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GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
FIRST NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.
Ongoing standards should be taught each nine weeks.
Week
Instructional Period Academic Focus
Standards
Reading
Ongoing Standards
Language/Speaking-
Listening
Ongoing Standards
Writing
Ongoing Standards
Text Focus
Extended
Supporting
Date Days
DAY 1
Weeks
1 & 2
Aug.
4
Aug.
7-22
1
12
Days
Rules and procedures
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.
RI 5.2
Determine two or more
main ideas of a text and
explain how they are
supported by key details;
summarize the text.
RL 5.3
Compare and contrast
Rules and procedures
RL 5.1
Quote accurately from a text
when explaining what the
text says explicitly and when
drawing inferences from the
text.
RI 5.1
Quote accurately from a text
when explaining what the
text says explicitly and
when drawing inferences
from 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.
Rules and procedures
5.1a
*Demonstrate command of
the conventions of standard
English grammar and
usage when writing
(printing, cursive, or key-
boarding) or speaking.
Explain the function of
conjunctions, prepositions,
and interjections in general
and their function in
particular sentences.
5.1c
Use verb tense to convey
various times, sequences,
states, and conditions.
5.1a-d
Rules and procedures
5.4
Produce clear and coherent
writing in which the de-
velopment and organiza-
tion are appropriate to task,
purpose, and audience.
(Grade specific
expectation for writing
types are defined in
standards 1–3).
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. (Editing for
conventions should
demonstrate command of
Texts
Theme: Meeting
Challenges
Literary
RS, Thunder Rose, P. 56
RS, Poetry Collection,
P.170
RW, Accident Prone
Link:
http://www.readworks.org/p
assages/accident-prone-0
Informational Text
RS, Red Kayak, P. 26
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
two or more characters,
settings, or events in a
story or drama, drawing
on specific details in the
text (e.g., how characters
interact).
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.
5.1a-d
*Write opinion pieces on
topics or texts, support-
ing a point of view with
reasons and information.
Introduce a topic or text
clearly, state an opinion,
and create an organiza-
tional structure in which
ideas are logically
grouped to support the
writer’s purpose.
Provide logically ordered
reasons that are sup-
ported by facts and de-
tails.
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.
RL 5.10
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.
RI 5.10
By the end of the year, read
and comprehend information-
al texts, including history/
social studies, science, and
technical texts, at the high
end of the grades 4-5 text
complexity band in-
dependently and proficiently.
*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 an
d expressing their own
clearly.
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.
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
discussions.
Language Standards 1‐3 up to and including grade
5.)
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 key
boarding skills.
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.
RS, What Will I Do in an
Emergency, P.46
(Supplemental)
RS, Island of the Blue
Dolphins, P.88
RS, Ten Mile Day, P. 146
RW, After the Floods
Link:
http://www.readworks.org/p
assages/after-floods
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Link opinion and reason
s using words, phrases,
and clauses (e.g.,
consequently,
specifically).
Provide a concluding
statement or section
related to the opinion
presented.
RF 5.3a
Use combined knowledge of
all letter sound
correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately un-
familiar multisyllabic words
in context and out of context.
RF 5.4a-b
*Read with sufficient
accuracy and fluency to
support comprehension.
Read grade-level text with purpose
and understanding.
Read grade‐level prose and poetry orally
with accuracy, appropriate
rate, and expression on
successive readings.
5.2
Summarize a written text
read aloud or information
presented in diverse media
and formats, including
visually, quantitatively, and
orally.
Ready Reading Lessons Alignment: Lesson 1, Lesson 3, Lesson 4a, and 4b
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6-Lesson 3, L.5.4b, L.4a, L.4b, L.5.4c
*****Remediation may vary*********
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Session 2
Weeks
3 & 4
Aug
23-
Sept. 7
10 days 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.
RI 5.2
Determine two or more
main ideas of a text and
explain how they are
supported by key details;
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).
RI 5.3
Explain the relationships
or interactions between
two or more individuals,
events, ideas, or concepts
RL 5.1
Quote accurately from a text
when explaining what the
text says explicitly and when
drawing inferences from the
text.
RI 5.1
Quote accurately from a text
when explaining what the
text says explicitly and
when drawing inferences
from 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.
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.
5.1b
Form and use the perfect
(e.g., I had walked; I have
walked; I will have
walked) verb tenses.
5.2a-c
*Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
Use punctuation to separate
items in a series.
Use a comma to separate an
introductory element from
the rest of the sentence.
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?).
5.3a-e
*Write narratives to
develop real or imagined
experiences or events using
effective technique, de-
scriptive details, and clear
event sequences.
Orient the reader by
establishing a situation and
introducing a narrator and/
or characters; organize an
event sequence that un-
folds naturally.
Use narrative techniques,
such as dialogue,
description, and pacing, to
develop experiences and
events or show the
responses of characters to
situations.
Use a variety of
transitional words, phrases,
and clauses to manage the
sequence of events.
Use concrete words and
phrases and sensory details
to convey experiences
and events precisely.
Provide a conclusion that
follows from the narrated
experiences or events.
Texts
Theme: Personal
Challenges/Encounter
Literary
RS, Brave Melissa, P. 23
RW, Poem: Casey at the
Bat
Link:
http://www.readworks.org/p
assages/casey-bat
RW, David Cesar
Link:
http://www.readworks.org/p
assages/david-cesar
Informational Text
RS, Satchel Paige, P. 116
RS, Roberto Clemente: A
Baseball Hero, P. 134
(Paired Text: Satchel Paige)
RS, The Midnight Ride of
Paul Revere, P. 295
RS, The Heroic Paul
Revere, P. 312
(Drama)
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
in a historical, scientific,
or technical text based
on specific information
in the text.
5.1
*Write opinion pieces on
topics or texts, support-
ing a point of view with
reasons and information.
