Grade 5 Shurley Instructional Materials, Inc. page 1
Common Core Standards 2010 English/Language Arts
Shurley English Grade 5
1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
None
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.
None
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).
None
4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
456
457, 461-462, 465
Poetry Discuss It Questions
Reference 204: paragraph 4. Items 8, 10, 11, or 12 .
5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
458
462
466
466
472
Color Poems Parts-of-Speech, Couplet, Triplet, and Quatrain Poems Acrostic Poem Haiku Diamante and Limerick Poems
Reference 206: see Directions. Reference 208 Reference 210 Reference 211 Reference 213
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 2
6. Describe how a narrator’s or speaker’s point of view influences how events are described.
None
7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
None
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
None
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.
369-370
457
461
465
470-471
457-458, 460, 461, 464, 465, 469, 471-472, 474
458, 463, 467, 473
459, 463, 468, 473
The Truth and Nothing but the Truth Read It: Alfred Lord Tennyson Read It: Robert Louis Stevenson Read It: Christina Rossetti Read It: Henry Wadsworth Longfellow Discuss It Questions WA Home Writing Assignment
Reference 178 Reference 205 Reference 207 Reference 209 Reference 212
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 3
1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
None
2. Determine two or more main ideas of a text and explain how they are supported by key details;summarize the text.
None
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.
91, 153, 186, 274, 333, 402 Discovery Time Some of many citations dispersed throughout the curriculum. For a complete list, refer to page 511.
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
None
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.
347-348
Writing a Comparison-Contrast Essay
Reference 173
6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
None
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 4
7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
478-479
479
479-480
523
Main Sources Used to Research a Topic Select Sources By Skimming Make a Bibliography Card for Each Source Selected Resource Tool: Dictionary/ Thesaurus
Reference 218 Reference 219 Reference 220
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).
58-62
137-139
References 41-47 References 85-87
As students learn to write expository pieces, they inherently understand how to use supporting details to explain topics.
9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
478-479
479-480
Main Sources Used to Research a Topic Make a Bibliography Card for Each Source Selected
Reference 218 Reference 220
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.
95, 186, 245, 277, 328, 406 Discovery Time Some of many citations dispersed throughout the curriculum. For a complete list, refer to page 511.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 5
3. Know and apply grade-level phonics and word analysis skills in decoding words.
None
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.
513
513
513
Resource Tool: Prefixes Resource Tool: Suffixes Suffix Spelling Check
4. Read with sufficient accuracy and fluency to support comprehension.
31, 34, 40, 80, 144, 175
55, 83, 89, 128, 151, 189
33, 119, 212, 239, 278, 325, 403
Question and Answer Flow: Pattern 1, Introductory Sentences Question and Answer Flow: Pattern 1, Practice Sentences Classroom Practice
References 23 and 24-*Practiced daily and repeated systematically for Sentence Patterns 1-5. These are samples of multiple correlates. References 23 and 24-*Practiced daily and repeated systematically for Sentence Patterns 1-5. These are samples of multiple correlates. These are samples of multiple correlates for Sentence Patterns 1-5.
a. Read on-level text with purpose and understanding.
22, 81, 144, 288, 327, 465
61, 170, 198, 257, 316, 339-340
Reference Sections Sample Writing Pieces
These are some of many citations dispersed throughout the curriculum. *See pages 508-510 for a complete list of References. These are some of many citations dispersed throughout the curriculum.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 6
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
457
461
465
470-471
458, 463, 467, 473
459, 463, 468, 473
Alfred Lord Tennyson Robert Louis Stevenson Christina Rossetti Henry Wadsworth Longfellow WA (Writing Assignment) Home Writing Assignment
Reference 205 Reference 207 Reference 209 Reference 212
c. Use context to confirm or self- correct word recognition and understanding, rereading as necessary.
