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Grade 5 ELA Pacing Guide Appendix
Page | 1 Property of Richland county School District One Summer 2013
Appendix A – 5th
grade CCSS Curriculum & Instruction Resources and Best Practices
Reading Literature
RL.5.1 Quote
accurately from a text
when explaining what
the text says explicitly
and when drawing
inferences from the
text.
Sample Instructional Strategies:
Inference Charades
Students role-play various feelings to practice making inferences based on actions. To model, the teacher may roll eyes,
breathe hard and slump in a chair. The teacher points out that nothing was said about the feeling, but asks what they can
infer. Students should support their inferences with specific actions from your role-play. After role-playing several
examples, break the class into small groups and allow the groups to plan their own examples.
Allow a few minutes for the groups to plan and practice. During whole-group sharing, record inferences on a large two-
column inference-evidence chart.
Inference Web
A web can be a useful graphic organizer for inferring. Since much inferring is done about the characters in texts, create
an inference web that includes an inference about the character as well as evidence to support the inference. (Harvey &
Goudvis, 2000)
Grade 5 ELA Pacing Guide Appendix
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Sample Formative Assessment:
Write a Letter to a Character. Students write a letter to a main character of the story. In it they ask about their actions,
using accurate quotes from the text. They will demonstrate their understanding of the text, both explicitly
and through inference by their questioning and quoted text. Grouping: Pairs, individual
CCSS Professional Websites: http://bernardston.pioneervalley.k12.ma.us/PVRSD%20Elementary%20Curriculum/Gr_5_Lit.htm
Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse.
Sachar, L. (1998). Holes. New York, NY: Farrar, Straus and Giroux
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources: (suggested mentor texts)
Fireflies, Julie Brinkloe
Fly Away Home, Eve Bunting
How Many Days to America, Eve Bunting
Teammates, Peter Golenbock
Babushka’s Doll, Patricia Polacco
Tar Beach, Faith Ringgold
How Now, Brown Cow? Alice Schertle
http://www.readworks.org/lessons/grade5/drawing-conclusions http://www.heinemann.com/shared/onlineresources/E04293/Common_Core_Lesson_Book_sample2.pdf
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;
Sample Instructional Strategies: Sticky Note Strategy. Have students write the following questions on small sticky notes:
1. What is the theme of _____ (text title)? What details in the story/poem/drama help the reader determine this theme?
2. How does the author use the way ____(character) responds to his/her situation to develop the theme of the story?
While reading, have students place the sticky note where the text answers the question. The student may want to make
more than one sticky note per question to note multiple places that references or answers the question.
Color coded sticky notes to represent each question could also be used.
Television/Movie Summarizing. One way to introduce summarizing to students is to select a familiar movie or
television show and give a one- to two-sentence summary. Model your summary and then say to the students,
"Did I tell everything about the movie? No, I told the most important information in my own words." Then have the
Grade 5 ELA Pacing Guide Appendix
Page | 3 Property of Richland county School District One Summer 2013
summarize the text. students think about one of their favorite movies or television shows, and ask them to share the main points in one or
two sentences (Cooper, Chard, & Kiger, 2006).
Read, Cover, Remember, Retell. Hoyt suggests only reading as much text as a student’s hand can cover, covering the
words that a student just read, remembering what was just read, and retelling to a partner. After students become adept
at using this strategy to orally retell portions of the text, encourage them to write a summary sentence of each section,
then to use these sentences to write an overall summary of the selection. (Hoyt, 1999)
Sample Formative Assessment:
Half the class is given cards with samples of poetry, stories and drama excerpts. The rest of the students are given cards
with various themes. Students circulate and locate their partner and then explain or write why they believe that their
match is the best they could make, including summarizing the example and the reason the theme matches the literary
selection, using quotes to substantiate their opinion. Students are evaluated on their ability to find an appropriate
sample/theme and to defend the choice through summary of the text and use of details and quotations from the text.
Grouping: Whole group, small group, pairs
CCSS Professional Websites:
http://its.guilford.k12.nc.us/act/strategies/summary.htm Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Cooper, J., Chard, D., & Kiger, N. (2006). The struggling reader: Interventions that work. New York: Scholastic.
Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving reading comprehension. (p. 140). Portsmouth, NH: Heinemann
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources: (suggested mentor texts)
Zathura, Chris Van Allsburg
The Sweetest Fig, Chris Van Allsburg
The Widow’s Broom, Chris Van Allsburg
Just a Dream, Chris Van Allsburg
The Legend of the Loon, Kathy-jo Wargin
Tuesday, David Weisner
http://www.readworks.org/lessons/grade5/main-idea
http://www.readworks.org/lessons/grade5/theme
http://www.literacyleader.com/?q=node/462 http://www.readwritethink.org/files/resources/interactives/storymap/
Grade 5 ELA Pacing Guide Appendix
Page | 4 Property of Richland county School District One Summer 2013
RTI - https://toolkit.goalbookapp.com/goal/summarize-text-with-multiple-main-ideas
http://learningtogive.org/lessons/unit106/lesson1.html#lesson
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).
Sample Instructional Strategies: Different Same Different. Attributes from two different texts are compared and contrasted using three-columns
(different-same-different). The students are to compare and contrast the attributes of two stories such as characters,
settings, subjects or topics, events, etc by taking notes underneath the columns. The students share their notes with the
class, and may extend the activity by putting their information into paragraph form.
Character Comparisons. This strategy provides students with a note taking device to keep track of the characteristics
of characters. Students draw stick figures and as they read, students add props or clothing to their stick people, words in
speech bubbles or scenery around the characters to provide clues as
to how the characters interacted.
Similar and Different Sentence Stems. The following sentence stems can provide a framework for students to think
about the similarities and differences in two or more characters.
1. ________and ________ are similar because they both:
____________________________________________
2. ________and ________ are different because:
Examining Plot Conflict: Students explore picture books to identify the characteristics of four types of conflict:
character vs. character, character vs. self, character vs. nature, and character vs. society. Next, students write about
conflict in their own lives and look for similarities among all the conflicts shared by the class, ultimately classifying
each conflict into one of the four types. Finally, after investigating the compare and contrast format, students conclude
with a compare and contrast essay that focuses on two conflicts— one from their own experience and one from a picture
book or story that they have read. (Daniels, 2003)
Sample Formative Assessment:
Happy Birthday. Students select a perfect birthday gift for the main characters of a story, by drawing on the specific
details of the story. They defend their choices with details from the text and compare and contrast the
characters in this way. They could meet in a small group, tell their gift and see if fellow classmates can predict who the
gift is for, using details from the text and their understanding of the characters. Students are evaluated on
their ability to defend their choice of gift, based on the specific details of the story. Small group, pair, individual
Grade 5 ELA Pacing Guide Appendix
Page | 5 Property of Richland county School District One Summer 2013
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Daniels, H. (2003). The literature circle: Reading like a writer. Voices From the Middle 11(2), pp. 58-9.
Patterson, K. (1977). Bridge to Terabithia. New York, NY:T.Y. Crowell.
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources: (suggested mentor texts)
Manfish A Story of Jacques Cousteau by Jennifer Berne
Ling and Ting Not Exactly the Same by Grace Lin
Me...Jane by Patrick McDonnell
Albert by Donna Jo Napoli
Sorry by Jean Van Leeuwen
Aunt Claire’s Yellow Beehive Hair by Deborah Blumenthal
The Blues of Flats Brown by Walter Dean Myers
Troll Teacher by Vivian Vande Velde
Black Cowboy Wild Horses: A True Story by Julius Lester
Yours Truly, Goldilocks by Alma Flor Ada
http://www.readworks.org/lessons/grade5/compare-and-contrast
http://www.readworks.org/lessons/grade5/setting
http://www.readworks.org/lessons/grade5/character http://www.readwritethink.org/files/resources/interactives/storymap/
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.
Sample Instructional Strategies: Words Across Contexts. This strategy helps students add depth to a word they may already know. The students are
asked to examine how the context influences the meaning of a word. The students may draw pictures, write words, or
provide examples and non-examples that assist them as they examine the same word with multiple meanings. The
students use a two column format to analyze a word in several different contexts. For example: What would the word
change mean ing:
Grade 5 ELA Pacing Guide Appendix
Page | 6 Property of Richland county School District One Summer 2013
Using Context with Vocabulary. This strategy provides students with a process to determine the meaning of unknown
words:
1. Look – before, after, and at the word
2. Reason – connect what you know with what the author has written.
3. Predict – what could the word possibly mean?
4. Resolve or Re-do – decide whether you know enough, should try again or consult a reference.
Discuss each step and provide plenty of opportunities for practice. With time this process will become automatic.
(Blachowicz & Zabroske, 1990)
Sample Formative Assessment:
Show What You Think. Students fold a sheet of paper into 3 vertical columns. The center column is labeled Quotation,
and here they place a quotation with figurative language from an assigned text. In the column to the left, students draw a
picture to illustrate the quote as written and in the column on the right, students explain what the figure of speech really
means. Students are evaluated on their ability to determine the meaning of text containing figurative language. Small
group, pair
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Bannon, E., Fisher, P., Pozzi, L., & Wessel, D. (1990). Effective definitions for word learning. Journal of Reading. 34, pp. 301-302.
Beers, K. When Kids Can't Read What Teachers Can Do: A Guide for Teachers 6-12. Portsmouth, NH: Heinemann, 2003.
Blachowicz, C. & Zabroske, B. (1990). Context instruction: A metacognitive approach for at-risk readers. Journal of Reading. 33, pp. 504-508. The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources: (suggested mentor texts)
A Quiet Place by Douglas Wood, ill. Dan Andreasen, 2002, ISBN: 0689815115
Read this story and allow students to imagination the special places they like to
go to be quiet and alone.