RL 5.10
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.
RI 5.10
By the end of the year, read
and comprehend information-
al texts, including history/
social studies, science, and
technical texts, at the high
end of the grades 4-5 text
complexity band in-
dependently and proficiently.
RF 5.3a
Use combined knowledge of
all letter sound
correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately un-
familiar multisyllabic words
in context and out of context.
5.1a-d
*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 that
preparation and other
information 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
discussions.
5.4
Produce clear and coherent
writing in which the de-
velopment and organiza-
tion are appropriate to task,
purpose, and audience.
(Grade specific
expectation for writing
types are defined in
standards 1–3).
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. (Editing for
conventions should
demonstrate command of
Language Standards 1‐3 up to and including grade
5.)
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 key
boarding skills.
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
RF 5.4c
Use context to confirm or
self-correct word recognition
and understanding, rereading
as necessary.
5.2
Summarize a written text
read aloud or information
presented in diverse media
and formats, including
visually, quantitatively, and
orally.
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.
Ready Lessons Alignment: Lesson 1, Lesson 5, Lesson 7, Lesson 4a, and 4b
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6- L.5.4b, L.4a, L.4b, L.5.4c
*****Remediation may vary*********
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Session 3
Weeks
5 & 6
Sept.
8-20
9 days 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.
RI 5.2
Determine two or more
main ideas of a text and
explain how they are
supported by key details;
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).
RL 5.1
Quote accurately from a text
when explaining what the
text says explicitly and when
drawing inferences from the
text.
RI 5.1
Quote accurately from a text
when explaining what the
text says explicitly and
when drawing inferences
from 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.
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.
5.1d
Recognize and correct
inappropriate shifts in verb
tense.
Use correlative
conjunctions (e.g., either/or
neither/nor).
5.2d
Use underlining, quotation
marks, or italics to indicate
titles of works.
5.5a
Interpret figurative
language, including similes
and metaphors, in context.
5.1 a-d
*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;
5.4
Produce clear and coherent
writing in which the de-
velopment and organiza-
tion are appropriate to task,
purpose, and audience.
(Grade specific
expectation for writing
types are defined in
standards 1–3).
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. (Editing for
conventions should
demonstrate command of
Language Standards 1‐3 up to and including grade
5.)
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 key
boarding skills.
Texts
Theme: Inventors and
Artists
Literary
RS, The Fabulous Perpetual
Motion Machine, P. 330
(Drama)
RS, The Toy Space Shuttle
Is Here, P. 348
(Paired Text: The Fabulous
Perpetual Motion Machine)
RS, Poem: Stairs, P. 477
Informational Text
RS, Mahalia Jackson, P.
430
RS, Poems:
Perfect Harmony P. 442 &
Deep Breaths, P. 444
(Paired Text: Mahalia
Jackson)
RW, Classical Music:
Ludwig Van Beethoven
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
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.
5.3
Write narratives to
develop real or imagined
experiences or events
using effective
technique, descriptive
details, and clear event
sequences.
RL 5.10
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.
RI 5.10
By the end of the year, read
and comprehend information-
al texts, including history/
social studies, science, and
technical texts, at the high
end of the grades 4-5 text
complexity band in-
dependently and proficiently.
RF 5.3a
Use combined knowledge of
all letter sound
correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately un-
familiar multisyllabic words
in context and out of context
RF 5.4
Read with sufficient accuracy
and fluency to support
comprehension.
explicitly draw on that
preparation and other
information 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
discussions.
5.3
Summarize the points a
speaker makes and explain
how each claim is sup-
ported by reasons and
evidence
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.
Link:
http://www.readworks.org/p
assages/classical-music-
ludwig-van-beethoven
RS, Poem: Chemistry 101
(Supplemental Text)
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Ready Lessons Alignment: Lesson 1, Lesson 5, Lesson7, Lesson 4a, 4b
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6- L.5.4b, L.4a, L.4b, L.5.4c
*****Remediation may vary*********
Session 4
Weeks
7 & 8
Sept.
21-
Oct.11
15 days 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.
RI 5.2
Determine two or more
main ideas of a text and
explain how they are
supported by key details;
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.
RI 5.5
RL 5.9
Compare and contrast stories
in the same genre (e.g.,
mysteries and adventure
stories) on their approaches
to similar themes and topics.
RI 5.9
Integrate information from
several texts on the same
topic in order to write or
speak about the subject
knowledgeably.
RL 5.10
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.
RI 5.10
By the end of the year, read
and comprehend information-
al texts, including history/
5.1a
*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 that
preparation and other
information known about
the topic to explore ideas
under discussion.
5.2e
Spell grade‐appropriate words correctly,
consulting references as
needed.
5.5a
Interpret figurative
language, including similes
and metaphors, in context.
5.4
Produce clear and coherent
writing in which the de-
velopment and organiza-
tion are appropriate to task,
purpose, and audience.
(Grade specific
expectation for writing
types are defined in
standards 1–3).
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. (Editing for
conventions should
demonstrate command of
Language Standards 1‐3 up to and including grade
5.)
5.6
With some guidance and
support from adults, use
Theme: Adaptation
Literary
RS, Weslandia, P. 26
RS, Paired Text & Poem:
Under the Back Porch,
P. 42
RS, Tripping Over the
Lunch Lady, P. 52
Informational Text
RW, A Sea of Questions
Link:
http://www.readworks.org/p
assages/sea-questions
RW, What’s the Big Idea
about Marine Biology?
Creatures and Ecosystems
of the Ocean
Link:
http://www.readworks.org/p
assages/whats-big-idea-
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
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.
5.3
Write narratives to
develop real or imagined
experiences or events
using effective
technique, descriptive
details, and clear event
sequences.
social studies, science, and
technical texts, at the high
end of the grades 4-5 text
complexity band in-
dependently and proficiently.