None
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 7
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
196
197
198-200
229-231
201, 223, 227, 232, 255, 311, 341
310
339
394-395
424
Learn It: Persuasive Writing Learn It: Writing a Persuasive Paragraph Learn It: The Three-Paragraph Persuasive Essay Learn It: The Five-Paragraph Persuasive Essay Writing Assignments Writing a Book Review for a Fiction Book Writing a Book Review for a Nonfiction Book WA: Character Portrayal Across the Curriculum
Reference 116 Reference 117 References 118-121 References 131-133 Reference 160: See item 4. Reference 171: See item 4. Refer to Reference 184: items 4 & 5, under Reading Dramatization, for this Writing Assignment.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
63-65
196-198
201, 223, 227, 232, 255
198-200
Learn It section: The Prewriting Map and using the Sentence Outline. Learn It sections-Persuasive Writing: The Persuasive Paragraph and The Three-Paragraph Persuasive Paragraph Essay. Writing Assignments Learn It sections- Writing the Introduction for a Three-Paragraph Persuasive Essay, Writing the Body for a Three-Paragraph Persuasive Essay
Reference 48 and The Sentence Outline can be used for the Persuasive Writing Format. See the Resource CD in the Teacher’s Media Pack. References 116-118. *Information applied to all Persuasive Writing pieces. See Writing Topics, Special Instructions 1 & 2 References 119 and 120 *Information applied to all Persuasive Writing pieces.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 8
Continued
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
229
230
Learn It section- Writing the Introduction for a Five-Paragraph Persuasive Essay
Learn It section-Writing the Body for a Five-Paragraph Persuasive Essay
b. Provide logically ordered reasons that are supported by facts and details.
197
198
199-200
230
310
339-340
Writing a Persuasive Paragraph Outlines for the Persuasive Paragraph and the Three-Paragraph Persuasive Essay Learn It section-Writing the Body for a Three-Paragraph Persuasive Essay. Learn It section-Writing the Body for a Five-Paragraph Persuasive Essay Writing a Book Review for a Fiction Book Writing a Book Review for a Nonfiction Book
Reference 117: see sentences 3-8. *Information applied to all Persuasive Writing pieces. Reference 118: see “Points and Supporting Details. Reference 120 *Information applied to all Persuasive Writing pieces. Reference 132 Reference 160: see items 3 & 4. Reference 171: see items 3 & 4.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
98, 501
107, 116, 135, 166, 288, 369
107
109, 201, 227, 232, 255
112
The Transition Word Jingle Student Tip Different Writing Forms Writing Assignments Oral Review Questions
Jingle 12 Transition words; These are some of many citations dispersed throughout the curriculum. Reference 70 See Special Instruction that states: “Use standard, time-order, or transition writing form.” See item #15
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 9
Continued
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
116,502
117
146-147
147-148
148
178
179
347
The Conjunction Sound-Off Jingle Coordinate Conjunctions and Compound Parts Coordinate Conjunctions and Connective Adverbs The Compound Sentence Identifying and Correcting Run-on Sentences Clauses and Subordinate Conjunctions The Complex Sentence
Writing a Comparison-Contrast Essay
Jingle 16 Reference 76 Reference 92 References 93-95; See Student Tip. References 94-95 Reference 110 Reference 111; See Student Tip.
Reference 173: After the first paragraph, see the two sentences that read:”The transitional words and phrases…” located after the first paragraph indicate these words and phrases
d. Provide a concluding statement or section related to the opinion presented.
198
200-201
231
Compare It section-Outlines for the Persuasive Paragraph and the Three-Paragraph Persuasive Essay Learn It section-Writing the Conclusion for a Three-Paragraph Persuasive Essay Learn It section-Writing the Conclusion for a Five-Paragraph Persuasive Essay
Reference 118: see concluding sentences. Reference 121 Reference 133
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
64, 68, 139, 194, 428, 492
459, 463, 468, 473,
95, 153, 248, 277, 301, 380
WA Home Writing Assignment Discovery Time
These are some of many dispersed throughout the curriculum, for a complete list, see Pg. 511.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 10
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.
