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PW 2/04/
F
Section
OnthroQu
/13
Fremon CCSS Lang Grade 5
n/Lessons
ngoing oughtout uarter 1
RR R R RR Rba RR
R
LL5
nt Cityguage Arts
Gradin
Reading StandardsRL.5.4. Determine th
RL.5.9. Compare an
RL.5.10. By the end band indep
Reading StandardsRI.5.4. Determine th
RI.5.10. By the end and independently
Reading StandardsRF.5.3. Know and a
a. Use combinunfamiliar m
RF.5.4. Read with sua. Read gradeb. Read gradec. Use contex
anguage Standard5.2. Demonstrate c
a. Use punctub. Use a commc. Use a commd. Use underle. Spell grade
y Scho PACING G
ng Period 1
CCSS
s for Literaturehe meaning of word
nd contrast stories i
of the year, read apendently and profi
s for Informationahe meaning of gene
of the year, read anand proficiently.
s: Foundational Skpply grade-level phned knowledge of amultisyllabic words
ufficient accuracy ae-level text with pure-level prose and pxt to confirm or self-
ds command of the conuation to separate itma to separate an ma to set off the woining, quotation ma
e-appropriate words
ols GUIDE
ds and phrases as
n the same genre (
and comprehend liteciently
l Text eral academic and d
nd comprehend lite
kills honics and word anall letter-sound corrin context and out
and fluency to supprpose and understa
poetry orally with ac-correct word recog
nventions of standatems in a series.* introductory elemeords yes and no arks, or italics to inds correctly, consulti
1
Shared Sto
they are used in a
(e.g., mysteries and
erature, including s
domain-specific wo
erature, including st
nalysis skills in decorespondences, syllaof context.
port comprehensionanding. ccuracy, appropriategnition and understa
ard English capitaliz
nt from the rest of t
dicate titles of worksing references as n
StoryTown
Reading ories
text, including figur
d adventure stories
stories, dramas, and
ords and phrases in
tories, dramas, and
oding words. abication patterns,
n.
e rate, and expressanding, rereading a
zation, punctuation
the sentence.
s. needed
C
n Lessons 1
Focus SkiFocus Strate
rative language suc
s) on their approach
d poetry, at the hig
n a text relevant to a
d poetry, at the high
and morphology (e
sion. as necessary.
n, and spelling whe
CCSS Language A
- 7
lls egies Comp
ch as metaphors an
hes to similar them
h end of the grades
a grade 5 topic or s
h end of the grades
e.g., roots and affixe
n writing.
Arts – Grade 5
Read Aloud prehension Stateg
nd similes.
es and topics
s 4–5 text complex
subject area
s 4–5 text complexit
es) to read accurat
gies
ity
ty
tely
PW 2/04/13 2 CCSS Language Arts – Grade 5
Ongoing throughout Quarter 1
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.
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. 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.
Writing Standards W.5.3. 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. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show 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 conclusion that follows from the narrated experiences or events.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 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. 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. 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. Speaking and Listening Standards SL5.6. Adapt speech to a variety of contexts and tasks, using formal English when approporitate to task and situation.
PW 2/04/13 3 CCSS Language Arts – Grade 5
Section 1 (Lessons 1 & 2)
2 weeks
*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.
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.
*RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
*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).
Rope Burn Line Drive
Plot: Conflict and Resolution Use Story Structure
Unit 1 for use
Sections 1 - 3
Schema Making Connections
Read Alouds Modeling StoryTown
selections Content Areas
Section 2 (Lessons 3 & 4)
2 weeks
*RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
*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). Connections
*RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3. 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.
RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
Chang and the Bamboo Flute The Daring Nellie Bly
Character’s Motives Monitor Comp: Reread
PW 2/04/13 4 CCSS Language Arts – Grade 5
Seciton 2
(continued)
events, ideas, concepts, or information in two or more texts.
*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)
Review Section 3
(Lesson 5)
1 week
*RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. *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. *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). Connections 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. *RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. 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. RI.5.5. 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.
