2014 Quarter One Grade 05 ELA/Writing Yearly Standards: 5.R.RI.04, 5.R.RI.09 Week Pacin g Standards/Pacing ELP Standards Resources ELD Methodologies 07/21/ 14 1 Day G5.R.AD.01 Additional Standards 5.R.RI.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. 5.R.RL.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, Almost any ELP standards can be connected to these additional standards. Stage III ELP Standards Stage III ELP/Common Core Crosswalk 1 Chinle Unified School District, No. 24 July 2014
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2014 Quarter One Grade 05 ELA/Writing Yearly Standards: 5.R.RI.04, 5.R.RI.09
5.R.RI.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.
5.R.RL.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.
Almost any ELP standards can be connected to these additional standards.
Stage III ELP Standards
Stage III ELP/Common Core Crosswalk
5 Days Site Routines/Procedures
1 Days G5.W.AD.01 Additional Standards
5.W.05. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
III-W-1:HI-5 writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.).
5.W.06. 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.
5.W.07. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.W.08. 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.
5.W.09. Draw evidence from literary or informational texts to support analysis, reflection, and research
2Chinle Unified School District, No. 24July 2014
2014 Quarter One Grade 05 ELA/Writing Yearly Standards: 5.R.RI.04, 5.R.RI.09
5.W.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, purpose, and audiences.
07/28/14 30/30 Days
5.R.RL.01 I can cite evidence to support an inference made from the text.
III-R-4:HI-13 drawing conclusions from information implied or inferred in a literary selection.
BT Unwrapped 5.R.RL.01
5 Days 5.R.RL.02 I can summarize the theme of a story, drama, or poem using evidence from the text
III-R-4:HI-16 identifying and describing the plot (specific events, problems and solutions) from a fictional text.
BT Unwrapped 5.R.RL.02
30/30 Days
5.W.03 I can write a narrative story that includes: characters, setting, plot, sensory details, clear language, and logical sequence of events.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an eventsequence that unfolds naturally.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show
III-W-1:HI-1 writing one or more narrative paragraphs based on imagined or real events that includes characters, setting, sensory details, appropriate word choice and logical sequencing to develop the plot using transitional words and varied sentence structure.
III-W-4:HI-4selecting accurate, specific words and figurative language to express ideas with instructional support or resources.
the responses of characters to situations.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a concluding statement or section related to the information or explanation presented.
08/04/14 25/30 Days
5.R.RL.01 I can cite evidence to support an inference made from the text.
III-R-4:HI-13 drawing conclusions from information implied or inferred in a literary selection.
BT Unwrapped 5.R.RL.01
10/10 Days
5.R.RL.05 I can explain how different plot elements work together to build a story, drama, or poem.
III-R-4:HI-34 identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.)
BT Unwrapped 5.R.RL.05
25/30 Days
5.W.03 I can write a narrative story that includes: characters, setting, plot, sensory details, clear language, and logical sequence of events.
a. Orient the reader by establishing a situation and introducing a narrator and/or
III-W-1:HI-1 writing one or more narrative paragraphs based on imagined or real events that includes characters, setting, sensory details, appropriate word choice and logical sequencing to develop the plot using transitional words and varied sentence structure.
characters; organize an eventsequence that unfolds naturally.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or showthe responses of characters to situations.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a concluding statement or section related to the information or explanation presented.
III-W-4:HI-4selecting accurate, specific words and figurative language to express ideas with instructional support or resources.
08/11/14 20/30 Days
5.R.RL.01 I can cite evidence to support an inference made from the text.
III-R-4:HI-13 drawing conclusions from information implied or inferred in a literary selection.
BT Unwrapped 5.R.RL.01
5/10 Days
5.R.RL.05 I can explain how different plot elements work together to build a story, drama, or poem
III-R-4:HI-34 identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.)
BT Unwrapped 5.R.RL.05
20/30 Days
5.W.03 I can write a narrative story that includes: characters, setting, plot, sensory details,
III-W-1:HI-1 writing one or more narrative paragraphs based on imagined or real events that
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an eventsequence that unfolds naturally.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or showthe responses of characters to situations.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a concluding statement or section related to the information or explanation presented.
includes characters, setting, sensory details, appropriate word choice and logical sequencing to develop the plot using transitional words and varied sentence structure.
III-W-4:HI-4selecting accurate, specific words and figurative language to express ideas with instructional support or resources.