52-53
54
58-65
135
136
137-138
167-168
475-489
441-444
445
447
Topics and Paragraphs Classroom Practice 19 Expository Writing and the Three-Point Format Changing Plural Categories to Singular Points Comparing a Three-Point Paragraph and a Three-Paragraph Essay Three-Paragraph Expository Essay: Writing the Introduction and Body The Five-Paragraph Essay Steps for Writing a Research Report Write an Outline Classroom Practice 76 Chapter Checkup 77
Use References 37 & 38. See Skills section Use References 41-48, the Prewriting Map, and the Sentence Outline. Reference 83 Reference 84 Use References 85-86. See References 102-105. References 214-231 References 201- 203
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
58-65
136-138
166
167-169
475-477
481-483
Expository Writing and the Three-Point Paragraph Three-Paragraph Expository Essay Compare It: Comparing a Three-Point Paragraph and a Three-Paragraph Essay Learn It: The Five-Paragraph Essay Steps for Writing a Research Report Take Notes
Use References 41-48, the Prewriting Map, and the Sentence Outline. See Supporting Sentences. Use References 84-86. See Supporting Sentences. Reference 102 See References 103-105. See Supporting Sentences. References 214-217 References 221-223
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 11
Continued
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
484-485
518
64, 68, 139, 194, 428, 492
Learn It: Write an Outline Resource Tool WA
References 224: items 2-6 and 225. Illustration column 1-3
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
98, 501
107
107
109, 201, 227, 232, 255
112
116,502
117
146-147
147-148
148
178
179
347
The Transition Word Jingle Student Tip Different Writing Forms WA Oral Review Questions The Conjunction Sound-Off Jingle Coordinate Conjunctions and Compound Parts Coordinate Conjunctions and Connective Adverbs The Compound Sentence Identifying and Correcting Run-on Sentences Clauses and Subordinate Conjunctions The Complex Sentence Writing a Comparison-Contrast Essay
Jingle 12 Transition words; These are some of many citations dispersed throughout the curriculum. Reference 70 See Special Instruction that states: “Use standard, time-order, or transition writing form.” See item #15 Jingle 16 Reference 76 Reference 92 References 93-95; See Student Tip. References 94-95 Reference 110 Reference 111; See Student Tip. Reference 173: After the first paragraph, see the two sentences that read:”The transitional words and phrases…” located after the first paragraph indicate these words and phrases.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 12
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
91, 95, 156, 248 Discovery Time These are some of many citations dispersed throughout the curriculum. The language used to experience Discovery Time is domain specific
e. Provide a concluding statement or section related to the information or explanation presented.
60-61
138-139
167
169-170
481-486
Learn It section: Writing the Conclusion for a Three-Point Expository Paragraph Learn It section: Writing the Conclusions for a Three-Paragraph Expository Essay Outlines for the Three-Paragraph Essay & the Five-Paragraph Essay (Conclusion) Learn It section: Writing the Conclusion for a Five-Paragraph Expository Essay Take Notes, Discuss It section, Conclusion
Reference 44 and 46: Sentence 9 Reference 87 Reference 103 Reference 106 Reference 221: #3, Reference 222: Note Cards 17 & 18, Reference 223: #7, Reference 224: #7, Reference 225: Conclusion, Reference 226: item #6.