Review: Plot Story Stucture Character’s Motives Monitor Comp: Reread
PW 2/04/13 5 CCSS Language Arts – Grade 5
Section 4 (Lessons 6 & 7)
2 weeks
*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.
*RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
The Night of San Juan When the Circus Came to Town
Theme Questioning
Unit 2 for use
Sections 4 - 6
Quesitoning Read Alouds Modeling StoryTown
selections Content Areas
PW 2/04/
F
Section
OnthroQu
/13
Fremon CCSS Lang Grade 5
n/Lessons
ngoing oughout uarter 2
R*R *R R R*R R RR
R
LaL5
L5
nt Cityguage Arts
Grading
eading Standards foRL.5.4. Determine the
RL.5.9. Compare and
L.5.10. By the end of band indepen
eading Standards foRI.5.4. Determine the
I.5.10. By the end of t band independ
eading Standards: FF.5.3. Know and app
a. Use combinemultisyllabic
F.5.4. Read with suffia. Read grade-b. Read grade-c. Use context
anguage Standards 5.1. Demonstrate com
a. Explain the fb. Form and usc. Use verb tend. Recognize ae. Use correlati
5.2. Demonstrate coma. Use punctuab. Use a commc. Use a commd. Use underline. Spell grade-a
y Scho PACING G
g Period 2
CCSS
or Literature e meaning of words a
contrast stories in the
the year, read and codently and proficiently
or Informational Texmeaning of general a
the year, read and codently and proficiently
Foundational Skillsly grade-level phonicsed knowledge of all lewords in context and
icient accuracy and fl-level text with purpos-level prose and poetrto confirm or self-cor
mmand of the conventfunction of conjunctionse the perfect (e.g., I hnse to convey variousand correct inappropriive conjunctions
mmand of the conventation to separate itemsma to separate an introma to set off the wordsning, quotation marks,appropriate words co
ols GUIDE
nd phrases as they a
e same genre (e.g., m
omprehend literature,y
xt academic and domain
omprehend literature, y.
s and word analysis setter-sound correspond out of context.
uency to support comse and understandingry orally with accuracyrect word recognition
tions of standard Engns, prepositions, and had walked; I have wa
s times, sequences, state shifts in verb tens
tions of standard Engs in a series.* oductory element froms yes and no , or italics to indicate trrectly, consulting ref
6
SharedSt
re used in a text, inclu
mysteries and adventu
, including stories, dra
n-specific words and p
including stories, dra
skills in decoding wordndences, syllabication
mprehension. . y, appropriate rate, anand understanding, r
glish grammar and usainterjections in generalked; I will have walktates, and conditions.se.*
glish capitalization, pu
m the rest of the sente
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StoryTown
d Reading tories
uding figurative langu
ure stories) on their a
amas, and poetry, at t
phrases in a text relev
amas, and poetry, at th
ds. n patterns, and morph
nd expression. rereading as necessa
age when writing or sral and their function iked) verb tenses. .
unctuation, and spellin
ence.
C
Lessons 8
Focus SkilFocus Stateg
uage such as metaph
approaches to similar
the high end of the gr
vant to a grade 5 topi
he high end of the gra
hology (e.g., roots and
ary.
speaking. in particular sentence
ng when writing.
CCSS Language A
- 15
ls gies
RCompre
ors and similes.
themes and topics
rades 4–5 text comple
ic or subject area
ades 4–5 text comple
d affixes) to read accu
es.
Arts – Grade 5
Read Aloud hension Strateg
exity
exity
urately unfamiliar
gies
PW 2/04/13 7 CCSS Language Arts – Grade 5
Ongoing throughout Quarter 2
L5.3 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. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
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.
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. L5.5. 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.
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). Writing Standards W.5.2. 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, 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.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 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. 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. 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. Speaking and Listening Standards SL5.3 Summarize the points a specaker makes and explain how each claim is supported by reasons and evidence. SL5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes/ speak clearly at an understandable pace. SL5.5 Include multimedia components (e.g. graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL5.6. Adapt speech to a variety of contexts and tasks, using formal English when approporitate to task and situation.