RF 5.3a
Use combined knowledge of
all letter sound
correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately un-
familiar multisyllabic words
in context and out of context
RF 5.4
Read with sufficient accuracy
and fluency to support
comprehension.
5.1a-d
*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 that
preparation and other
information 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
technology, including the
Internet, to produce and
publish writing as well as
to interact and collaborate
with others; demonstrate
sufficient command of key
boarding skills.
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.
about-marine-biology-life-
ocean
(Paired Text: A Sea of
Questions)
RS, Exploding Ants, P. 82
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
conclusions in light of
information and knowledge
gained from the
discussions.
5.3
Summarize the points a
speaker makes and explain
how each claim is sup-
ported by reasons and
evidence.
Ready Lessons Alignment: Lesson 1, Lesson 7, Lesson 16
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6
*****Remediation may vary*********
Second NINE WEEKS
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.
Ongoing standards should be taught each nine weeks.
Week
Instructional Period Academic Focus
Standards
Reading
Ongoing
Standards
Language/Speaking-
Listening
Ongoing Standards
Writing
Ongoing
Standards
Text Focus
Extended
Supporting
Date Days
Session
Weeks 1-
2
Oct.16-
Nov. 3
15
9
instructional
days
R.L 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).
R.L 5.4 Determine the
meaning of words and
phrases as they are used
in a text including
figurative language such
as metaphors and
similes.
R.I 5.3 Explain the
relationships or
interactions between
two or more individuals,
events, ideas, or
concepts in a historical,
scientific, or technical
R.L 5.1 Quote
accurately from
a text when
explaining what
the text says
explicitly and
when drawing
inferences from
the text.
R.L 5.10 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.
L 5.3a Expand,
combine, and
reduce sentences
for meaning,
reader/listener
interest, and style.
L 5.3b Compare and
contrast the
varieties of English
(e.g., dialects,
registers) used in
stories, dramas, or
poems.
S.L 5.1a-d Engage
effectively in a
range of
collaborate
discussions (one-
on-one, in groups,
and teacher-led)
with diverse
W 5.4 Produce
clear and
coherent
writing in
which the
development,
organization,
and style 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,
JUST LIKE HOME
LIFE DOESN’T
FRIGHTEN ME AT ALL
THE CH’I-LIN PURSE
THE STORY OF
PHAN KU
READWORKS
NEWSELA
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
text based on specific
information in the text.
R.I 5.4 Determine the
meaning of general
academic and domain-
specific words and
phrases in a text
relevant to a grade 5
topic or subject area.
W 5.2 Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
R.I 5.1 Quote
accurately from
a text when
explaining what
the text says
explicitly and
when drawing
inferences from
the text.
R.I.5.10 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.
R.F 5.3a Use
combined
knowledge of all
letter-sound
correspondence,
partners on grade 5
topics and texts,
building on others’
ideas and
expressing their
own clearly.
S.L 5.4 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.
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.
W 5.10 Write
routinely over
extended time
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
syllabication
patterns, and
morphology (e.g.,
roots and affixes)
to read
accurately
unfamiliar
multisyllabic
words in context
and out of
context.
R.F 5.4c Use
context to
confirm or self-
correct word
recognition and
understanding,
rereading as
necessary.
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.
Ready Reading Lessons Alignment: Lesson 4a, 4b, Lesson 5, Lesson 11, Lesson 15
Ready Language Hanbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6, L.5.4c
*****Remediation may vary*********
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Session
Weeks
3-4
OCT. 6-
NOV 17
10 R.L 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).
R.L 5.4 Determine the
meaning of words and
phrases as they are used
in a text including
figurative language such
as metaphors and
similes.
R.L 5.6 Describe how a
narrator’s or speaker’s
point of view influences
how events are
described.
R.I 5.3 Explain the
relationships or
interactions between
two or more individuals,
events, ideas, or
concepts in a historical,
scientific, or technical
R.L 5.1 Quote
accurately from
a text when
explaining what
the text says
explicitly and
when drawing
inferences from
the text.
R.L 5.10 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.
R.I 5.1 Quote
accurately from
a text when
explaining what
the text says
L 5.3a Expand,
combine, and
reduce sentences
for meaning,
reader/listener
interest, and style.
L 5.3b Compare and
contrast the
varieties of English
(e.g., dialects,
registers) used in
stories, dramas, or
poems.
S.L 5.1a-d Engage
effectively in a
range of
collaborate
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.
W 5.4 Produce
clear and
coherent
writing in
which the
development,
organization,
and style 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.
A SUMMER’S
TRADE pg 264
THE TRADING POST
pg 261
AT THE NAJAVO
NATION FAIR pg263
THE MIDNIGHT RIDE
OF PAUL REVERE
pg288
THE HEROIC RIDE
OF PAUL REVERE
pg312
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
text based on specific
information in the text.
R.I 5.4 Determine the
meaning of general
academic and domain-
specific words and
phrases in a text
relevant to a grade 5
topic or subject area.
R.I 5.6 Analyze multiple
accounts of the same
event or topic, noting
important similarities
and differences in the
point of view they
represent.
W 5.2 Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
explicitly and
when drawing
inferences from
the text.
R.I.5.10 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.
R.F 5.3a Use
combined
knowledge of all
letter-sound
correspondence,
syllabication
patterns, and
morphology (e.g.,
roots and affixes)
to read
S.L 5.4 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.
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.
W 5.10 Write
routinely over
extended time
frames (time
for research,
reflection, and
revision) and
shorter time
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
accurately
unfamiliar
multisyllabic
words in context
and out of
context.
R.F 5.4c Use
context to
confirm or self-
correct word
recognition and
understanding,
rereading as
necessary.
frames (a
single sitting or
a day or two)
for a range of
discipline-
specific tasks,
purposes, and
audiences.