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
288-289
290, 314, 316, 345 , 370
315
366
225, 284, 344
369-370
Story Elements for a Narrative With Dialogue WA Story Elements for a Narrative Without Dialogue Student Reading Activity Across the Curriculum Learn It section: Writing a Tall Tale
Reference 152 Reference 161 See item 2. Reference 178
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
288-289
290, 314, 316, 345 , 370
315
Learn It: Story Elements for a Narrative With Dialogue WA Story Elements for a Narrative Without Dialogue
Reference 152: Items 1-4 See Writing Topics Reference 161: Items 1-4
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 13
Continued
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
284, 344
369-370
Across the Curriculum
Learn It section: Writing a Tall Tale
Reference 178: 1-5
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
288-289
290, 314, 370
284, 344, 387
366
369-370
Story Elements for a Narrative With Dialogue WA Across the Curriculum Student Reading Activity Learn It section: Writing a Tall Tale
Reference 152: Items 1-4 (Writing with dialogue) See item 1. Reference 178: 1-5
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
98, 501
109, 201, 227, 232, 255
107
107,135, 166, 288, 369
112
178
179
Jingle 12-The Transition Word Jingle WA Different Writing Forms Student Tip- Transition Words Oral Review Questions Clauses and Subordinate Conjunctions The Complex Sentence
Jingle 12-Reviewed & concept applied to writing throughout the text. See Special Instruction that states: “Use standard, time-order, or transition writing form.” Reference 70 Blue-colored box/rectangle dispersed throughout textbook. See # 15 Reference 110 Reference 111; See Student Tip.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
80-81
256-257
267
Prepositions, Object of the Prepositions, and Prepositional Phrases Descriptive Writing Learn It: Rules for Punctuating Beginning Quotes
Reference 59 References 141 and 142 Reference 145
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 14
Continued
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
268
269
273
258, 286, 290, 314, 370
284, 387
288-289
456
Rules for Punctuating Ending Quotes Rules for Punctuating Split Quotes Other Quotation Rules WA Across the Curriculum Story Elements for a Narrative With Dialogue Poetry
Reference 146 Reference 147 Reference 149 Reference 152 Reference 204
e. Provide a conclusion that follows from the narrated experiences or events.
60-61
65
138-139
169-170
256-257
68, 139, 164, 170, 258, 286
366
Writing the Conclusion for a Three-Point Expository Paragraph Sentence Outline for an Expository Paragraph Writing the Conclusion for a Three-Paragraph Expository Essay Writing the Conclusions for a Five-Paragraph Expository Essay Learn It: Descriptive Writing WA Student Reading Activity
References 44 and 46 (Use with Writing Assignments) Reference 87 Reference 106 References 141 and 142: Concluding Sentence See item 2.
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
58-65
136-139
167-169
Expository Writing and the Three-Point Format Three-Paragraph Expository Essay Five Paragraph Expository Essay
References 41-48; Sentence Outline for an Expository Paragraph References 84-87 References 103-106.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 15
Continued
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
196-201
229-231
288-289
310-311
315-316
339
64,139, 170, 232, 290, 311
Persuasive Writing Five-Paragraph Persuasive Essay Story Elements for a Narrative with Dialogue Writing a Book Review for a Fiction Book Story Elements for a Narrative without Dialogue Writing a Book Review for a Nonfiction Book WA
References 116-121 References131-133 Reference 152 Reference 160 Reference 161 Reference 171 These are some of many citations dispersed throughout the curriculum
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)
69-71
71-73
74, 110, 171, 202, 259, 371
74, 110, 171, 202, 259, 371
77, 111, 172, 203, 260, 372
68, 109, 170, 201, 258, 370
387, 439
Revising Checklist, Discuss It Questions/ Points Editing Checklist, Discuss It Questions/Points Revising & Editing Schedule Student Tip Writing Evaluation Guide WA Across the Curriculum
References 51 & 52. Checklist applied to the Rough Draft on all Writing Assignments. References 53 & 54. Checklist applied to the Rough Draft on all Writing Assignments. Reference 55: items 1-3. Some of many citations used throughout the curriculum. Students will use this for all Writing Assignments. One of many citations used throughout the curriculum. Some of many samples cited throughout the curriculum.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 16
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.
390, 392
517
532-535
Publish It: Guidelines for Dramatic Presentations Resource Tool: Video Presentations Resource Tool: Technology
Reference 183
7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
475-491
492
95, 156, 248, 304, 360, 406
516, 519, 531
Steps for Writing a Research Report WA Discovery Time Hands-On Activities
References 214-232 Some of many citations dispersed throughout the curriculum. For a complete list, see page 511.
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.
478
479-480
481-483
Main Sources Used to Research a Topic Make a Bibliography Card for Each Source Selected Taking and Organizing Notes
Reference 218 Reference 220 References 221-223
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 17
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
95, 153, 248, 277, 301, 380
458, 463, 467, 473
163, 439, 474
220
459, 463, 468, 473
Discovery Time WA Across the Curriculum Homework Home Writing Assignment
Some of many citations dispersed throughout the curriculum. For a complete list, see page 511. See activity section Activities support analysis, reflection, and research. Home Connection
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]”).