A Cowboy Sam and Those Confounded Secrets by Kitty Griffin and Kathy Combs,
One Dark Night by Hazel Hutchins
If You Hopped Like a Frog by David M. Schwartz
The Colors of Us by Karen Katz
I Love My Hair! by Natasha Anastasia Tarpley
Earthdance by Joanne Ryder
Night of the Gargoyles by Eve Bunting
Grade 5 ELA Pacing Guide Appendix
Page | 7 Property of Richland county School District One Summer 2013
http://www.readworks.org/lessons/grade5/figurative-language
http://www.readworks.org/lessons/grade5/vocabulary-context
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.
Sample Instructional Strategies: Window Paning with Critical Questioning. Window paning is a strategy for organizing steps to a process or helping
students to remember important concepts. It basically operates with a few simple rules:
1. A window pane should have no more than nine cells. (If you need ten cells, then make two five-cell posters.)
2. Each cell should contain a simple picture/icon and only one word.
3. The pane should involve a lot of color.
After students have drawn/written a pane for each chapter, scene or stanza, students can write about how the chapters,
scenes or stanzas fit together. The teacher may need to provide questions for the students as a springboard for critical
thinking. Such questions could be:
1. Why are chapters 1-3 important? How do these chapters contribute to the story?
2. Why is scene 2 important in the drama? How does it provide the connection between scenes 1 and 3?
3. How do the stanzas in _____ (text title) fit together so the poem flows from beginning to end? (Pike, 1994)
Clothesline Series. This strategy is a cooperative learning strategy to help students explain how a series of chapters,
scenes or stanzas fit together to provide a structure. After students have read a story, drama or poem, assign each small
group a chapter, scene or stanza to illustrate and describe. When the groups have completed their task, each group hangs
their illustration/description on the clothesline to show the order of the text. Once the text is in order, have each group
explain the purpose of their section and how it fits with the one previously shown. After groups share, each student can
then be assigned to write about how two or more sections of the clothesline fit together.
Sample Formative Assessment:
Story Game. After completing a novel, students create a game board that shows how the chapters of the novel provide
structure to the story. They use sequence type questions to indicate the progression of the story to its conclusion.
Students are evaluated on their ability to explain, through the game, how the chapters fit together to provide the overall
structure of the story. Small group, pairs
Poetry Oratory. Students each take a stanza from a familiar poem or piece of writing. They practice it and then present
it, showing through their voice, their comprehension of the material and how it flows from one stanza to the next.
Students are evaluated on their ability to provide an understanding of the structure of the poem through their
presentation. Small group
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Grade 5 ELA Pacing Guide Appendix
Page | 8 Property of Richland county School District One Summer 2013
Professional Readings: Pike, R. W. (1994). Creative training techniques handbook: Tips, tactics and how-to’s for delivering effective training. (2nd ed.).
Minneapolis, MN: Lakewood Publications.
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources: (suggested poetry)
Fiesta! A Celebration of Latino Festivals by Sherry Sahan
Dancing Feet by Lindsey Craig
In the Wild by David Elliot
Scarum Fair poems by Jessica S Waim
Mirror Mirror by Marilyn Singer
http://www.readworks.org/lessons/grade5/sequence
RL.5.6 Describe how
a narrator’s or
speaker’s point of
view influences how
events are described.
Sample Instructional Strategies: What’s Missing? After reading or hearing a story, have students respond to the following questions:
unknown to the reader because ____ (text title) is told from ______ (character) point of view?
Quick-write. This strategy asks students to write whatever comes to mind about the topic without focus on conventions
(brainstorming on paper). Set a specific amount of time that students will quick-write, beginning with 1-2 minutes and
answering one question or statement at a time. Have students
answer the following questions:
first-person point of view rather than the third-person point
of view?
(adapted from Buehl, 2009)
Point of View Voting
Read a story to students written from first-person point of view and third person point of view. Have student vote on
which story they see as having more impact. Have students give their reasons why they chose to vote the way they did.
Narrator/Speaker Portrait
After listening to or reading a story with a specific point of view, students create a portrait of the narrator or speaker.
This portrait must be labeled with evidence from the text that makes the reader think the narrator/speaker might look or
act the way the portrait demonstrates.
Grade 5 ELA Pacing Guide Appendix
Page | 9 Property of Richland county School District One Summer 2013
Sample Formative Assessment:
Opening a Door to the Truth. Students select an event in a story. Using a foldable where they start with a square and
fold in the corners to the center point to make 4 triangular flaps. On the back of the organizer they write a clear
description of the event. On each of the flaps, the student writes one character’s name. Under their flap, the student
describes how their point of view influenced how they described the event. Students are evaluated on their ability to
describe how a narrator’s point of view influences how events are described. Grouping: Small group, pairs, individual
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Avi. (1991). Nothing but the truth. New York, NY: Orchard Books.
Buehl, D. (2009). Classroom strategies for interactive learning. (4th ed.) Newark, DE: International Reading Association.
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources: (suggested mentor texts)
Two Bad Ants, Chris Van Allsburg
The True Story of the Three Little Pigs
http://www.readworks.org/lessons/grade5/point-view
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).
Sample Instructional Strategies: Questioning the Illustrator. Which visual elements in ______ (a graphic novel or multimedia presentation of fiction,
folktale, myth or poem) contribute to the novel’s meaning, tone or beauty? Use specific examples from the text to
support your answer or explanation.
How do the multimedia elements (animation, video, audio, still images) in ______ (a multimedia presentation of fiction,
folktale, myth or poem) contribute to its meaning, tone, beauty? Use specific examples from the presentation to support
your answer.
Visual Representations. Students read a portion of a text such as a poem or myth, then create and share visuals they
would have included had they been the illustrator. Students then discuss whether their initial reactions to the poem
would have been different if the visuals were changed, but the text remained the same.
Changing Views. Students can listen to a poem or text, or a portion of a poem or text, without seeing the visuals. Have
them write an initial response. Next, students listen to the poem while looking at the visuals. Then, students share how
their responses to the two exposures to the text were different, based on the inclusion of visuals. Discuss in pairs how
visual and multimedia contributions can change how readers’ view the text.
Grade 5 ELA Pacing Guide Appendix
Page | 10 Property of Richland county School District One Summer 2013
Transforming Fairy Tales. Using traditional fairy tales or folk tales, students create their own version after careful
study of a culture in which they are interested. The students can rewrite the tales into a multimedia presentation using
online tools to include visual elements of the culture. Once complete, the class can discuss the various versions and
analyzes how the cultural additions contributed, or changed, the meaning or beauty of the text. (adapted from Young,
Tuiaea & Ward, 2010)
Sample Formative Assessment:
The teacher chooses several music clips of all types of genres, including familiar classical, movie soundtracks, and
appropriate popular selections. While the music is playing, students record what they feel is the tone, or meaning of the
music. They may also draw to a piece of music, (Wikipedia: Program Music: Romantic Period). Students are evaluated
on their ability to analyze elements of visual multimedia that contribute to the meaning, tone or beauty of a text.
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Young, T., Tuiaea, L., & Ward, B. (2010). Transforming traditional tales to improve comprehension and composition. In Teaching
new literacies in grades 4-6:resources for 21st-century. New York, NY: The Guilford Press.
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources: http://www.readwritethink.org/files/resources/lesson-docs/SampleCharacterMatrix.pdf
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.
Sample Instructional Strategies: Double Bubble. In this strategy, teachers model using a Double Bubble graphic organizer to make comparisons
between stories in the same genre. Students should identify two items they are going to compare and then record the
information in appropriate bubbles.
Grade 5 ELA Pacing Guide Appendix
Page | 11 Property of Richland county School District One Summer 2013
Sentence Stem Comparisons. (Adapted from McLaughlin, 2010) In this strategy, teachers should model using
sentence stem comparisons such as the following:
Text A and Text B are similar because they both:
______________________________________________________________
_____________________________________________________________.
Text A and Text B are different because:
______________________________________________________________
_____________________________________________________________.
Sample Formative Assessment:
Students read a variety of stories or novels in a given genre. Then students prepare and participate in a talk show, with
the teacher as the host. The students are asked questions as characters (or as the author) from those novels to elicit
higher level thinking responses. Students are evaluated on their ability to compare and contrast stories in the same genre
with similar themes and topics. Grouping: Whole group, small group
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: McLaughlin, M. (2010). Guided comprehension in the primary grades. Newark, DE: International Reading Association.
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Grade 5 ELA Pacing Guide Appendix
Page | 12 Property of Richland county School District One Summer 2013
Additional Resources: http://www.readworks.org/lessons/grade5/genre http://www.readwritethink.org/files/resources/lesson-docs/SampleCharacterMatrix.pdf
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.
Sample Instructional Strategies:
DRTA – Directed Reading Thinking Activity
This strategy involves three processes: predicting, reading and proving. Have students preview the story by looking at
graphics and reading the title and the introductory paragraph. 1. Have the student note their prediction of what the text is
going to be about on a graphic organizer.
2. After the students have written their predictions on the organizer, ask them to read to a predetermined place in the
story where this is a logical break in the action.
3. Have students note the accuracy of their predictions on the organizer. Note whether or not the passages prove or
disapprove their predictions.
4. Have students repeat the process until they have completely finished the story. (Stauffer, 1969)
REAP
1. Read the text. Write down the title and the author.
2. Encode the text by putting the main ideas in your own words.
3. Annotate the text by writing a statement that summarizes the important points.
4. Ponder the text by thinking and talking about what you have learned. Ask yourself why the author wrote the text.
What do you think the author hopes you’ll learn? (Eanet & Manzo, 1976)
Sample Formative Assessment:
Have students read a piece of literature at the appropriate grade level aloud to the teacher. Note any miscues. Then have
students tell you the main idea, supporting details of the piece, and any other thoughts they may have about the text.