PW 2/04/13 8 CCSS Language Arts – Grade 5
Section 5 (Lessons 8 & 9)
2 weeks
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI 5.5 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. 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).
When Washington Crossed the Delaware Leonardo’s Horse
Sequence Graphic Organizers
Unit 2 for use
Sections 4 - 6
Quesitoning Read Alouds Modeling StoryTown selections Content Areas
Review Section 6
(Lesson 10)
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.
RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI 5.5 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
Review Theme Sequence Questioning Graphic
Organizers
Section 7 (Lessons 11 & 12)
2 weeks
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). Connections
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).
Sailing Home Ultimate Field Trip 3
Compare and Contrast Monitor Comp: Self-correction
Unit 3 for use
Sections 7 - 9
Sensory Images (Visualizations)
Read Alouds Modeling StoryTown selections Content Areas
Section 8 (Lessons 13 & 14)
2 weeks
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.
*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.
Stormalong A Drop of Water
Cause and Effect Graphic Organizers
PW 2/04/13 9 CCSS Language Arts – Grade 5
Section 8 (continued)
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3. 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.
RI.5.5. 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. 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).
Review Section 9
(Lesson 15)
1 week
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.
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). Connections
*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.
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Review: Compare and
Contrast Cause and
Effect Monitor Comp:
Self-correciton Graphic
Organizers
PW 2/04/13 10 CCSS Language Arts – Grade 5
RI.5.3. 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.
RI.5.5. 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.
PW 2/04/
F
Section
OnthroQu
/13
Fremon CCSS Lang Grade 5
n/Lessons
ngoing oughout uarter 3
RR Rba R Rba RRR R R RR
R
nt Cityguage Arts
Grading
Reading StandardsRL.5.4. Determine th
RL.5.10. By the end and independently
RI.5.4. Determine th
RI.5.10. By the end and independently
Reading StandardsResearch IntegratioRI.5.6. Analyze mult
RI.5.7. Draw on info efficiently.
RI.5.9. Integrate info
Reading StandardsRF.5.3. Know and a
a. Use combinunfamiliar m
RF.5.4. Read with sua. Read gradeb. Read gradec. Use contex
y Scho PACING G
g Period 3
CCSS
s for Literaturehe meaning of word
of the year, read aand proficiently
he meaning of gene
of the year, read anand proficiently.
s for Informationaon tiple accounts of the
rmation from multip
ormation from seve
s: Foundational Skpply grade-level phned knowledge of amultisyllabic words
ufficient accuracy ae-level text with pure-level prose and pxt to confirm or self-
ols GUIDE
ds and phrases as
and comprehend lite
eral academic and d
nd comprehend lite
l Text
e same event or to
ple print or digital so
ral texts on the sam
kills honics and word anall letter-sound corrin context and out
and fluency to supprpose and understa
poetry orally with ac-correct word recog
11
S
SharedSt
they are used in a
erature, including s
domain-specific wo
erature, including st
pic, noting importan
ources, demonstrat
me topic in order to
nalysis skills in decorespondences, syllaof context.
port comprehensionanding. ccuracy, appropriategnition and understa
StoryTown L
d Reading tories
text, including figur
stories, dramas, and
ords and phrases in
tories, dramas, and
nt similarities and d
ting the ability to lo
write or speak abo
oding words. abication patterns,
n.
e rate, and expressanding, rereading a
Lessons 16
Focus SkFocus Strat
rative language suc
d poetry, at the hig
n a text relevant to a
d poetry, at the high
differences in the p
ocate an answer to
out the subject know
and morphology (e
sion. as necessary.
CCSS Language
- 25
kills egies
RCo
ch as metaphors an
h end of the grades
a grade 5 topic or s
h end of the grades
oint of view they re
a question quickly
wledgeably.
e.g., roots and affixe
e Arts – Grade 5
Read Aloud omprehension
Strategies
nd similes.
s 4–5 text complex
subject area
s 4–5 text complexit
epresent.
or to solve a proble
es) to read accurat
ity
ty
em
tely
PW 2/04/13 12 CCSS Language Arts – Grade 5
Ongoing
throughout Quarter 3
Language Standards L5.1. 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
L5.2. 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 d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed
L5.3 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. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
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.