None
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]”).
None
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 18
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.
12, 115, 221, 280, 336, 410
49-51, 104-106, 164-165, 194-195,226-228, 285-287
201
202
204
223
224
91,122, 183, 218, 277, 363
105, 133, 194, 255, 286, 368
366
475-489
491
279, 404
Journal Writing Learn It & Apply It sections for Independent Practice and Revised Sentences Assign WA 14 Writing Time- Revise, Edit, and Write a Final Paper for WA 14 Hand in WA 14 for grading Conference Time for WA 14 and Assign WA 15 Publish It: WA 14 Discovery Time Student Note Student Writing Activity Steps for Writing a Research Report Schedule for an Independent Research Report Homework
Reference 9-Assignments are dispersed throughout each chapter. References 34 and 35. Use Classroom Practice 9, page 51, with this activity. Some of many dispersed throughout curriculum. Follow “Special Instructions” (Prewriting through Rough Draft) Note: The Writing Process is applied in WA 14 Reference 55 See left side of page.(purple column) See right side of page. (purple column) Reference 67 Some of many citations dispersed throughout the curriculum. For a complete list, see page 511. Student Note states that some of the students’ writing pieces will be selected for revision/editing later in the year. References 214-231 Reference 232 See Home Connection.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 19
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.
74, 110, 171, 202, 259, 371
101, 161, 223, 282, 342, 389
127, 188, 220, 279, 335,404
28, 112, 204, 261, 352, 429
35, 63, 207, 258, 324, 437-438
163, 193, 225, 284, 344, 439, 474
434
215, 218
366
514, 516, 525, 528
Revising & Editing Schedule and Writing a Final Paper; Student Tip Conference Time Homework: Home Connection Oral Review Questions Discuss It Across The Curriculum Student Activity Student Tip: Verb Tense Game Student Tip Hands-On Activity
Reference 55- These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum where the student will meet with the teacher to discuss the WA. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
28, 112, 204, 261, 352, 429
35, 63, 207, 258, 324, 437-438
457, 461, 465, 471
163, 193, 225, 284, 344, 439, 474
Oral Review Questions Discuss It Questions Discuss It Questions- Poetry Across the Curriculum
Students will have read through Reference pages prior to discussion. These are some of many citations dispersed throughout the curriculum.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 20
b. Follow agreed-upon rules for discussions and carry out assigned roles.
50
103
102, 131, 192, 254, 283, 313
Student Activity
Share Time Guidelines
Publishing Checklist
Reference 68 is applied to assignments that require sharing.
Reference 67: item 2. These are some of many citations dispersed throughout the curriculum.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
366
Student Tip
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
74, 110, 140, 233, 291, 350
163, 193, 225, 284, 344, 387, 439
131, 193, 225, 255, 314, 344
127, 158,188, 220, 279, 306
366
457-458, 461-462, 465, 471-472
Revising & Editing Schedule
Across the Curriculum
Discovery Share Time Home Connection
Student Tip Discuss It Questions-Poetry
Reference 55- These are some of many citations dispersed throughout the curriculum.
These are some of many citations dispersed throughout the curriculum.
These are some of many citations dispersed throughout the curriculum.
See question that reads, “What does this poem mean to you?”
2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
344, 387, 474
459, 463, 468, 473
457-458, 461-462, 465, 471-472
529
529
530
Across the Curriculum Home Writing Assignment Discuss It Questions-Poetry
Resource Tool: Maps Resource Tool: Charts
Resource Tool: Graphs
See questions that read, “What does this poem mean to you?”
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 21
3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
None
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.