You may decide to use a checklist for this assessment for each student. Grouping: individual
Conference with students several times throughout the school year. This will let you know how they are doing, as well
as make them aware of their learning. You may use this conference form, or one you choose during the conferences.
Grouping: individual
Grade 5 ELA Pacing Guide Appendix
Page | 13 Property of Richland county School District One Summer 2013
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Stauffer, R. (1969). Developing reading maturity as a cognitive process. New York, NY: Harper & Row.
Eanet, M., & Manzo, A. (1976). R.E.A.P.:– A strategy for improving reading/writing study skills. Journal of Reading, 19: 647-
652.
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources: http://www.readinga-z.com/guided/runrecord.html (Running Records templates)
http://www.lauracandler.com/strategies/readingworkshop.php (a variety of Reading Workshop resources)
Grade 5 ELA Pacing Guide Appendix
Page | 14 Property of Richland county School District One Summer 2013
Reading Informational
RI.5.1 Quote
accurately from a text
when explaining what
the text says explicitly
and when drawing
inferences from the
text.
Sample Instructional Strategies: QAR. In QAR, (Question Answer Relationships) two categories of questions are identified—In the Book and In My
Head. These two categories are then broken down into four types of questions: Right There, Think and Search, Author
and You and On My Own. QAR is the basis for Location information and determining when an inference would be
required or invited. Right there questions help students locate text that is explicitly stated in a text. Author and you
questions help students identify inferences (Raphael, 1986).
Inference Chart. Create a chart to help students understand the strategy of making inferences based on what is read.
The chart should have three columns. Column headings should read: What happened? What does it mean? Why do you
think that? In the last column, the student should be able to provide specific details, examples and quotations from the
text to support their claims.
Five Minute Inference Builder. Each day, read a short passage out loud using the Think-Aloud (See On Target:
Reading Strategies to Guide Learning, page 12) to share your inferences. Have students decide what kinds of inferences
you are making as you model this process. The selections can be short passages from a literature book, a magazine, or a
novel you are reading. Author Kylene Beers (2003) recommends Two Minute Mysteries by Donald Sobol and Five
Minute Mysteries and Even More Five Minute Mysteries by Ken Weber. Make sure the text chosen offers opportunities
for students to draw inferences.
Sample Formative Assessment:
Students read a nonfiction text based on a historical event. Next, they create and present a summary reader’s theater.
Included in the script is a summary of the historical event, using inferences as necessary and direct quotes from the text
as well. A rubric should be used to ensure students understand their focus and to evaluate their understanding. Small
group
What if… Students read about a scientific discovery. Next, they think, pair, and share a “what if” it had not been
discovered. How would things have been different? For example, if the colonists had not decided to break away from
England, how might things be different now? Would it have occurred at a later day?
CCSS Professional Websites: http://bernardston.pioneervalley.k12.ma.us/PVRSD%20Elementary%20Curriculum/Gr_5_Informational.htm Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Beers, K. (2003). When Kids Can’t Read: What Teachers Can Do: A Guide for Teachers 6-12. Portsmouth, NH: Heinemann.
Raphael, T. E. (1986). Teaching Question Answer Relationships, Revisited. The Reading Teacher 39 (1986): 516-522
Additional Resources:
Grade 5 ELA Pacing Guide Appendix
Page | 15 Property of Richland county School District One Summer 2013
http://www.literacyleader.com/?q=node/462
RI.5.2 Determine two
or more main ideas of
a text and explain how
they are supported by
key details; summarize
the text.
Sample Instructional Strategies: Underlining for Comprehension. Students can use the following strategy to identifying main ideas and key details.
Pauk (1974) suggests the students underline with double lines the main ideas. Details are to be underlined with one line.
Key words and terms should be circled. Students can also use colored pencils to link details with the main idea that it
describes. Students can jot a brief summary in the side margin.
Read-Pair-Share. The Read-Pair-Share strategy is based on research that suggests students summarize more effectively
with added peer support. Teachers should assign students a text that is closely aligned to their skill set and ability.
Divide the text into portions and mark the places where students will pause to discuss. Distribute the text to the students.
Assign students into partners. Assign one student to be the summarizer and the other student to be the clarifier. The
summarizer restates the important ideas briefly while the clarifier listens and asks clarifying questions. Then the
clarifier asks any important questions that may have been omitted. Have student pairs continue to read, pause, and
summarize while reading, in order to clarify important key ideas and details. After several portions have been read and
discussed, the students can switch roles. Students should continue until the text has been completed. Students can also
draw, chart, diagram or summarize the text with their partner or independently (Dansereau & Larson, 1986).
Wordless Retelling. Students read a nonfiction text. Without using words they create a picture, illustrating the main
ideas and key details for support. They may have the option of using clipart images for their illustrations. Students then
meet in small groups to discuss their pictures with classmates.
Sample Formative Assessment: Students read a social studies passage. They use a graphic organizer to determine the
main ideas of the passage and under each main idea, list key details. Finally students write a one or two sentence
summary of thepassage. They can either turn this in, or compare it with a partner to see if they found similar
information. Pair, individual
CCSS Professional Websites: http://www.engageny.org/sites/default/files/resource/attachments/5m2a.1l4_1.pdf
Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Larson, C. and Dansereau, D. (1986). Cooperative Learning in Dyads. Journal of Reading 29: 516-520.
Pauk, W. (1974). How to study in college (3rd ed.). Boston: Houghton Mifflin.
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Grade 5 ELA Pacing Guide Appendix
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Additional Resources: http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-summarizing-using-231.html
http://ellsworthamerican.com/nie/teachers_guide_lesson8_mh.pdf
http://sciencenetlinks.com/lessons/germs-and-the-body/
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.
Sample Instructional Strategies: Tell Me Why. Prerequisite: In order to truly explain relationships at an independent level, students must be able to pull
out main ideas, details and make a summarization. In order to help students see the relationship between two or more
individuals, events, ideas or concepts, careful questions must be posed. The answers to these questions can be generated
while working in small groups, in pairs or as an individual. With any new standard/task, students must have the strategy
modeled for them by the teacher. As students feel more comfortable with the task, they can move from completing the
work in small groups to completing the work individually. The following examples of Tell Me Why questions that
would correspond to RI.5.3:
1. “Can you tell me the reasons why your group thinks…..?”
2. “Can you find at least two of the main ideas of this text and key details that support them?” Can you summarize the
main points?
3. “Can you tell me how these ideas, people, and events are the same?” “Can you tell me how they are different?”
“Show me in the text.”
4. “Think about these events.” “Tell me how they are connected.”
Coding the Text. This strategy is used to help students keep track of thinking while they read. Students use a simple
coding system to mark the text and record what they are thinking either in the margins or on sticky notes. Codes can be
developed for the students or the students can create their own.
Double Bubble. A double bubble map documents the similarities and differences that develop among basic story
elements. The two large circles label the two individuals, events, ideas or concepts being compared. The four circles
down the middle are for common traits/opinions. The circles on the right or left represent the differences between the
two individuals, events, ideas or concepts. After the map is completed, students will be able to explain the relationships
between them.
Sample Formative Assessment:
Students will read from multiple sources about two to four scientists. They will write a brief outline about each of the
scientists. Finally, they will pretend to be a television reporter. Students will pretend to have a round table discussion
with the scientists about their discoveries and how it affected the world and each other. This would be presented in a
written script form with information from the text highlighted or otherwise indicated. It could be presented to the class,
Grade 5 ELA Pacing Guide Appendix
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with each student in the group taking a part. The teacher assesses the information used from the text, using a rubric.
Small group, pair, individual
Students will read an account of historical event, and then they will create a sequence chart with diagrams or pictures to
show the sequence of events. Between the events they will explain the connection between them and answer the
question: “What happened to cause the next event?” Small group, pair, individual
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: McLaughlin, Allen, Guided Comprehension: A Teaching Model for Grades 3-8.
Classroom Instruction that Works, by Robert Marzano, Debra Pickering, and Jane Pollock. Alexandria, VA: Association for
Supervision and Curriculum Development, 2001.
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources: http://kids.nationalgeographic.com/kids/ (click on video tab)
http://www.timeforkids.com/ (articles)
http://teacher.scholastic.com/activities/scholasticnews/index.html (news and features)
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.
Sample Instructional Strategies: Tier One, Tier Two and Tier Three Words. Target and categorize words on word walls into Tier one, Tier Two, and
Tier Three words. (Beck, McKeown, and Kucan, 2002). Students must have opportunities to have student friendly
explanations, instructional talks, and practice activities with multiple exposures vocabulary words. Dictionary practice
may offer vague language, or may not represent the most common meanings for a vocabulary word. This may confuse
students unnecessarily. Don’t pre-teach words that are adequately defined in a selection that students can identify using
their knowledge of prefixes, suffixes and base or root words.
Word Knowledge Rating Checklist. On a Chart, list 6-8 vocabulary words on the left, then label the columns with “I
can define”, “I have seen/heard”, and “I don’t know” across the top. Allow students to make checkmarks in the
columns. This provides the teacher with information that will indicate which words may need more exposure (Reading
First, 2004).
Vocabulary Anchors. Using a graphic of a boat and an anchor, introduce the idea of how we must anchor new
information with known information in our brains. Select a synonym or word closely related in meaning to the original.
Think about the similarities between the words and several characteristics
that both have in common. Record any unique characteristics of the target word that differentiate it from the anchor
word and discuss circumstances that the words would not be interchangeable. Discuss any background knowledge
Grade 5 ELA Pacing Guide Appendix
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students may have with either word (Reading First, 2004).