08/18/14 15/30 Days
5.R.RL.01 I can cite evidence to support an inference made from the text.
III-R-4:HI-13 drawing conclusions from information implied or inferred in a literary selection.
BT Unwrapped 5.R.RL.01
5 Days 5.R.RL.03 I can compare and contrast two or more characters,
III-R-4:HI-18 comparing and contrasting two characters
III-R-4:HI-19comparing and contrasting two settings within a fictional text.
15/30 Days
5.W.03 I can write a narrative story that includes: characters, setting, plot, sensory details, clear language, and logical sequence of events.
III-W-1:HI-1 writing one or more narrative paragraphs based on imagined or real events that includes characters, setting, sensory details, appropriate word choice and logical sequencing to develop the plot using transitional words and varied sentence structure.
III-W-4:HI-4selecting accurate, specific words and figurative language to express ideas with instructional support or resources.
BT Unwrapped 5.W.03
08/25/14 10/30 Days
5.R.RL.01 I can cite evidence to support an inference made from the text.
III-R-4:HI-13 drawing conclusions from information implied or inferred in a literary selection.
BT Unwrapped 5.R.RL.01
5 Days 5.R.RL.06 I can describe how a narrator’s point of view influences how events are described.
N/A BT Unwrapped 5.R.RL.06
10/30 Days
5.W.03 I can write a narrative story that includes: characters, setting, plot, sensory details,
III-W-1:HI-1 writing one or more narrative paragraphs based on imagined or real events that
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an eventsequence that unfolds naturally.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or showthe responses of characters to situations.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a concluding statement or section related to the information or explanation presented.
includes characters, setting, sensory details, appropriate word choice and logical sequencing to develop the plot using transitional words and varied sentence structure.
III-W-4:HI-4selecting accurate, specific words and figurative language to express ideas with instructional support or resources.
09/01/14 5/30 Days
5.R.RL.01 I can cite evidence to support an inference made from the text.
III-R-4:HI-13 drawing conclusions from information implied or inferred in a literary selection.
BT Unwrapped 5.R.RL.01
5/30 Days
5.W.03 I can write a narrative story that includes: characters,
III-W-1:HI-1 writing one or more narrative paragraphs
setting, plot, sensory details, clear language, and logical sequence of events.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an eventsequence that unfolds naturally.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or showthe responses of characters to situations.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a concluding statement or section related to the information or explanation presented.
based on imagined or real events that includes characters, setting, sensory details, appropriate word choice and logical sequencing to develop the plot using transitional words and varied sentence structure.
III-W-4:HI-4selecting accurate, specific words and figurative language to express ideas with instructional support or resources.
09/08/14 5 Days BENCHMARK #1
09/15/14 75/75 Days
5.R.RI.01 I can cite evidence to support an inference made from
the text. implied or inferred in a literary selection 5 Days 5.R.RL.04 I can interpret the
meaning of words or phrases in a text.
III-R-4:HI-8 locating sequential/ chronological order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text. III-R-4:HI-9locating signal words that indicate comparison/contrast. (i.e., similarly, on the other hand, however, yet, in spite of)
III-R-4:HI-10locating signal words that indicate cause and effect. (i.e., as a result of, consequently, so that, because of, since)
III-R-4:HI-32identifying words (i.e., nouns, adjective, verbs and adverbs) that the author selects in a literary selection to create a graphic visual image.
BT Unwrapped 5.R.RL.04
45/45 Days
5.W.02 I can write an informational report that is supported by research, observations, or experiences
III-W-1:HI-4writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.
writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.).
III-W-4:HI-4selecting accurate, specific words and figurative language to express ideas with instructional support or resources.
Yearly Standards:
5.R.RI.04 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5topic or subject area. BT Unwrapped 5.R.RI.04
III-R-4:HI-8 locating sequential/ chronological order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text. III-R-4:HI-9 locating signal words that indicate comparison/contrast. (i.e., similarly, on the other hand, however, yet, in spite of) III-R-4:HI-10 locating signal words that indicate cause and effect. (i.e., as a result of, consequently, so that, because of, since) III-R-4:HI-20 applying understanding of content vocabulary within math, science and social studies texts.
5.R.RI.09 Integrate information from several texts on the same topic in order to write or speak about the subjectknowledgeably. BT Unwrapped 5.R.RI.09
III-R-4:HI-6 making connections to text (i.e., text-to-text and text-to-self).