95, 153, 248, 277, 301, 380
68, 133, 201, 232, 258, 370
163, 193, 225, 284, 344, 387, 424, 474
390
Discovery Time WA Across the Curriculum Guidelines for Dramatic Presentations
See #2-Discovery Share Time. These are some of many citations dispersed throughout the curriculum. Refer to Reference 67: item 2 & Reference 68, pages 102-103, for publishing checklist. Some of many citations dispersed throughout the curriculum. Reference 183
5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
None
6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)
None
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 22
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
24, 47,119, 216, 302, 383
57, 129, 160, 222, 281, 386
31, 44, 116, 144, 294, 374
99, 120, 151, 221, 300, 385
32, 48, 132, 134, 194-195, 285-287, 387-388
Classroom Practice: Editing Exercise Chapter Checkup: Editing Exercise The Question and Answer Flow-Introductory Sentences The Question and Answer Flow-Practice Sentences Practice and Revised Sentences
Students will refer to References 10-15 (Capitalization & Punctuation Rules and Editing Guide.) Some of many citations dispersed throughout curriculum. Students will refer to References 10-15 (Capitalization & Punctuation Rules and Editing Guide.) Some of many citations dispersed throughout curriculum. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
79, 88, 500
80-81
116, 502
117
118
146-147
147
148
Preposition Jingles Learn It: Prepositions, Objects of the Prepositions, and Prepositional Phrases Conjunction Jingle Learn It: Coordinate Conjunctions and Compound Parts Simple Sentences, Fragments, Run-ons, and Compound Parts Coordinate Conjunctions and Connective Adverbs The Compound Sentence Comma Splices and Run-on Sentences
Jingle 8-11 Reference 59; Also, see Reference 60: Identifying Adverbs and Prepositions. Jingle 16 Reference 76; See Student Tip. Reference 77: item 4 in first section. Reference 92 Reference 93; See Student Tip. Reference 94; See Student Tip.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 23
Continued
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
148-149
149
174, 503
175
178
179
180
104-106, 132, 134, 164-165, 194-195
112, 142, 173, 204
177, 503
Using Compound Sentences to Correct Run-on Sentences Identifying S, F, SCS, SCV, and CD Interjection Jingle Interjections Clauses and Subordinate Conjunctions The Complex Sentence A Review of the Types of Sentences Practice and Revised Sentences Oral Review Questions
The Eight Parts of Speech Jingle
Reference 95 Reference 96 Jingle 18 Reference 108 Reference 110 Reference 111; See Student Tip. Reference 112 See References 69, 82, & 115. These are some of many dispersed throughout the curriculum.
Jingle 20
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
208-209
209
209-210
214
212, 216, 219
215, 218
220
222
163, 225, 284
Simple Verb Tenses Regular and Irregular Verbs Learn It: A Skill Builder for a Verb Chant Tenses of Helping Verbs Classroom Practice Student Tip Homework Chapter Checkup Across the Curriculum
Reference 124 Reference 125 Reference 126 Reference 128 See Skills section. See Skills section.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 24
c. Use verb tense to convey various times, sequences, states, and conditions.
208-209
209
209-210
214
212, 216, 219
209, 215, 218
220
222
163, 225, 284
Simple Verb Tenses Regular and Irregular Verbs Learn It: A Skill Builder for a Verb Chant Tenses of Helping Verbs Classroom Practice Student Tip Homework Chapter Checkup Across the Curriculum
Reference 124 Reference 125 Reference 126 Reference 128 See Skills section. See Skills section.
d. Recognize and correct inappropriate shifts in verb tense.*
208-209
209
209-210
214
212, 216, 219
209, 215, 218
220
222
163, 225, 284
Simple Verb Tenses Regular and Irregular Verbs Learn It: A Skill Builder for a Verb Chant Tenses of Helping Verbs Classroom Practice Student Tip Homework Chapter Checkup Across the Curriculum
Reference 124 Reference 125 Reference 126 Reference 128 See Skills section. See Skills section.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
None
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 25
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
13-14
14
17-19
20
16, 21, 96, 150, 212, 325
71-73
74
77, 141, 260, 318, 372, 455
225, 387, 424, 439
298
516, 519
Capitalization Rules Using Capitalization Rules Punctuation Rules Learn It; Capitalization & Punctuation Rules and the Editing Guide Classroom Practice Editing Checklist for Step 4 in the Writing Process; Discuss It Learn It; Revising & Editing Schedule and Writing a Final Paper Writing Evaluation Guide Across the Curriculum Student Activity Hands-On Activities
References 10 & 11 Reference 12 References 13 & 14 Reference 15 See Editing Exercise. Some of many citations dispersed throughout curriculum. References 53 & 54. Applied to and evaluated on all Writing Assignments. Reference 55; See Student Tip. Applied to and evaluated on all Writing Assignments. See Editing Check-Applied to and evaluated on all Writing Assignments. Some of many citations dispersed throughout the curriculum. Cited activities require attention to specific conventions.