Sample Formative Assessment:
Word Sort. Students take a list of 8 or so vocabulary words from a text, write them on slips of paper. Next they arrange
the words in group, identifying a title for each group. Finally students explain their product and in doing so,
will demonstrate their understanding of the terms and the relationships between them. Pair, individual
Evaluation ladder. Students take a list of eight vocabulary words and will rank them from most to least relevant to the
subject or text. They then defend their rank in writing or may do so in a group orally as the teacher listens in. There is
no correct rank, but student should be able to demonstrate their knowledge of the words by their explanation of the
ranking. Pair, individual
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford
Press.
Illinois State Board of Education, Reading First. (2004). Reading first academy: Third grade module.
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources:
http://www.wordle.net/
https://sites.google.com/site/webtoolsbox/word-clouds
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
Sample Instructional Strategies: Informational Retells. Assist students in identifying structure of a particular text. In order to retell, the student may
need to match the structure of a text. As students plan/execute the retell, discuss in small groups what evidence of text
structure apparent (Adapted from Hoyt, 1999).
Signal Words. The signal words that describe each type of structure are as follows:
Cause and Effect: since, hence, because, made, for this reason, consequently, on that account.
Chronology: first, second, third, before, after, when, later, until, at, last, next.
Compare and contrast: similar, different, on the other hand, but, however, bigger than, smaller than, in the same way.
Problem and solution: problem, solution, dilemma, if and then, puzzling.
type of text structure and the reading strategies that will
Grade 5 ELA Pacing Guide Appendix
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more texts. assist them in comprehension.
Compare/Contrast. Provide several different text types (i.e. magazine, online, or newspaper article) in which students
can find examples of each of the structures listed above. Students should find examples of structures that are similar and
note differences within two that are of the same structure.
Sample Formative Assessment:
A small group of students will read from social studies/ science texts, and then, as a group, decide the overall of
structure of the information (e.g., chronological, cause/effect, problem/solution) and create a group chart/collage that
shows the structure and includes information from the text. Consider using web information or magazine formats as
well as textbooks for the information. Pair, small group
CCSS Professional Websites:
http://www.uen.org/Lessonplan/preview?LPid=11287 Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Hoyt, L. (1999). Revisit, Reflect, Retell: Strategies for improving reading comprehension. Portsmouth, NH: Heinemann.
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources: http://www.literacyleader.com/?q=textstructure
RI.5.6 Analyze
multiple accounts of
the same event or
topic, noting important
similarities and
differences in the
point of view they
represent.
Sample Instructional Strategies: Expository (nonfiction) text can be made up of at least six different structures. These structures are: cause and effect;
compare and contrast, time sequence, problem/solution, definition/description, and enumeration or steps to accomplish
something. The learning of each of the structures can be enhanced through the use of graphic organizers.
After reading several texts about the same topic, (such as the text We Are the Ship: The Story of the Negro League
Baseball by Kadir Nelson and other informational books on the same topic) compare and contrast the different points of
view that are represented in each text, such as the Negro League owner, the Negro League player, and the Major League
owner and the Major League player. Other texts are available on www.loc.gov at the Library of Congress. One such site
is listed above. Using a graphic organizer such as a compare and contrast map from www.readwritethink.org, allow
whole group, small group and finally
individuals to note the similarities and differences in the points of view that are represented from a particular time
period or concept.
Grade 5 ELA Pacing Guide Appendix
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Point, Counterpoint strategy
This strategy allows students to hold a forum to discuss differing portrayals of a common story, as it is told from
multiple points of view in a text. (Rogers, 1988)
Sample Formative Assessment:
Students read a variety of accounts about a historical event from different viewpoints. They then create separate small
boards with eyeglasses at the top featuring a different person’s points of view. Each board has the person’s
name at the top and then several statements taken from the text (or inferences). After creating the multiple boards, the
students create a compare and contrast chart with two or more of the characters. Ask the
question: “Which are most similar, most divergent, and why do you think as you do.?”Students defend the answers that
they make in comparisons orally or in writing.
Small group, pair, individual
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Rogers, T. (1990). A point, counterpoint response strategy for complex short stories. Journal of Reading, 34(4), 278–282.
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources: http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/organizers/ela/compare.pdf http://dc.lib.unc.edu/cdm/compoundobject/collection/minipage/id/3911
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.
Sample Instructional Strategies: Descriptive Research. This research method requires students to examine and synthesize information taken from
multiple sources, and then use their work to create a research-based report that corresponds to a given topic. Students
read articles on the same subject and then utilize a hierarchy graphic organizer to show connections between the sources
and answer the main question or problem.
Investigations. Instruct students how to find information on a website by looking at the text structure of the site. Allow
students to investigate or make a short probe into similar topic based websites or texts by completing a form. Complete
one form for each text and then conduct a whole group discussion regarding what features or ideas help locate answers
quickly.
Reflective Questioning: The purpose of reflective questions is to encourage students to think carefully about material
and to process information in new ways. Examples of reflective questions, adapted from King (1992) are provided
Grade 5 ELA Pacing Guide Appendix
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below.
s a new example of _____ ?
____ and why?
Sample Formative Assessment:
Provide students with a list of questions at a variety of learning levels. Provide access to print as well as internet
sources. Given a set amount of time, see how many answers they are able to find. Students must cite their resources.
Include some fun questions as well as educational ones. For example, include a riddle or math challenge. Pair,
individual
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: King, A. (1992). Comparison of self-questioning, summarizing, and note taking-review as strategies for learning from lectures.
American Educational Research Journal, 29, 303-323. The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources: http://kids.nationalgeographic.com/kids/ (click on video tab)
http://www.timeforkids.com/ (articles)
http://teacher.scholastic.com/activities/scholasticnews/index.html (news and features)
RI.5.8 Explain how an
author uses reasons
and evidence to
support particular
Sample Instructional Strategies: Question the Author. Primarily used with nonfiction text, QtA lets students critique the author's writing and in doing
so engage with the text to create a deeper meaning. To introduce the strategy, display a short passage that has an author
make a claim. Model how you think through the passage for your students, looking for evidence and reasons to support
Grade 5 ELA Pacing Guide Appendix
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points in a text,
identifying which
reasons and evidence
support which
point(s).
the claim. Ask the following questions after looking for evidence:
1. What is the claim(s) the author makes?
2. How many pieces of evidence can you find in the text to support the claim(s)?
3. Is that enough evidence to substantiate the claim(s)?
Invite individual students or small groups to read and work through a different passage and follow the same procedure.
Remember that your role as the teacher during this strategy is to facilitate the discussion, not lead it. When a student or
group asks questions that remain unanswered, try to restate them and encourage students to work to determine the
answer ( McKeown, Beck, & Worthy, 1993).
Key Points Back-Up. Identify the key point(s) that the author is trying to make in the text. Write them on the graphic
organizer. For each point the student sees the author make, students must find evidence in the text to support the point.
Those pieces of evidence must make the key point. Give students differing points of view on a single subject. Students
will debate a point from an author’s point of view using specific reasons and evidence from the text they were given.
Evaluate students on their use of reference points from the text. Small group Give students a controversial text with
which they do not agree. Have them identify the author’s reasons and evidence for their viewpoint. Students may then
defend their viewpoint as a counterpoint argument. Pair, individual Students read a nonfiction text, identifying the key
points and write them on pieces of paper. Next they select reasons and evidence for each key point and write those on
paper. Then each student will create a graphic organizer with the key ideas and evidence for each. Finally each student
will evaluate the evidence to see if it has sufficiently defended the key point through writing a brief summary. Pair,
individual
Sample Formative Assessment:
Give students differing points of view on a single subject. Students will debate a point from an author’s point of view
using specific reasons and evidence from the text they were given. Evaluate students on their use of reference points
from the text. Small group
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: McKeown, M.G., Beck, I.L., and Worthy, M.J. (1993). Grappling with Text Ideas: Questioning the Author, The Reading Teacher
46: 560-566.
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Additional Resources:
Grade 5 ELA Pacing Guide Appendix
Page | 23 Property of Richland county School District One Summer 2013
http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/organizers/ela/argument.pdf
RI.5.9 Integrate
information from
several texts on the
same topic in order to
write or speak about
the subject
knowledgeably.
Sample Instructional Strategies: Inquiry Chart. The Inquiry Chart (I-chart) is a strategy that enables students to gather information about a topic from
several sources. Teachers design the Ichart around several questions about a topic. Students read or listen to several
sources on the topic and record answers to the posed questions within the I-chart. Students generate a summary in the
final row. Different answers from various perspectives can be explored as a class (Hoffman, 1992).
Jigsaw. Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize on one
aspect of a topic (Slavin, 1995). For example, one group studies habitats of rainforest animals from one text, another
group studies habitats of rainforest animals from a different text.
1. After reading the material, students meet with members from other groups who are assigned the same text and return
to the "home" group and teach the material to their group members. With this strategy, each student in the "home"
group serves as a piece of the topic's “puzzle” and when they work together as a whole, they create the complete jigsaw
puzzle.
2. At this point, students can jigsaw with a group that specialized in a different text. Students can retrieve information
from the other text.
3. Students will take information from both text and write or speak about it.
Sample Formative Assessment:
Each student selects a famous person and reads about him in books, video clips from the Internet, magazines, and other
sources. Each student then creates a list of ten important facts about the person. Each student makes a
poster with this information as well as a picture of the person. (This can be drawn or printed from another source.) The
posters are lined up in chronological order in the hall so other students can take a history walk, learning about various
famous people. Assessment can occur through using the chart as well as during the presentations. Pair, individual
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings: Hoffman, J. (1992). Critical reading/thinking across the curriculum: Using I-charts to support learning. Language Arts, 69(2), p.
