben and Me

Stretching Ourselves 5.4

* How do I predict what this text will be about?*How do I analyze word choice and content?

Cause & effect

Shutting Out the Sky 5.1

* What key words do I use to find evidence of cause and effect?* How can I respond to the text?

Main Idea The Mystery of Saint Matthew Island 5.6

*How do I use main idea and supporting details from multiple texts to help me understand the meaning?

Graphic Sources

Titanic 5.5

*How do I identify bias, propaganda, or stereotyping in media?

10



3.02 Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message.3.04 Make informed judgments about television, radio, video/film productions, and other electronic mediums and/or print formats.3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts.3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects.4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose.4.05 Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline.4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplished the purpose of the writing task and effectively communicates its content.4.07 Compose a variety of fiction, nonfiction, poetry, and drama using self-selected topic and format.4.08 Focus revision on target elements by:



4.09 Produce work that follows the conventions of particular genres.4.10 Use technology as a tool to enhance and/or publish a product.5.02 Demonstrate understanding in speaking and writing by using:

11





12


Fifth Grade4th 9 Weeks

(Review major skills in preparation for the EOGs.)


Poetry Compare and contrast


Wide Reading. Word study. Word reference materials. Content area study. Writing process elements Writing as a tool. Debate. Discussions.

A variety of resources should be used:

Poetry Unit

*Lucy Calkins

*Poetry on the Internet

*How are genres different?

*What do I do when I read aloud to make the passage interesting for my audience?

*How do I read aloud with fluency?

13

Seminars. Examining the author’s craft

1.04 Use word reference materials to identify and comprehend unknown words. 1.05 Read independently daily from self-selected materials to:

Increase fluency. Expand and refine vocabulary. Build background knowledge.










2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).2.06 Analyze choice of reading materials congruent with purposes.2.07 Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics. 2.08 Explain and evaluate relationships that are:

end of grade prep,

short stories,

content textbooks.

*Poetry Books:

Where the Sidewalk Ends

Light in the Attic

*Poetry Anthologies

*Narrative Poems (Scholastic)

*End of Grade Prep:

Coach

Blast Off

Nonfiction Drawing Conclusions

*What conclusions can I draw about this character, event, and/or themes?

*How do I select materials to read independently?

Fiction Author’s Purpose

*What strategies do I use to determine: plot development/author’s choice of words/effectiveness of figurative language/tone?

*How can I tell when the reader is entertaining,

14








3.02 Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message.3.04 Make informed judgments about television, radio, video/film productions, and other electronic mediums and/or print formats.

Competitive Edge

DPI Resources

providing information, or persuading an audience?

Generalizing *What strategies do I use when reading a variety of texts that help me understand what I am reading?

15

3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts.3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects.3.07 Make informed judgments about:

Bias. Propaganda. Stereotyping. Media techniques.

4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose.4.05 Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline.4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplished the purpose of the writing task and effectively communicates its content.4.07 Compose a variety of fiction, nonfiction, poetry, and drama using self-selected topic and format.

Main Idea/Text Structure

*How do I use main idea and supporting details from multiple texts to help me understand the meaning?

16

4.08 Focus revision on target elements by: Improving word choice. Rearranging text for clarity. Creating simple and/or complex sentences


4.09 Produce work that follows the conventions of particular genres.4.10 Use technology as a tool to enhance and/or publish a product.5.01 Consistently use correct capitalization and punctuation.5.02 Demonstrate understanding in speaking and writing by using:





Predicting *How do I predict what will happen next in the story?

17

Activities

Sequencing Main Idea Drawing Conclusion Characterization Plot / Summarizing

*Newspaper Comics- cut apart & sequence sections*Write main events of story on index cards - keep in envelope to sequence*Flow map- Create a flow map of events while reading*

*Photo copied text (transpierces) Highlight main idea in one color & supporting details in different color*Concept Map- Main idea in center – details connected to center*Cut the sentence apart and label parts as main idea or detail* Internet- Ex: http://www.studyzone.org/testprep/ela4/h/mainideap24.cfm

Great place to incorporate other subject areasEx: *Indian units –artifact – draw conclusion about makers; what is used for; where they lived; occupation.*Scientific method- science project or demonstration/experiment.*Map reading skills – ex. Hatchet – study map of Canada

*Bubble Map*Character trait report card- List traits of character, supporting evidence, Ex Matt from Sign of the BeaverTraitResponsible Grade beginning of bookDEvidenceLost father’s gun when he admitted a stranger to the cabin

This can be done throughout reading.

*Plot Map-Story Element – shown on triangle map- File folder *Title, characters, setting *Conflict, rising action, climax, resolution.*Use the plot map to summarize the story

18

http://www.studyzone.org/testprep/ela4/h/mainideap24.cfm



stanly county schools - home - sharpschool...

Documents