a. Use punctuation to separate items in a series.*
17
21, 24, 39, 96, 119, 278
129, 411
Punctuation Rules Classroom Practice Chapter Checkup
Reference 13: Section 4: item 9. See Exercise 1: item 3, on page 21, and Editing Exercises.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 26
b. Use a comma to separate an Introductory element from the rest of the sentence.
17-18
174, 503
175
21, 27, 43, 92, 123, 150
159, 177, 185,189, 206, 208
Punctuation Rules Interjection Jingle Interjections Classroom Practice Question and Answer Flow
Reference 13: Section 4: items 10-12. Jingle 18 Reference 108 See Editing Exercise. Some of many citations dispersed throughout the curriculum. Some of many citations dispersed throughout the curriculum.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
None
d. Use underlining, quotation marks, or italics to indicate titles of works.
18-19
21, 27, 43, 47, 126, 150
309-311
310-311
339-340
479-480
486-487
311, 341, 492
Punctuation Rules Classroom Practice Card Catalogs Writing a Book Review for a Fiction Book Writing a Book Review for a Nonfiction Book Make a Bibliography Card for Each Source Selected Write a Rough Draft WA
Reference 14: Section 8. Some of many citations dispersed throughout the curriculum. Reference 158 Reference 160 Reference 171 Reference 220; See Student Tip. Reference 226: Item 8; See Example of Bibliography Page. (bottom of Reference)
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 27
e. Spell grade-appropriate words correctly, consulting references as needed.
121
23, 48, 155, 205, 262, 326
152
119, 160, 212, 246, 305, 358
129, 160, 190, 252, 308, 364
208-209
209-210
22, 104, 211, 226, 285, 387, 419
298
193, 225, 284, 424
523
524
Homonym Chart Vocabulary Words Contraction Chart Classroom Practice Chapter Checkup Simple Verb Tenses Regular and Irregular Verbs Student Tip Student Activity Across the Curriculum Resource Tool: The Dictionary/Thesaurus Resource Tool: The Library
Reference 79 Located in Reference boxes throughout the curriculum. Reference 98; See Student Tip. See Editing Exercise: Misspelled Words Reference 124 References 125 & 126
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 28
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
30, 31, 35 120,185, 236, 294, 362, 401
32, 48, 132, 134, 194-195, 285-287, 387-388
28, 112, 204, 261, 352, 429
31, 206-207, 263-264, 321, 374-375
457, 458, 461, 462, 465, 466, 470-471, 472
516
163, 193, 225, 284, 344, 387
68, 130, 170, 227, 258, 349
77, 111, 203, 234, 260, 351
Question and Answer Flow Practice and Revised Sentences Oral Review Questions Learn It: Sentence Patterns Sample Poems Resource Tool: Interviews Across the Curriculum WA WEG
See References 23 & 24. Some of many dispersed throughout curriculum. Some of many dispersed throughout curriculum. Some of many dispersed throughout curriculum. References 24, 123, 144, 163, & 179. Poems show correct use of conventions. A culmination of grammar and writing skills are applied and evaluated on each Writing Assignment. Some of many dispersed throughout curriculum. Refer to Revising and Editing Check.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 29
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
80-81
117
118
146-147
147
148
148-149
149
174, 503
175
178
179
180
104-106, 132, 134, 164-165, 194-195
31, 206-207, 263-264, 321, 374-375
Learn It: Prepositions, Objects of the Prepositions, and Prepositional Phrases Learn It: Coordinate Conjunctions and Compound Parts Simple Sentences, Fragments, Run-ons, and Compound Parts Coordinate Conjunctions and Connective Adverbs The Compound Sentence Comma Splices and Run-on Sentences Using Compound Sentences to Correct Run-on Sentences Identifying S, F, SCS, SCV, and CD Interjection Jingle Interjections Clauses and Subordinate Conjunctions The Complex Sentence A Review of the Types of Sentences Practice and Revised Sentences Sentence Patterns
Reference 59; Also, see Reference 60: Identifying Adverbs and Prepositions. Reference 76; See Student Tip. Reference 77: item 4 in first section. Reference 92 Reference 93; See Student Tip. Reference 94; See Student Tip. Reference 95 Reference 96 Jingle 18 Reference 108 Reference 110 Reference 111; See Student Tip. Reference 112 See References 69, 82, & 115. These are some of many dispersed throughout the curriculum. References 24, 123, 144, 163, & 179.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
None
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 30
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.