121-27.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Allyn & Bacon.
Tierney, R. (1995). Reading Strategies and Practices. Boston: Allyn & Bacon
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Grade 5 ELA Pacing Guide Appendix
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Additional Resources: http://big6.com/pages/lessons/articles/sites-to-teach-the-big6-research-steps.php
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.
Sample Instructional Strategies: Collaborative Strategic Reading. Collaborative Strategic Reading (CSR) is a technique that teaches students to work
cooperatively on a reading assignment to promote better comprehension. CSR learning logs are used to help students
keep track of learning during the collaboration process. Students think about what they are reading and write down
questions/reflections about their learning. The completed logs then provide a guide for follow-up activities and
evaluation methods. The instructor should introduce students to the selected text and discuss the specific CSR
assignment. Prior to reading, students should be:
1. grouped according to varying reading levels
2. provided a set of guidelines for writing their logs (planned activities for logs might include impromptu writing; note
taking; or diagram drawing)
The instructor should introduce students to the selected text and discuss the specific CSR assignment. Recordings may
be written in a notebook, handout, or class-made journal. Students then enter their reaction after reading a text. Teachers
should monitor entries, respond to questions, and clarify confusions.
Drawing Connections. Read a section of informational text and think aloud about a connection that can be made.
Model the process of creating a visual representation. Then conduct a think aloud, writing a sentence or paragraph
explaining the connection you made. Read another section of the same text to
students and ask them to create visual representations of their connections to the text. Next, have them write a sentence
or paragraph explaining their connections in detail. Have students share their drawings and explain their work in small
groups. (Adapted from Into the Book Wisconsin Educational
Communications Board.)
Sample Formative Assessment:
Students are assigned a topic and are given an amount of time to read about the topic in a variety of sources. They then
take notes and identify sources. Students will then present a written or oral presentation on the assigned topic, such as a
historical figure, event, or scientific discovery. Pair, individual
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Grade 5 ELA Pacing Guide Appendix
Page | 25 Property of Richland county School District One Summer 2013
Professional Readings:
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills by Gretchen Owocki
Toolkit Texts: Short Nonfiction for Guided and Independent Practice, Grades PreK–1, 2–3, 4–5 & 6–7 By Stephanie
Harvey and Anne Goudvis Klingner, J., & Vaughn, S. (1998). Using Collaborative Strategic Reading. Retrieved 2008, February 21, from
http://www.teachingld.org/pdf/teaching_how-tos http://www.ims.issaquah.wednet.edu/CSR/CSR_Learning_Log.pdf
Additional Resources: http://big6.com/pages/lessons/articles/sites-to-teach-the-big6-research-steps.php
Grade 5 ELA Pacing Guide Appendix
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Reading Foundational
RF.5.3 Know and apply
grade-level phonics and
word analysis skills in
decoding words.
o 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.
Sample Instructional Strategies:
Structural Analysis Charts Create a chart that organizes words according to structural features. For example, in a lesson focusing on affixes,
give students post-it notes with words having common affixes. The chart could have three divisions:
1. Words with prefixes
2. Words with suffixes
3. Words with both.
Have students place their post-it notes in the correct locations on the chart. These charts can be used to sort word
types (i.e., nouns, pronouns) or word comparisons (antonyms, synonyms), etc.
Foldables Have students make a three-dimensional interactive graphic organizer to help them organize and retain information
related to meanings of prefixes and suffixes as well as their connections to base words. Examples of how to fold
foldables can be found at http://www.realclassroomideas.com/resources/Foldables-+How+to+Fold.pdf.
Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom by Gay Su Pinnell and Irene C.
Fountas (Heinemann, 1998) provides the foundation for word study, focuses on the interconnectedness of the
reading writing process and provides specific strategies and lessons.
Sample Formative Assessments
The teacher will allow the class to read a preselected passage independently. After all students have had an
opportunity to read the passage the teacher will lead a discussion about how to use context to help determine the
difficult words. The teacher will take suggestions from class members for the strategies they use when reading an
unfamiliar word in a text. Students will write the various strategies down in their reading logs to aid in future
reading. The students will have ongoing practice by continuing to confirm or self-correct their own independent
reading.
CCSS Professional Websites: Tennessee Curriculum Center (click on Teacher Resource tab)
Professional Readings:
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
The Fountas & Pinnell Prompting Guides: A Tool for Literacy Teachers by Gay Su Pinnell and Irene C. Fountas
Grade 5 ELA Pacing Guide Appendix
Page | 27 Property of Richland county School District One Summer 2013
Additional Resources: http://tc.readingandwritingproject.com/resources/assessments/reading-assessments
RF.5.4 Read with
sufficient accuracy and
fluency to support
comprehension.
a. Read grade-level text
with purpose and
understanding.
b. Read grade-level prose
and poetry orally with
accuracy, appropriate rate,
and expression on
successive readings.
c. Use context to confirm
or self-correct word
recognition and
understanding, rereading
as necessary.
Sample Instructional Strategies:
Paired Reading Two readers at different reading levels sit side by side and read a text chosen by the less-abled reader. They read for
10 to 20 minutes, taking turns assisting each other with unknown words. (Adapted from Paired Reading by Keith
Topping.)
Say It Like A Character Students read a selected segment of dialogue from a popular book/movie in the style of the character. For example,
two students could select a dialogue from Charlotte’s Web (E.B. White), with one being Wilber the Pig and the
other being Charlotte.
Sample Formative Assessment:
Have students rework a grade-level appropriate text into a Reader’s Theater presentation. Students will rehearse the
dramatic presentation until it is polished enough to present. Record the Reader’s Theater to share with students in
lower grades.
CCSS Professional Websites: Tennessee Curriculum Center (click on Teacher Resource tab)
Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings:
The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational
Text, and Foundational Reading Skills
Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K–8 by
Gay Su Pinnell and Irene C. Fountas Additional Resources: http://tc.readingandwritingproject.com/resources/assessments/reading-assessments
Grade 5 ELA Pacing Guide Appendix
Page | 28 Property of Richland county School District One Summer 2013
WRITING
W.5.1 Write opinion
pieces on topics or texts,
supporting a point of view
with reasons and
information.
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.
b. Provide logically
ordered reasons that are
supported by facts and
details.
c. Link opinion and
reasons using words,
phrases, and clauses (e.g.,
consequently,
specifically).
d. Provide a concluding
statement or section
related to the opinion
presented.
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Read aloud and provide for independent reading with books addressing an opinion of an author
Share great student examples and real world examples
Identify and model key vocabulary to students that will help with using words, phrases and clauses to link
opinion and reasons
Encourage the implementation of multimodal venues for writing, such as blogs, wikis, co-writing with
remote partners, and presentation of opin-ions in video and digital formats
Sample Formative Assessment: The teacher will provide students with a current event which has appeared in a newspaper or student educational
paper (e.g., Time for Kids or Local Paper). While reading the article students will take notes about the information.
Once the current event has been shared students will write an opinion piece for or against the article. Students will
be encouraged to use linking words, phrases, and clauses in their writing. Students will also demonstrate their
understanding of using a concluding statement. Once they have created their opinion piece students will have the
option of using regular writing (pencil paper) or technology to publish their work. The students will begin to share
their opinions with others both orally and in writing.
CCSS Professional Websites: Tennessee Curriculum Center (click on standard)
Professional Readings:
The Common Core Writing Book: Lessons for a Range of Tasks, Purposes, and Audiences by Gretchen Owocki
Energize Research Reading and Writing: Fresh Strategies to Spark Interest, Develop Independence,
and Meet Key Common Core Standards, Grades 4–8 by Christopher Lehman
Kid-Tested Writing Lessons for Grades 3–6: Daily Workshop Practices That Support the Common
Core State Standards by Leslie Blauman
Additional Resources:
http://writingfix.com/genres/persuasive.htm
http://empoweringwriters.com/teachers-corner/literature-connection/ (Literature Connections downloads)
http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (Sample Quick Writes)
Grade 5 ELA Pacing Guide Appendix
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W.5.2 Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
a. Introduce a topic
clearly, provide a general
observation and focus, and
group related information
logically; include
formatting (e.g.,
headings), illustrations,
and multimedia when
useful to aiding
comprehension.
b. Develop the topic with
facts, definitions, concrete
details, quotations, or
other information and
examples related to the
topic.
c. Link ideas within and
across categories of
information using words,
phrases, and clauses (e.g.,
in contrast, especially).
d. Use precise language
and domain-specific
vocabulary to inform
about or explain the topic.
e. Provide a concluding
statement or section
related to the information
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Require all steps of the writing process when appropriate
Model and guide students to an understanding of linking words phrases, and clauses
Provide students opportunities to use various forms of technology to aid in writing
Model for students how to correctly acknowledge information obtained from sources and how to choose
appropriate sources
Sample Formative Assessment: Engage students in creating a “how-to guide” for a process or procedure with which they are familiar (a recipe, a
gamer’s guide, a computer manual, etc.) This exercise will allow students experience with domain-specific
vocabulary, a variety of organizational structures, citing evidence, etc.
CCSS Professional Websites: Tennessee Curriculum Center (click on standard)
Professional Readings:
The Common Core Writing Book: Lessons for a Range of Tasks, Purposes, and Audiences by Gretchen Owocki
Energize Research Reading and Writing: Fresh Strategies to Spark Interest, Develop Independence,
and Meet Key Common Core Standards, Grades 4–8 by Christopher Lehman
Kid-Tested Writing Lessons for Grades 3–6: Daily Workshop Practices That Support the Common
Core State Standards by Leslie Blauman
Additional Resources: http://writingfix.com/genres/informative.htm
http://empoweringwriters.com/teachers-corner/literature-connection/ (Literature Connections downloads)
http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (Sample Quick Writes)
Grade 5 ELA Pacing Guide Appendix
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or explanation presented.