Ready Reading Lessons Alignment: Lesson 1, Lesson 7, Lesson 16
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6
*****Remediation may vary*********
Session
Weeks 5-
6
NOV 27-
Dec. 8
10 R.L 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).
R.L 5.1 Quote
accurately from
a text when
explaining what
the text says
explicitly and
when drawing
L 5.4a Use context
(e.g. cause/effect
relationships and
comparisons in
text) as a clue to
the meaning of a
word or phrase.
W 5.3b Use
narrative
techniques,
such as
dialogue,
description,
and pacing, to
develop
BRONZE
A JOB FOR
MICHAELANGELO
LEONARDO’S
HORSE
REVIEW ELA CCSS
FROM UNIT 1—
WEEKS 1-5
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
R.L 5.4 Determine the
meaning of words and
phrases as they are used
in a text including
figurative language such
as metaphors and
similes.
R.L 5.6 Describe how a
narrator’s or speaker’s
point of view influences
how events are
described.
R.I 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.
R.I 5.4 Determine the
meaning of general
academic and domain-
specific words and
phrases in a text
inferences from
the text.
R.L 5.10 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.
R.I 5.1 Quote
accurately from
a text when
explaining what
the text says
explicitly and
when drawing
inferences from
the text.
R.I.5.10 By the
end of the year,
read and
L 5.4b Use
common, grade-
appropriate Greek
and Latin affixes
and roots as clues
to the meaning of a
word (e.g.
photograph,
photosynthesis).
L.5.4c Consult
reference materials
(e.g. dictionaries,
glossaries,
thesaurus), both
print and digital, to
find the
pronunciation and
determine or clarify
the precise
meaning of key
words and phrases.
S.L 5.1a-d Engage
effectively in a
range of
collaborate
experiences
and events or
show the
responses of
characters to
situations.
W 5.3c Use a
variety of
transitional
words,
phrases, and
clauses to
manage
sequence of
events.
W 5.3d Use
concrete
words and
phrases and
sensory details
to convey
experiences
and events
precisely.
W 5.3e Provide
a conclusion
UNIT 2—WEEK 6
INTERACTIVE
REVIEW
IR1-1R10
READING POETRY
318-321a
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
relevant to a grade 5
topic or subject area.
R.I 5.6 Analyze multiple
accounts of the same
event or topic, noting
important similarities
and differences in the
point of view they
represent.
W 5.3a Orient the
reader by establishing a
situation and
introducing a narrator
and/or characters,
organize an event
sequence that unfolds
naturally.
comprehend
literature,
including stories,
dramas, and
poetry, at the
high end of the
grades 4-5 text
complexity band
independently
and proficiently.
R.F 5.3a Use
combined
knowledge of all
letter-sound
correspondence,
syllabication
patterns, and
morphology (e.g.,
roots and affixes)
to read
accurately
unfamiliar
multisyllabic
words in context
and out of
context.
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. S.L 5.6
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
that follows
from the
narrated
experiences or
events.
W 5.4 Produce
clear and
coherent
writing in
which the
development,
organization,
and style 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,
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
R.F 5.4c Use
context to
confirm or self-
correct word
recognition and
understanding,
rereading as
necessary.
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.
W 5.10 Write
routinely over
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
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. Ready Lessons Alignment: Lesson 4a, 4b, Lesson 5, Lesson 14 , Lesson 17
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.4c, L.5.6, L.5.5b
*****Remediation may vary*********
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Session
Weeks 7-
8
Dec. 11-
20
Jan. 8-
10
15 R.L 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).
R.L 5.6 Describe how a
narrator’s or speaker’s
point of view influences
how events are
described.
R.I 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.
R.I 5.6 Analyze multiple
accounts of the same
event or topic, noting
important similarities
and differences in the
R.L 5.1 Quote
accurately from
a text when
explaining what
the text says
explicitly and
when drawing
inferences from
the text.
R.L 5.10 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.
R.I 5.1 Quote
accurately from
a text when
explaining what
the text says
L 5.5b Recognize
and explain the
meaning of
common idioms,
adages, and
proverbs.
L 5.5c Use the
relationship
between particular
words (e.g.,
synonyms,
antonyms,
homographs) to
better understand
each of the words.
S.L 5.1a-d Engage
effectively in a
range of
collaborate
discussions (one-
on-one, in groups,
and teacher-led)
with diverse
partners on grade 5
topics and texts,
building on others’
ideas and
W 5.4 Produce
clear and
coherent
writing in
which the
development,
organization,
and style 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.
THE DINOSAURS OF
WATERHORSE pg
388
DINOSAURS
THE ARTIST OF THE
HOUR
A MODEL
SCIENTIST
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
point of view they
represent.
W 5.3 Write narratives to
develop real or
imagined experiences or
events using effective
technique, descriptive
details, and clear event
sequences.
explicitly and
when drawing
inferences from
the text.
R.I.5.10 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.
R.F 5.3a Use
combined
knowledge of all
letter-sound
correspondence,
syllabication
patterns, and
morphology (e.g.,
roots and affixes)
to read
expressing their
own clearly. S.L 5.6
Adapt speech to a
variety of contexts
and tasks, using
formal English
when appropriate
to task and
situation.
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.
W 5.10 Write
routinely over
extended time
frames (time
for research,
reflection, and
revision) and
shorter time
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
accurately
unfamiliar
multisyllabic
words in context
and out of
context.
R.F 5.4c Use
context to
confirm or self-
correct word
recognition and
understanding,
rereading as
necessary.
frames (a
single sitting or
a day or two)
for a range of
discipline-
specific tasks,
purposes, and
audiences.
Ready Lessons Alignment: Lesson 4a, 4b, Lesson 5, Lesson 14, Lesson 17
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.4c, L.5.6, L.5.5b, L.5.5c
*****Remediation may vary*********
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Third NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.