None
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
22
25, 88, 155, 217, 272, 362
25-26
531
Synonyms and Antonyms Vocabulary & Analogy Words Word Analogies Resource Tool: Cause and Effect
Reference 16; Student Tip. Some of many citations dispersed throughout the curriculum. Reference 20
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
513
513
513
Resource Tool: Prefixes Resource Tool: Suffixes Suffix Spelling Check
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.
25, 88, 155, 217, 272, 362
523
524
532-535
22, 104, 226, 285, 387, 419
Shurley English “Vocabulary & Analogy Words” Reference Cards Resource Tool: The Dictionary/ Thesaurus Resource Tool: The Library Resource Tool: Technology Student Tip
Some of many citations dispersed throughout the curriculum.
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 31
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
23
25-26
25, 88, 155, 217, 272, 362
22
52-53
90-91
117
156
135
121
122
152
54, 92, 126, 181, 299, 381
178-179
297
324
97, 127, 158, 250, 306, 335
376-377
Vocabulary Words Word Analogies Vocabulary and Analogy Words Synonym and Antonyms Topics and Paragraphs Subject-Verb Agreement Rules Coordinate Conjunctions and Compound Parts Choosing A or An Changing Plural Categories to Singular Points Homonym Chart Editing a Paragraph with Homonyms Contraction Chart Classroom Practice Clauses and Subordinate Conjunctions Rules for Making Nouns Plural; Discuss It Rules for Making Nouns Possessive; Discuss It Homework Degrees of Comparison of Adjectives
Reference 17; See Reference 18, also. Reference 20; See Reference 21, also. Reference 19; Some of many citations dispersed throughout curriculum. Reference 16; Students will learn synonyms and antonyms during Vocabulary and Analogy Time. (See Student Tip.) Reference 37 and Reference 38 Reference 64; See Student Tip/Note. Reference 76 Reference 100 Reference 83 Reference 79 Reference 80 Reference 98; See Student Tip. Some of many citations dispersed throughout curriculum. References 110 & 111; See Student Tip. Reference 154 Reference 164 Reference 180
Common Core Standards 2010 English/Language Arts
Grade 5 Shurley Instructional Materials, Inc. page 32
Continued
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
379
456
Double Negatives Poetry-Figurative Language
Reference 181 Reference 204 (middle of Reference)
a. Interpret figurative language, including similes and metaphors, in context.
456
457, 461-462, 465, 471-472
Poetry-Similes and Metaphors Discuss It Questions
Reference 204: Items 1 & 2; See Discuss It questions 4 & 5. See items related to similes and metaphors.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
None
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
22
25, 88, 155, 217, 272, 362
25-26
52-53
376-377
Synonyms and Antonyms Vocabulary and Analogy Words Word Analogies Topics and Paragraphs Degrees of Comparison of Adjectives
Reference 16; Students will learn synonyms and antonyms during Vocabulary and Analogy Time. (See Student Tip.) Reference 19; Some of many citations dispersed throughout curriculum. Reference 20; See Reference 21, also. Reference 37 and Reference 38 Reference 180
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).
98
107-108
Transition Words Jingle Reference 70
Different writing forms require different transition words