W.5.3 Write narratives to
develop real or imagined
experiences or events
using effective technique,
descriptive details, and
clear event sequences.
a. Orient the reader by
establishing a situation
and introducing a narrator
and/or characters;
organize an event
sequence that unfolds
naturally.
b. Use narrative
techniques, such as
dialogue, description, and
pacing, to develop
experiences and events or
show the responses of
characters to situations.
c. Use a variety of
transitional words,
phrases, and clauses to
manage the sequence of
events.
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Encourage students to use the style and voice of their favorite writers on occasion to aid in their developing
abilities
Require all steps of the writing process when possible
Model using various narrative techniques to include dialogue, description, and pacing
Use www.corestandards.org Appendix B for students to see examples of writing using transition words,
phrases, and clauses along with concrete words, phrases, and sensory details
Include poetry writing as part of narrative writing
Guide students in creating a list of transition words, phrases, and clauses for their writing journal to use with
future writing
Model for students how to correctly acknowledge information obtained from sources
Sample Formative Assessments: Model and review the elements of plot with students (exposition, rising action, climax, falling action, and
exposition). Use a text under consideration by the class to illustrate each element. Explain the concept of an
“epilogue” giving the definition and examples. Allow students to choose any text they have enjoyed throughout the
year or in a previous year, and create an epilogue for that story. As with all narrative writing, students should choose
one or more skills relative to narrative writing to focus on in this creation: writing dialogue, creating setting, using
descriptive language, characterization, etc.
CCSS Professional Websites: Tennessee Curriculum Center (click on standard)
Grade 5 ELA Pacing Guide Appendix
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d. Use concrete words and
phrases and sensory
details to convey
experiences and events
precisely.
e. Provide a conclusion
that follows from the
narrated experiences or
events.
Professional Readings:
The Common Core Writing Book: Lessons for a Range of Tasks, Purposes, and Audiences by Gretchen Owocki
Energize Research Reading and Writing: Fresh Strategies to Spark Interest, Develop Independence,
and Meet Key Common Core Standards, Grades 4–8 by Christopher Lehman
Kid-Tested Writing Lessons for Grades 3–6: Daily Workshop Practices That Support the Common
Core State Standards by Leslie Blauman
Additional Resources:
http://writingfix.com/genres/narrative.htm
http://empoweringwriters.com/teachers-corner/literature-connection/ (Literature Connections downloads)
http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (Sample Quick Writes)
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 1–3 above.)
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Provide students with models of clear coherent writing
Have students write routinely in a variety of genres, formats, settings, and time frames
Model writing using transitional structure
Ensure that students complete all steps of the writing process when possible, with special focus on the
evolution of a piece between first and second drafts
Sample Formative Assessment: To ensure that students write routinely for a variety of purposes, including multiple steps within the writing process,
an on-going class writing structure is beneficial. Such an ongoing structure could include a blog, wiki, student
newspaper, YouTube news channel, movie review site, etc. Students should be able to complete all steps in
conceptualizing, planning, creating teams, dividing tasks, and setting goals for the project.
CCSS Professional Websites: Tennessee Curriculum Center (click on standard)
Professional Readings:
Crafting Digital Writing: Composing Texts Across Media and Genres
Kid-Tested Writing Lessons for Grades 3–6: Daily Workshop Practices That Support the Common
Core State Standards
Grade 5 ELA Pacing Guide Appendix
Page | 32 Property of Richland county School District One Summer 2013
Common Core Reading & Writing Workshop Series: Curricular Plans for the Writing Workshop, Gr. K–8
By Lucy Calkins and colleagues
The Revision Toolbox: Teaching Techniques That Work by Georgia Heard
Reading and Writing Genre with Purpose in K–8 Classrooms by Nell Duke, Samantha Caughlan, Mary Juzwik, and
Nicole Martin
The Power of Grammar: Unconventional Approaches to the Conventions of Language by Mary Ehrenworth
Additional Resources: (suggested mentor text)
Hey World, Here I Am, Jean Little
Julius the Baby of the World, Kevin Henkes Sheila Ray the Brave, Kevin Henkes
My Rotten Red-Headed Older Brother, Patricia Polacco
Some Birthday! Patricia Polacco
Thank You, Mr. Falkner, Patricia Polacco Fly Away Home, Eve Bunting
The Relatives Came, Cynthia Rylant
Birthday Presents, Cynthia Rylant When I Was Young in the Mountains, Cynthia Rylant
http://empoweringwriters.com/teachers-corner/literature-connection/ (Literature Connections downloads)
http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (Sample Quick Writes)
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
Language standards 1-3
up to and including grade
5 here.)
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Demonstrate different ways to plan and draft writing including using various graphic organizers, and writing
planning sheets
Provide students with sample papers to revise and edit for conventions
Use multiple strategies to help students revise their writing, including conferences, peer editing, and
technology
In a collaborative discussion and using rubrics for reference, engage students in co-creating a peer review or
editing worksheet, allowing the students to attempt to define which elements they should check in when
editing (for example checking sentences for varied fluency)
Occasionally require students to turn in both drafts of an essay, and/or include their pre-writing and
brainstorming notes, making these integral parts of the total grade.
Sample Formative Assessment: Have students bring a first and second draft of an essay from their portfolios to a partner review session. Students
will trade the sets of papers and each partner will take notes on the items that were changed between drafts (for
Grade 5 ELA Pacing Guide Appendix
Page | 33 Property of Richland county School District One Summer 2013
example: 1. Combined two simple sentences in paragraph one to make a compound sentence. 2. Changed “walked
“to “ambled” in paragraph 3, improving word choice). Students will then look at their reviewers list to get an
overview of the level of attention brought to the edit and revision process and will write a brief response about what
they learned about their own writing process from the exercise. An extension to this activity could include students
creating an additional “final” draft of the paper making it even better.
CCSS Professional Websites: Tennessee Curriculum Center (click on standard)
Professional Readings:
Crafting Digital Writing: Composing Texts Across Media and Genres
Kid-Tested Writing Lessons for Grades 3–6: Daily Workshop Practices That Support the Common
Core State Standards
Common Core Reading & Writing Workshop Series: Curricular Plans for the Writing Workshop, Gr. K–8
By Lucy Calkins and colleagues
The Revision Toolbox: Teaching Techniques That Work by Georgia Heard
Reading and Writing Genre with Purpose in K–8 Classrooms by Nell Duke, Samantha Caughlan, Mary Juzwik, and
Nicole Martin
The Power of Grammar: Unconventional Approaches to the Conventions of Language by Mary Ehrenworth
Additional Resources: (suggested mentor texts)
Rissman, Rebecca. (2012). Be the best at writing. Mankato, MN: Heinemann/ Raintree
Salas, Laura Purdie. (2011). Picture yourself writing poetry: Using photos to inspire writing. Mankato, MN:
Capstone Press
Marsalis, Wynton. (2012). Squeak, rumble, whomp! Whomp! Whomp!: A sonic adventure. Illus. by Paul Rogers.
Somerville, MA: Candlewick.
Hopkins, Jackie Mims. (2013). Prairie Chicken Little. Illus. by Henry Cole. Atlanta, GA: Peachtree Publications. http://empoweringwriters.com/teachers-corner/literature-connection/ (Literature Connections downloads)
http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (Sample Quick Writes)
W.5.6 With some
guidance and support
from adults, use
technology, including the
Internet, to produce and
publish writing as well as
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Guide students to be familiar with where to locate reference material both in print and electronically
Demonstrate using organizational features and the features of text to aid in the writing process
Demonstrate using various Internet sites for organizing information (e.g., online graphic organizers found at
Grade 5 ELA Pacing Guide Appendix
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to interact and collaborate
with others; demonstrate
sufficient command of
keyboarding skills to type
a minimum of two pages
in a single sitting.
http://www.readwritethink.org/classroom-resources/student-interactives/ and
http://www.themes.pppst.com/graphic-organizers.html )
Demonstrate how to use technology to communicate and interact with others about writing (e.g., chat, email,
faxing, using appropriate blogs, and Skype if available) , as well as how to use technology to produce
writing
Model for students how to correctly acknowledge information obtained from sources
Sample Formative Assessments: Using one of the many websites available for the purpose (such as Global Virtual Classroom, at
http://www.virtualclassroom.org/ ), find a class of students in another country with whom to collaborate on a
project. The partnering sites offer suggestions for collaborative projects, which might include a dramatic skit
performed in tandem via Skype, a collaborative writing project, collaborative research, group read alouds, joint
publications of storybooks for kids, informational websites, etc.).
http://bernardston.pioneervalley.k12.ma.us/PVRSD%20Elementary%20Curriculum/Gr_5_Writing.htm
CCSS Professional Websites: Tennessee Curriculum Center (click on standard)
Professional Readings:
Crafting Digital Writing: Composing Texts Across Media and Genres
Kid-Tested Writing Lessons for Grades 3–6: Daily Workshop Practices That Support the Common
Core State Standards
Common Core Reading & Writing Workshop Series: Curricular Plans for the Writing Workshop, Gr. K–8
By Lucy Calkins and colleagues
The Revision Toolbox: Teaching Techniques That Work by Georgia Heard
Reading and Writing Genre with Purpose in K–8 Classrooms by Nell Duke, Samantha Caughlan, Mary Juzwik, and
Nicole Martin
The Power of Grammar: Unconventional Approaches to the Conventions of Language by Mary Ehrenworth
Additional Resources: online graphic organizers found at http://www.readwritethink.org/classroom-resources/student-interactives/
http://www.themes.pppst.com/graphic-organizers.html
http://www.virtualclassroom.org/
Grade 5 ELA Pacing Guide Appendix
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W.5.7 Conduct short
research projects that use
several sources to build
knowledge through
investigation of different
aspects of a topic.