Ongoing standards should be taught each nine weeks.
Week
Instructional Period Academic Focus
Standards
Reading
Ongoing Standards
Language/Speaking-
Listening
Ongoing Standards
Writing
Ongoing
Standards
Text Focus
Extended
Supporting
Date Days
Session
Weeks
1-2
Jan. 11-
26
11 days
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.5.7 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).
RI.5.4 Determine the
meaning of general
academic and domain
specific words and
phrases in a text relevant
to a grade 5 topic or
subject area.
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).
L.5.1a Explain the
function of
conjunctions,
prepositions, and
interjections in general
and their function in
particular sentences.
L.5.1b Form and use
the perfect (e.g., I had
walked; I have walked;
I will have walked)
verb tenses.
SL.5.2 Summarize a
written text read aloud
or information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
W. 5.4 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 5.3)
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.
(Editing for
conventions should
Unit 3 – Volume 2
Mahalia Jackson
424a-447q
Special Effects in Film
and Television
448a-473q
READWORKS
NEWSELA
Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
RI.5.7 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.
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).
W.5.3 Write narratives to
develop real or imagined
experiences or events
using effective technique,
descriptive details, and
clear event sequences.
W.5.3a Orient the reader
by establishing a
situation and introducing
a narrator and/or
characters; organize an
event sequence that
unfolds naturally.
W.5.3b Use narrative
techniques, such as
dialogue, description,
and pacing, to develop
experiences and events
or show the responses of
characters to situations.
RL.5.10 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.
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.5.10 By the end of the
year, read and comprehend
SL.5.5 Include
multimedia
components (e.g.
graphics, sound) and
visual displays in
presentations when
appropriate to enhance
the development of
main ideas or themes.
SL.5.6 Adapt speech
to a variety of context
and tasks, using
Formal English when
appropriate to task and
situation. (See Grade 5
Language standards 1
and 2 for specific
expectations.)
demonstrate
command of
Language
standards
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.
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.
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
W.5.3c Use a variety of
transitional words,
phrases, and clauses to
manage the sequence of
events.
W.5.3d Use concrete
words and phrases and
sensory details to convey
experiences and events
precisely.
W.5.3e Provide a
conclusion that follows
from the narrated
experiences or events.
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.
RF.5.3a 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.
RF.5.4a Read grade-level
text with purpose and
understanding.
RF.5.4b Read grade-level
prose and poetry orally with
accuracy, appropriate rate,
and expression on
successive readings.
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
RF.5.4c Use context to
confirm or self-correct word
recognition and
understanding, rereading
as necessary.
Ready Lessons Alignment: Lesson 11, Lesson 15, Lesson 18, Lesson 19, Lesson 21
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.4c, L.5.6, L.5.5b
*****Remediation may vary********
Session
Weeks 3-
4
Jan. 29-
Feb. 9
10 days
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.5.7 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).
RL. 5.9 Compare and
contrast stories in the
same genre (e.g.
mysteries and adventure
stories) on their
approaches to similar
themes and topics.
RI.5.4 Determine the
meaning of general
academic and domain
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).
RL.5.10 By the end of the
year, read and comprehend
L.5.1a Explain the
function of
conjunctions,
prepositions, and
interjections in general
and their function in
particular sentences.
SL.5.2 Summarize a
written text read aloud
or information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
SL.5.5 Include
multimedia
components (e.g.
graphics, sound) and
visual displays in
presentations when
appropriate to enhance
the development of
main ideas or themes.
W. 5.4 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 5.3)
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.
(Editing for
conventions should
Unit 3 – Volume 2
Interactive Review
What do people gain
from the work of
inventors and artists?
474-477a
Unit 4-Volume 1
Weslandia
READWORKS
NEWSELA
Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
specific words and
phrases in a text relevant
to a grade 5 topic or
subject area.
RI.5.7 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.
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).
RI.5.9 Integrate
information from several
texts on the same topic in
order to write or speak
about the subject
knowledgeably.
W.5.3 Write narratives to
develop real or imagined
experiences or events
using effective technique,
descriptive details, and
clear event sequences.
W.5.3a Orient the reader
by establishing a
situation and introducing
a narrator and/or
characters; organize an
literature, including stories,
dramas, and poetry, at the
high end of the grades 4-5
text complexity band
independently and
proficiently.
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.5.10 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
SL.5.6 Adapt speech
to a variety of context
and tasks, using
Formal English when
appropriate to task and
situation. (See Grade 5
Language standards 1
and 2 for specific
expectations.)
demonstrate
command of
Language
standards
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.
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,
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
event sequence that
unfolds naturally.
W.5.3b Use narrative
techniques, such as
dialogue, description,
and pacing, to develop
experiences and events
or show the responses of
characters to situations.
W.5.3c Use a variety of
transitional words,
phrases, and clauses to
manage the sequence of
events.
W.5.3d Use concrete
words and phrases and
sensory details to convey
experiences and events
precisely.
W.5.3e Provide a
conclusion that follows
from the narrated
experiences or events.
independently and
proficiently.
RF.5.3a 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.
RF.5.4a Read grade-level
text with purpose and
understanding.
RF.5.4b Read grade-level
prose and poetry orally with
accuracy, appropriate rate,
and expression on
successive readings.
RF.5.4c Use context to
confirm or self-correct word
recognition and
understanding, rereading
as necessary.
purposes, and
audiences.
Ready Lessons Alignment: Lesson 11, Lesson 15, Lesson 18, Lesson 19, Lesson 20, Lesson 21, Lesson 22
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4, L.5.6, L5.5a
*****Remediation may vary*********
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Session
Weeks
5-6
Feb. 12-25
10 days
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.5.7 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).
RL. 5.9 Compare and
contrast stories in the
same genre (e.g.
mysteries and adventure
stories) on their
approaches to similar
themes and topics.