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. L5.5. 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.
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). Writing Standards W.5.2. 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, 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.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 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.
PW 2/04/13 13 CCSS Language Arts – Grade 5
Ongoing throughout Quarter 3
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. W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 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. W.5.9. 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]”).
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. 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 and expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on tht prepartation and other informations known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discusssions.
SL5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes/ speak clearly at an understandable pace. SL5.6. Adapt speech to a variety of contexts and tasks, using formal English when approporitate to task and situation.
PW 2/04/13 14 CCSS Language Arts – Grade 5
Section 10 (Lessons 16 & 17)
2 weeks
RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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.
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). Connections
The School Story Nothing Ever Happens on 90th Street
Make Inferences (review) Use Story Structure (review)
Unit 4
for use with Sections 10 - 12
Inferring
Read Alouds Modeling StoryTown
selections Content Areas
Section 11 (Lessons 18 & 19)
2 weeks
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.
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). Connections
*RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
*RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3. 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.
RI.5.5. 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. 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).
Project Mulberry Inventing the Future
Main Idea and Details Monitor Comp: Adjust Reading Rate
PW 2/04/13 15 CCSS Language Arts – Grade 5
Review Section 12
(Lesson 20)
1 week
RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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.
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). Connections
*RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
*RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3. 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.
RI.5.5. 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.
Review: Make Inferences Main Idea and
Details Use Story
Structure Adjust Reading
Rate
Section 13 (Lessons 21 & 22)
2 weeks
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.
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described
*RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
*RI.5.2. Determine two or more main ideas of a text and
Interrupted Journey The Power of WOW
Author’s Purpose and Perspective Summarize
Unit 5 for use with
Sections 13 - 15
Determining Importance
PW 2/04/13 16 CCSS Language Arts – Grade 5
Section 13 (continued)
explain how they are supported by key details; summarize the text.
RI.5.3. 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.
RI.5.5. 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.
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).
Read Alouds Modeling StoryTown
selections Content Areas
Section 14 (Lessons 23 &24)
2 weeks
RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figuraive language such as metaphors and similes.
Any Small Goodness Chester Cricket’s Pigeon Ride
Literary Devices Answer Questions
Review Section 15
(Lesson 25)
1 week
RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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. 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. *RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Review: Author’s
Purpose Literary Devices Summarize Answer
Quesions
PW 2/04/13 17 CCSS Language Arts – Grade 5
Seciton 15 (continued)
*RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. 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. RI.5.5. 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. 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).
PW 2/04/
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PW 2/04/13 19 CCSS Language Arts – Grade 5
Ongoing throughout Quarter 4
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.
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. L5.5. 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.
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). Writing Standards W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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.
a. Provide logically ordered reasons that are supported by facts and details. b. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). c. Provide a concluding statement or section related to the opinion presented.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 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. 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. W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 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. W.5.9. 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]”).
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. 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 and expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on tht prepartation and other informations known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discusssions.
SL5.6. Adapt speech to a variety of contexts and tasks, using formal English when approporitate to task and situation.
PW 2/04/13 20 CCSS Language Arts – Grade 5
Section 16 (Lessons 26 & 27)
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
*RI.5.3. 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.
RI.5.5. 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. *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).
Lewis and Clark Klondike Kate
Summarize and Paraphrase Monitor Comp: Read Ahead
Unit 6
for use with Sections 16 -18
Section 17 (Lessons 28 & 29)
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
*RI.5.3. 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.
RI.5.5. 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.
*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).
Top of the World The Man Who Went to the Far Side of the Moon
Fact and Opinion Summarize
PW 2/04/13 21 CCSS Language Arts – Grade 5
Review Section 18
(Lesson 30)
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
*RI.5.3. 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.
RI.5.5. 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.
Review: Summarize and
Paraphrase Fact/Opinion Read Ahead Summarize