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Provide various resources for students to use to conduct research
Provide students with graphic organizers or other organizational aids (print or electronic) for organizing their
research
Model for students how to correctly acknowledge information obtained from sources
Electronic Sources Developing search strategies is important to the research process. Encourage students to brainstorm ideas on how to
look for good electronic resources to support their research. The discussion/brainstorm session should result in ideas
similar to these.
(Adapted from a lesson at www.readwritethink.com)
Sample Formative Assessment:
In a timed environment, give students a topic that is connected to the theme of your current unit. Give each student a
supply of index cards (and choose a topic on which information is available. The goal of this activity (which should
be repeated at intervals) is simply to have students gather meaningful and useful information efficiently and within a
controlled time limit. Students should, of course, not be warned of the topic ahead of time. Give each student a
different topic (or at least provide several topics to the class) to avoid “sharing” and too few resources for too many
students. Require that the chosen resources come from at least 3 different mediums and formats. Students may save
the card sets for future research if desired.
Grade 5 ELA Pacing Guide Appendix
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CCSS Professional Websites: Tennessee Curriculum Center (click on standard)
Professional Readings:
Kid-Tested Writing Lessons for Grades 3–6: Daily Workshop Practices That Support the Common
Core State Standards by Leslie Blauman
Comprehension & Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey “Smokey” Daniels Writing in Science: How to Scaffold Instruction to Support Learning by Betsy Rupp Fulwiler
Additional Resources: http://www.fcrr.org/studentactivities/c_024c.pdf
http://big6.com/pages/lessons/articles/sites-to-teach-the-big6-research-steps.php
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.
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Demonstrate how to use organizational features of printed and electronic texts to aid in creating writing
Provide students with various print and digital resources to aid in the research
Demonstrate how to use summarized and paraphrased information in writing
Model for students how to correctly acknowledge information obtained from sources
Determining Importance Stephanie Harvey writes, “Determining importance means picking out the most important information when you
read, to highlight essential ideas, to isolate supporting details, and to read for specific information” (Strategies that
Work by Stephanie Harvey and Anne Goudvis [Stenhouse, 2007]). Use the SQ4R strategy to help students find the
important information in a text before they begin writing.
• Survey: Read the table of contents, chapter headings and subheadings; examine graphics and illustrations
• Question: Generate questions based on what is found in those features
• Read: Read a part of the selection/book and look for answers to the generated questions
• Record: Reread and make notes about text
• Recite/Write: Summarize what you have read using the answers to the generated questions and notes
• Review: Go over the material once more to confirm summary.
Sample Formative Assessments:
To integrate the idea of reporting on experiences as well as texts, have students create a journalistic presentation on
a local event, such as a recent football game or festival. If it is a school event, such as a celebration or pep rally,
Grade 5 ELA Pacing Guide Appendix
Page | 37 Property of Richland county School District One Summer 2013
students will already have first-hand experience. If not, you may want to provide a video tape of a local event. Have
students take this first-hand account and synthesize it with coverage from local print and television media or
interviews with other attendees. The students will create a report based on what they’ve seen in televised journalism,
then film and view the presentations.
CCSS Professional Websites: Tennessee Curriculum Center (click on standard)
Professional Readings:
Kid-Tested Writing Lessons for Grades 3–6: Daily Workshop Practices That Support the Common
Core State Standards by Leslie Blauman
Comprehension & Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey “Smokey” Daniels Writing in Science: How to Scaffold Instruction to Support Learning by Betsy Rupp Fulwiler
Additional Resources: http://www.readwritethink.org/classroom-resources/lesson-plans/used-words-paraphrasing-informational-1177.html
http://www.sharemylesson.com/teaching-resource/Discrimination-on-the-Menu-Elementary-Grades-50006394/ http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (click Sample Taking Notes
Quick Writes)
W.5.9 Draw evidence
from literary or
informational texts to
support analysis,
reflection, and research.
a Apply grade 5 Reading
standards to literature
(e.g., “Compare and
contrast two or more
characters, settings, or
events in a story or a
drama, drawing on
specific details in the text
[e.g., how characters
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Engage students in opportunities to compare and contrast different characters, settings, or events in literature
Engage students in opportunities to use informational texts to support the reasons an author gives to support
a point
Follow suggested curriculum guidelines for the production of argumentative and informational essays
Encourage students to focus on how an author uses a strategy or literary element, or why he or she chooses
one approach over another
Require all claims, even trivial or seemingly self-evident claims, made about a text to be supported by cited
evidence
Grade 5 ELA Pacing Guide Appendix
Page | 38 Property of Richland county School District One Summer 2013
interact]”).
b. Apply grade 5 Reading
standards to informational
texts (e.g., “Explain how
an author uses reasons and
evidence to support
particular points in a text,
identifying which reasons
and evidence support
which point[s].
Sample Formative Assessments: Pro-actively choose complementary novels or informational texts to be read in class (texts that you know will give
students ample opportunities for comparison and contrast of similar characters or themes). Have the students
conduct an in-depth comparison and contrast of the novels and their unique treatments of similar themes. Using
specific evidence from the texts students will write about elements such as the narrative point of view, the novel’s
organizational structure, characterization, plot, and setting.
CCSS Professional Websites: Tennessee Curriculum Center (click on standard)
Professional Readings:
Kid-Tested Writing Lessons for Grades 3–6: Daily Workshop Practices That Support the Common
Core State Standards by Leslie Blauman
Comprehension & Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey “Smokey” Daniels Writing in Science: How to Scaffold Instruction to Support Learning by Betsy Rupp Fulwiler
Additional Resources:
http://writingfix.com/picture_book_prompts.htm
http://writingfix.com/WAC/RAFT.htm http://www.fcrr.org/studentactivities/c_024c.pdf
http://big6.com/pages/lessons/articles/sites-to-teach-the-big6-research-steps.php
o 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.
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Demonstrate for students using organizational structure
Provide frequent writing opportunities
Provide extensive and specific feedback on as much student writing as possible
Require students to maintain a record of their writing throughout the year in the form of a portfolio
Model how to incorporate research, reflections, and revision into the writing process
Vary the requirements for tasks to include computer generated and hand-written pieces, long and short
pieces, research
Grade 5 ELA Pacing Guide Appendix
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Sample Formative Assessments:
Quick Write Quick Write is a three-to-five minute literacy strategy designed to give students the opportunity to think about and
record their learning. It can be used at the beginning, middle or end of a lesson. Short, open-ended statements are
usually given as prompts.
On-Demand Writing Words Provide opportunities for students to work with the direction or command words that are often included in on-
demand writing prompts. Teach the direction words as students are developmentally and academically ready to
tackle the tasks associated with them.
• Describe means to show the characteristics of the subject to the reader using visual or sensory details.
• Explain means to make something clear or easy to understand.
• Discuss means to provide information about all sides of a subject.
• Compare means to show how things are the same; contrast means to show how things are different.
• Analyze means to break apart the subject and explain each part.
• Persuade means to convince the reader of an argument or claim.
• Justify means to give reasons, based upon established rules, to support an argument.
• Evaluate means to make a judgment about the good and bad points of a subject.
(Adapted from free teacher resource material at http://penningtonpublishing.com/.)
CCSS Professional Websites: Tennessee Curriculum Center (click on teacher tab)
Professional Readings:
Kid-Tested Writing Lessons for Grades 3–6: Daily Workshop Practices That Support the Common
Core State Standards by Leslie Blauman
Additional Resources: http://writingfix.com/picture_book_prompts.htm
http://writingfix.com/WAC/RAFT.htm
Grade 5 ELA Pacing Guide Appendix
Page | 40 Property of Richland county School District One Summer 2013
SPEAKING AND LISTENING
SL.5.1 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.
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.
b. Follow agreed-upon
rules for discussions and
carry out assigned roles.
c. Pose and respond to
specific questions by
making comments that
contribute to the
discussion and elaborate
on the remarks of others.
o d. Review the key ideas
expressed and draw
conclusions in light of
information and
knowledge gained from
the discussions.
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Model having a discussion and being respectful to others
Invite visitors and other classes to participate in collaborative discussions
Occasionally require preparation for collaborative discussion
Allow students to create their own set of rituals and routines for discussion
Think Pair Share Think Pair Share is a strategy designed to provide students with food for thought on a given topic enabling them to
formulate individual ideas and share these ideas with another student. Students pair off and share ideas with one
another related to a question or topic under discussion. Once each partner has discussed the idea or topic, students
share with the whole group.
Sample Formative Assessments: Arrange a day for a celebration or conference on a topic of student interest (Earth Day, the premier of a popular
children’s movie, a holiday). Students will be assigned elements on the topic on which to be prepared to share.
Conduct a collaborative discussion modeled on the idea of an academic conference on the subject, with students
sitting round-table or panel style and sharing information. The session could be recorded, or a class recorder(s)
could take notes. You might arrange to have decorations or refreshments on the theme
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings:
Teaching the Common Core Speaking and Listening Standards: Strategies and Digital Tools by Kristen Swanson
Teaching ESL/EFL Listening And Speaking written by I.S.P Nation
Additional Resources: http://www.sharemylesson.com/teaching-resource/Satchmo-and-39-s-Blues-50011912/
http://www.sharemylesson.com/teaching-resource/Maya-Lin-Architect-of-Memory-50012016/
http://www.discoveryeducation.com/teachers/free-lesson-plans/listening-and-speaking-strategies.cfm
http://www.teachingideas.co.uk/english/talkingwithpuppets.htm
http://www.teachingideas.co.uk/english/files/speakingactivities.doc http://www.teachingideas.co.uk/english/speakingnonsense.htm
Grade 5 ELA Pacing Guide Appendix
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SL.5.2 Summarize a
written text read aloud or
information presented in
diverse media and
formats, including
visually, quantitatively,
and orally.