RI.5.4 Determine the
meaning of general
academic and domain
specific words and
phrases in a text relevant
to a grade 5 topic or
subject area.
RI.5.7 Draw on
information from multiple
print or digital sources,
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).
RL.5.10 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.
L.5.2.a Use
punctuation to separate items in a series. L.5.2b Use a comma
to separate an introductory element from the rest of the sentence. L.5.2c Use a comma
to set off the words yes and no (eg., 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 indirect address (e.g., Is that you, Steve?). L.5.2.d Use
underlining, quotation marks, or italics to indicate titles of works. SL.5.2 Summarize a
written text read aloud
or information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
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.5.9a Apply grade
5 Reading
Standards to
literature (e.g.,
“Compare and
Contrast two or
more characters,
settings, or events
in a story or a
Unit 4-Volume 2
Tripping Over the Lunch
Lady 46a-75q
Unit 4-Volume 3
Exploding Ants
76a-103q
READWORKS
NEWSELA
Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
demonstrating the ability
to locate an answer to a
question quickly or to
solve a problem
efficiently.
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).
RI.5.9 Integrate
information from several
texts on the same topic in
order to write or speak
about the subject
knowledgeably.
W.5.2 Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
W. 5.2a 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.
W.5.2b Develop the topic
with facts, definitions,
concrete details,
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.5.10 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.
RF.5.3a Use combined
knowledge of all letter-
SL.5.5 Include
multimedia
components (e.g.
graphics, sound) and
visual displays in
presentations when
appropriate to enhance
the development of
main ideas or themes.
SL.5.6 Adapt speech
to a variety of context and tasks, using Formal English when appropriate to task and situation. (See Grade 5 Language standards 1 and 2 for specific expectations.)
drama, drawing on
specific details in
the text [e.g., how
characters
interact]”).
W. 5.9b 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]”).
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
quotations, or other
information and
examples related to the
topic.
W.5.2c Link ideas within
and across categories of
information using words,
phrases, and clauses
(e.g., in contrast,
especially).
W.5.2d Use precise
language and domain-
specific vocabulary to
inform about or explain
the topic.
W.5.2e Provide a
concluding statement or
section related to the
information or
explanation presented.
sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic
words in context and out of
context.
RF.5.4a Read grade-level
text with purpose and
understanding.
RF.5.4b Read grade-level
prose and poetry orally with
accuracy, appropriate rate,
and expression on
successive readings.
RF.5.4c Use context to
confirm or self-correct word
recognition and
understanding, rereading
as necessary.
Ready Lessons Alignment: Lesson 11, Lesson 15, Lesson 18, Lesson 19, Lesson 20, Lesson 21, Lesson 22
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4, L.5.6, L5.5a
*****Remediation may vary*********
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Session
Weeks 7-8
Feb.26
Mar. 22
14 days 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.5.7 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).
RL. 5.9 Compare and
contrast stories in the
same genre (e.g.
mysteries and adventure
stories) on their
approaches to similar
themes and topics.
RI.5.4 Determine the
meaning of general
academic and domain
specific words and
phrases in a text relevant
to a grade 5 topic or
subject area.
RI.5.7 Draw on
information from multiple
print or digital sources,
demonstrating the ability
to locate an answer to a
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).
RL.5.10 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
L.5.3a Expand,
combine, and reduce
sentences for
meaning,
reader/listener interest,
and style.
L.5.3b Compare and
contrast the varieties
of English (eg.,
dialects, registers)
used in stories,
dramas, or poems.
L.5.4c 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.5.6 Acquire and use
accurately grade-
appropriate general
academic and domain-
specific words and
phrase including those
that signal contrast,
addition, and other
logical relationships
(e.g. however,
although,
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.5.9a 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
Unit 4-Week 4
The Stormi Giovanni
Club
104a-135q
Unit 4-Week 5
The Gymnast
136a-161q
READWORKS
NEWSELA
Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
question quickly or to
solve a problem
efficiently.
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).
RI.5.9 Integrate
information from several
texts on the same topic in
order to write or speak
about the subject
knowledgeably.
W.5.2 Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
W. 5.2a 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.
W.5.2b Develop the topic
with facts, definitions,
concrete details,
quotations, or other
information and
independently and
proficiently.
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.5.10 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.
nevertheless, similarly,
moreover, in addition).
SL.5.2 Summarize a
written text read aloud
or information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
SL.5.5 Include
multimedia
components (e.g.
graphics, sound) and
visual displays in
presentations when
appropriate to enhance
the development of
main ideas or themes.
SL.5.6 Adapt speech
to a variety of context
and tasks, using
Formal English when
appropriate to task and
situation. (See Grade 5
Language standards 1
and 2 for specific
expectations.)
characters
interact]”).
W. 5.9b 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]”).
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
examples related to the
topic.
W.5.2c Link ideas within
and across categories of
information using words,
phrases, and clauses
(e.g., in contrast,
especially).
W.5.2d Use precise
language and domain-
specific vocabulary to
inform about or explain
the topic.
W.5.2e Provide a
concluding statement or
section related to the
information or
explanation presented.
RF.5.4a Read grade-level
text with purpose and
understanding.
RF.5.4b Read grade-level
prose and poetry orally with
accuracy, appropriate rate,
and expression on
successive readings.
RF.5.4c Use context to
confirm or self-correct word
recognition and
understanding, rereading
as necessary.
Ready Lessons Alignment: Lesson 11, Lesson 15, Lesson 18, Lesson 19, Lesson 20, Lesson 21, Lesson 22
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4, L.5.6, L5.5a
*****Remediation may vary*********
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Fourth NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.
Ongoing standards should be taught each nine weeks.
Week
Instructional Period Academic Focus
Standards
Reading
Ongoing Standards
Language/Speaking-
Listening
Ongoing Standards
Writing
Ongoing
Standards
Text Focus
Extended
Supporting
Date Days
Session
Weeks
1-2
Mar.23-
Apr. 4
9 days 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.5.7 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).
RI.5.4 Determine the
meaning of general
academic and domain
specific words and
phrases in a text relevant
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
L.5.1a Explain the
function of
conjunctions,
prepositions, and
interjections in general
and their function in
particular sentences.
L.5.1b Form and use
the perfect (e.g., I had
walked; I have walked;
I will have walked)
verb tenses.
SL.5.2 Summarize a
written text read aloud
or information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
SL.5.5 Include
multimedia
W. 5.4 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 5.3)
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
Reading Street
READWORKS
NEWSELA
Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
to a grade 5 topic or
subject area.
RI.5.7 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.
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).
W.5.3 Write narratives to
develop real or imagined
experiences or events
using effective technique,
descriptive details, and
clear event sequences.
W.5.3a Orient the reader
by establishing a
situation and introducing
a narrator and/or
characters; organize an
event sequence that
unfolds naturally.
W.5.3b Use narrative
techniques, such as
dialogue, description,
and pacing, to develop
experiences and events
in the text (e.g. how
characters interact).
RL.5.10 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.
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.5.10 By the end of the
year, read and comprehend
informational texts,
components (e.g.
graphics, sound) and
visual displays in
presentations when
appropriate to enhance
the development of
main ideas or themes.
SL.5.6 Adapt speech
to a variety of context
and tasks, using
Formal English when
appropriate to task and
situation. (See Grade 5
Language standards 1
and 2 for specific
expectations.)
new approach.
(Editing for
conventions should
demonstrate
command of
Language
standards
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.
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.
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
or show the responses of
characters to situations.
W.5.3c Use a variety of
transitional words,
phrases, and clauses to
manage the sequence of
events.
W.5.3d Use concrete
words and phrases and
sensory details to convey
experiences and events
precisely.
W.5.3e Provide a
conclusion that follows
from the narrated
experiences or events.
including history/social
studies, science, and
technical texts, at the high
end of the grades 4-5 text
complexity band
independently and
proficiently.
RF.5.3a 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.
RF.5.4a Read grade-level
text with purpose and
understanding.
RF.5.4b Read grade-level
prose and poetry orally with
accuracy, appropriate rate,
and expression on
successive readings.
RF.5.4c Use context to
confirm or self-correct word
recognition and
understanding, rereading
as necessary.
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Ready Lessons Alignment: Lesson 1, Lesson 4a,4b, Lesson 5, Lesson 7, Lesson 10, Lesson 12, Lesson13, Lesson 16, Lesson 19, Lesson 20, Lesson 22
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4, L.5.6, L5.5a
*****Remediation may vary*********
Session
Weeks
3-4
April 5-18 9 days
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.5.7 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).
RL. 5.9 Compare and
contrast stories in the
same genre (e.g.
mysteries and adventure
stories) on their
approaches to similar
themes and topics.
RI.5.4 Determine the
meaning of general
academic and domain
specific words and
phrases in a text relevant
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).
RL.5.10 By the end of the
year, read and comprehend
literature, including stories,
dramas, and poetry, at the
L.5.1a Explain the
function of
conjunctions,
prepositions, and
interjections in general
and their function in
particular sentences.
SL.5.2 Summarize a
written text read aloud
or information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
SL.5.5 Include
multimedia
components (e.g.
graphics, sound) and
visual displays in
presentations when
appropriate to enhance
the development of
main ideas or themes.
SL.5.6 Adapt speech
to a variety of context
and tasks, using
W. 5.4 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 5.3)
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.
(Editing for
conventions should
demonstrate
command of
Reading Street
READWORKS
NEWSELA
Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
to a grade 5 topic or
subject area.
RI.5.7 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.
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).
RI.5.9 Integrate
information from several
texts on the same topic in
order to write or speak
about the subject
knowledgeably.
W.5.3 Write narratives to
develop real or imagined
experiences or events
using effective technique,
descriptive details, and
clear event sequences.
W.5.3a Orient the reader
by establishing a
situation and introducing
a narrator and/or
characters; organize an
event sequence that
unfolds naturally.
high end of the grades 4-5
text complexity band
independently and
proficiently.
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.5.10 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.
Formal English when
appropriate to task and
situation. (See Grade 5
Language standards 1
and 2 for specific
expectations.)
Language
standards
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.
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.
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
W.5.3b Use narrative
techniques, such as
dialogue, description,
and pacing, to develop
experiences and events
or show the responses of
characters to situations.
W.5.3c Use a variety of
transitional words,
phrases, and clauses to
manage the sequence of
events.
W.5.3d Use concrete
words and phrases and
sensory details to convey
experiences and events
precisely.
W.5.3e Provide a
conclusion that follows
from the narrated
experiences or events.
RF.5.3a 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.
RF.5.4a Read grade-level
text with purpose and
understanding.
RF.5.4b Read grade-level
prose and poetry orally with
accuracy, appropriate rate,
and expression on
successive readings.
RF.5.4c Use context to
confirm or self-correct word
recognition and
understanding, rereading
as necessary.
Ready Lessons Alignment: Lesson 1, Lesson 4a,4b, Lesson 5, Lesson 7, Lesson 10, Lesson 12, Lesson13, Lesson 16, Lesson 19, Lesson 20, Lesson 22
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4, L.5.6, L5.5a
*****Remediation may vary*********
Session
April 9 days RL. 5.4 Determine the
meaning of words and
phrases as they are used
RL. 5.1 Quote accurately
from a text when explaining
what the text says explicitly
L.5.2.a Use
punctuation to
W.5.7 Conduct
short research
projects that use
Reading Street
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
Weeks
5-6
18-May 2 in a text, including
figurative language such
as metaphors and
similes.
RL.5.7 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).
RL. 5.9 Compare and
contrast stories in the
same genre (e.g.
mysteries and adventure
stories) on their
approaches to similar
themes and topics.
RI.5.4 Determine the
meaning of general
academic and domain
specific words and
phrases in a text relevant
to a grade 5 topic or
subject area.
RI.5.7 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.
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).
RL.5.10 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.
RI.5.1 Quote accurately
from a text when explaining
what the text says explicitly
and when drawing
inferences from the text.
separate items in a series. L.5.2b Use a comma
to separate an introductory element from the rest of the sentence. L.5.2c Use a comma
to set off the words yes and no (eg., 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 indirect address (e.g., Is that you, Steve?). L.5.2.d Use
underlining, quotation marks, or italics to indicate titles of works. SL.5.2 Summarize a
written text read aloud
or information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
SL.5.5 Include
multimedia
components (e.g.
graphics, sound) and
visual displays in
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.5.9a 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]”).
READWORKS
NEWSELA
Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
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).
RI.5.9 Integrate
information from several
texts on the same topic in
order to write or speak
about the subject
knowledgeably.
W.5.2 Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
W. 5.2a 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.
W.5.2b Develop the topic
with facts, definitions,
concrete details,
quotations, or other
information and
examples related to the
topic.
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.5.10 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.
RF.5.3a Use combined
knowledge of all letter-
sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic
presentations when
appropriate to enhance
the development of
main ideas or themes.
SL.5.6 Adapt speech
to a variety of context and tasks, using Formal English when appropriate to task and situation. (See Grade 5 Language standards 1 and 2 for specific expectations.)
W. 5.9b 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]”).
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
W.5.2c Link ideas within
and across categories of
information using words,
phrases, and clauses
(e.g., in contrast,
especially).
W.5.2d Use precise
language and domain-
specific vocabulary to
inform about or explain
the topic.
W.5.2e Provide a
concluding statement or
section related to the
information or
explanation presented.
words in context and out of
context.
RF.5.4a Read grade-level
text with purpose and
understanding.
RF.5.4b Read grade-level
prose and poetry orally with
accuracy, appropriate rate,
and expression on
successive readings.
RF.5.4c Use context to
confirm or self-correct word
recognition and
understanding, rereading
as necessary.
Ready Lessons Alignment: Lesson 1, Lesson 4a,4b, Lesson 5, Lesson 7, Lesson 10, Lesson 12, Lesson13, Lesson 16, Lesson 19, Lesson 20, Lesson 22
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4, L.5.6, L5.5a
*****Remediation may vary*********
Session
Weeks 7-8
May 3-9
5 days
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.5.7 Analyze how
visual and multimedia
elements contribute to
the meaning, tone or
beauty of a text (e.g.
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
L.5.3a Expand,
combine, and reduce
sentences for
meaning,
reader/listener interest,
and style.
L.5.3b Compare and
contrast the varieties
of English (eg.,
dialects, registers)
used in stories,
dramas, or poems.
W. 5.7 Conduct
short research
projects that use
several sources to
build knowledge
through
investigation of
different aspects of
a topic.
Reading Street
READWORKS
NEWSELA
Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
graphic novel,
multimedia presentation
of fiction, folktale, myth,
poem).
RL. 5.9 Compare and
contrast stories in the
same genre (e.g.
mysteries and adventure
stories) on their
approaches to similar
themes and topics.
RI.5.4 Determine the
meaning of general
academic and domain
specific words and
phrases in a text relevant
to a grade 5 topic or
subject area.
RI.5.7 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.
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).
RI.5.9 Integrate
information from several
texts on the same topic in
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).
RL.5.10 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.
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
L.5.4c 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.5.6 Acquire and use
accurately grade-
appropriate general
academic and domain-
specific words and
phrase including those
that signal contrast,
addition, and other
logical relationships
(e.g. however,
although,
nevertheless, similarly,
moreover, in addition).
SL.5.2 Summarize a
written text read aloud
or information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
SL.5.5 Include
multimedia
components (e.g.
graphics, sound) and
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.5.9a 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]”).
W. 5.9b Apply
grade 5 Reading
standards to
informational texts
(e.g., “Explain how
an author uses
reasons and
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
order to write or speak
about the subject
knowledgeably.
W.5.2 Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
W. 5.2a 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.
W.5.2b Develop the topic
with facts, definitions,
concrete details,
quotations, or other
information and
examples related to the
topic.
W.5.2c Link ideas within
and across categories of
information using words,
phrases, and clauses
(e.g., in contrast,
especially).
W.5.2d Use precise
language and domain-
specific vocabulary to
individuals, events, ideas,
or concepts in a historical,
scientific, or technical text
based on specific
information in the text.
RI.5.10 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.
RF.5.4a Read grade-level
text with purpose and
understanding.
RF.5.4b Read grade-level
prose and poetry orally with
accuracy, appropriate rate,
and expression on
successive readings.
RF.5.4c Use context to
confirm or self-correct word
recognition and
understanding, rereading
as necessary.
visual displays in
presentations when
appropriate to enhance
the development of
main ideas or themes.
SL.5.6 Adapt speech
to a variety of context
and tasks, using
Formal English when
appropriate to task and
situation. (See Grade 5
Language standards 1
and 2 for specific
expectations.)
evidence to support
particular points in
a text, identifying
which reasons and
evidence support
which point [s]”).
GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade
ENGLISH-LANGUAGE ARTS Pacing Guide
2017-2018
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.
inform about or explain
the topic.
W.5.2e Provide a
concluding statement or
section related to the
information or
explanation presented.
Ready Lessons Alignment: Lesson 1, Lesson 4a,4b, Lesson 5, Lesson 7, Lesson 10, Lesson 12, Lesson13, Lesson 16, Lesson 19, Lesson 20, Lesson 22
Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4, L.5.6, L5.5a
*****Remediation may vary*********
Recommended