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Teach summarizing strategies
Provide students with opportunities to use diverse media
Encourage students to think critically about media (for example how kids are portrayed, or stereotypes they
notice)
Have students conduct an inventory of the average amount of media consumed by their peers and which
types of media most information comes from; students could also discuss the reliability of the most-often-
consumed media outlets
Famous Speeches The Internet is a good resource for finding speeches of famous people. Share Caldecott or Newbery acceptance
speeches with students. Have them analyze the speeches for the authors’ major points and arguments and determine
what evidence these authors used to support their points. If students have had the opportunity to read work by one of
the authors, have them discuss the ways the message of the speech is reflected in their work.
Sample Task for Integration: Split the class into 3 or 4 teams. You will assign all students a common research topic (tied to texts under
consideration by the class), but each team will only be allowed to conduct research in one medium (one team will
use only websites, another will use only televised news or documentaries, another only print sources, etc.) Have
each team create a PowerPoint or Prezi presenting their findings. Have students take careful notes on each
presentation, noting the differences in information gathered from the different sources. After the presentations
engage students in a collaborative discussion on the ways in which the information was shaped and filtered by the
medium through which it was retrieved. Students may be required to write a brief analysis or response on their
findings.
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings:
Teaching the Common Core Speaking and Listening Standards: Strategies and Digital Tools by Kristen Swanson
Teaching ESL/EFL Listening And Speaking written by I.S.P Nation Comprehension & Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey “Smokey” Daniels
Grade 5 ELA Pacing Guide Appendix
Page | 42 Property of Richland county School District One Summer 2013
Listen Hear!: 25 Effective Listening Comprehension Strategies by Michael Opitz with Matthew Zbaracki
Additional Resources: http://www.readwritethink.org/parent-afterschool-resources/games-tools/cube-a-30180.html
http://www.readwritethink.org/classroom-resources/lesson-plans/covered-creating-magazine-covers-1092.html
http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-summarizing-using-
231.html
http://writingfix.com/RICA/Summarizing/Snowball_Notes.htm
SL.5.3 Summarize the
points a speaker makes
and explain how each
claim is supported by
reasons and evidence.
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Engage the students in using graphic organizers to summarize
Model summarizing the claims made by the speaker or presenter and then explain how each claim is
supported by evidence
Provide students opportunities to listen to a speaker either in person or electronically
Presenting with Multimedia In small groups, students view and analyze sample multimedia presentations and create a list of characteristics of the
genre and of what makes a good presentation. Students then list programs and tools they could use to make their
own multimedia presentations. Teachers can review copyright and plagiarism with the students at this point. Small
groups plan and make a storyboard for their own multimedia presentations. (Adapted from a lesson at
www.readwritethink.org.)
Powerful Words This strategy helps students understand that words used in persuasive speaking are critical to the effectiveness of the
outcome. Present students with a series of paired statements and have them select the sentence that is the most
persuasive. An example of sentence pairs is:
• Fifth-grade students should be allowed to chew gum in school.
• Because mint increases brainpower, chewing gum should be required in the fifth grade.
Have students listen to or read excerpts of famous speeches paying attention to the power words and phrases. As
they craft their own speeches, encourage students to include power words and phrases to increase the persuasive
effectiveness.
Grade 5 ELA Pacing Guide Appendix
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Sample Formative Assessments: Each year the President of the United States gives a “Back to School” speech. Have your students view the current
speech at http://www.whitehouse.gov/mediaresources/. Provide students with a graphic organizer to help them
identify the President’s main points. Engage them in a discussion, perhaps including several additional viewings, of
whether any claims were made and whether or not those claims were supported. What reasons did the president give
for his or her assertions? As an extension of this activity, students will create their own speech using information the
President provided and their own reasons for the importance of having an education.
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings:
Teaching the Common Core Speaking and Listening Standards: Strategies and Digital Tools by Kristen Swanson
Teaching ESL/EFL Listening And Speaking written by I.S.P Nation
Additional Resources: http://www.teachingideas.co.uk/english/storycircles.htm http://www.teachingideas.co.uk/english/speakingnonsense.htm
http://www.teachingideas.co.uk/english/whydoyoulikeit.htm
http://www.teachingideas.co.uk/english/nowwhostheteacher.htm
http://www.teachingideas.co.uk/english/intervie.htm http://www.teachingideas.co.uk/themes/lightscameraaction/index.htm
SL.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.
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Include opportunities for public speaking and presentation not only in the classroom environment, but in
real-world situations as you are able (such as presenting on the school news show, morning announcements,
school assembly, PTO meeting, etc.)
Encourage students to record or videotape their presentations and produce reflective feedback on their
performance
Demonstrate how to use appropriate facts and details to support main ideas or themes
Model using graphic organizers to organize ideas
Include opportunities for students to present within a group, sharing responsibilities for different aspects of
the information to enhance their ability to integrate and synthesize the information as well as to work
effectively with others
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Sample Formative Assessment: Put students into teams and have them prepare for a formal debate on a topic associated with the theme of your
current unit. Rules and format for a simple classroom debate can be found at
http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml . Invite another class to be the audience for your
debate and provide them with the rubric (on the site above) to judge the performance of each team in defending their
position. You may add rubric items for speaking at an understandable pace, making eye contact, etc.
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings:
Teaching the Common Core Speaking and Listening Standards: Strategies and Digital Tools by Kristen Swanson
Teaching ESL/EFL Listening And Speaking written by I.S.P Nation
Additional Resources: http://www.readwritethink.org/classroom-resources/printouts/oral-presentation-rubric-30700.html
http://www.readwritethink.org/classroom-resources/lesson-plans/searching-gold-collaborative-inquiry-960.html
http://www.readwritethink.org/classroom-resources/lesson-plans/great-american-inventors-using-957.html
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.
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Develop meaningful rubrics that include appropriate domain-specific language for technology
Require various kinds of complementary texts within assignments (PowerPoint, Prezi, posters, videos, etc.)
to ensure that students do not become overly dependent on a single platform or medium (such as
PowerPoint)
Sample Formative Assessments: For the presentation of one of their argumentative or informational essays, have students research the newest
presentation platforms (PowerPoint has been supplanted by Prezi and Rocket Slide in recent years, and new
platforms are emerging all the time). They might use a blog, a wiki, SchoolTube, an i-movie, a trifold poster board
with holographic pictures, etc. Encourage them think outside the box, mixing old and new technologies, adding
sound tracks, employing live “actors,” using social media, or PR strategies such as flash mobs. Be creative! If
necessary put students in teams to cut down on presentation time. At the conclusion of the activity, have students
discuss which presentations were most effective and why.
Grade 5 ELA Pacing Guide Appendix
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CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings:
Teaching the Common Core Speaking and Listening Standards: Strategies and Digital Tools by Kristen Swanson
Teaching ESL/EFL Listening And Speaking written by I.S.P Nation
Additional Resources: http://www.teachingideas.co.uk/english/mediaawareness.htm http://www.teachingideas.co.uk/themes/lightscameraaction/index.htm
www.toondoo.com
www.bitstrips.com
www.animoto.com
SL.5.6 Adapt speech to a
variety of contexts and
tasks, using formal
English when appropriate
to task and situation.
Sample Instructional Strategies:
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Expose students to a wide variety of variations on speech in context, such as stories written in dialect, or
figurative or idiomatic language from various cultures
Explore creative ways to incorporate grammar and conventions into daily instruction
Sample Formative Assessment: Students will create various situations where they adapt speech to a variety of context and task. Students will create
task cards for their classmates. Students will draw a task card (talking to parent, best friend, teacher, police officer
etc). Students will write a dialogue using formal and informal English when appropriate. The students will read the
conversation to others in the class.
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Grade 5 ELA Pacing Guide Appendix
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Professional Readings:
Teaching the Common Core Speaking and Listening Standards: Strategies and Digital Tools by Kristen Swanson
Teaching ESL/EFL Listening And Speaking written by I.S.P Nation
Additional Resources: http://www.readwritethink.org/professional-development/strategy-guides/introducing-content-with-seed-30631.html
http://www.readwritethink.org/classroom-resources/lesson-plans/wolf-this-fact-110.html?tab=4#tabs
http://www.readwritethink.org/classroom-resources/lesson-plans/great-american-inventors-using-957.html
Grade 5 ELA Pacing Guide Appendix
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LANGAUGE
L.5.1 Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
a Explain the function of
conjunctions, prepositions,
and interjections in general
and their function in
particular sentences.
b Form and use the perfect
(e.g., I had walked; I have
walked; I will have walked)
verb tenses.
c Use verb tense to convey
various times, sequences,
states, and conditions.
d Recognize and correct
inappropriate shifts in verb
tense.*
o e Use correlative
conjunctions (e.g.,
either/or, neither/nor).
Sample Instructional Strategies:
Punctuation PowerPoint Discuss and share the teacher-created Capitalization and Punctuation PowerPoint http://classroom.jc-
schools.net/la/activities/capital-punct_files/frame.htm. Have students work in small groups to create a PowerPoint
about a specific grammatical or mechanical structure.
Travel Guides Assign students to small groups. Have each group work together to make a travel brochure for the land of grammar.
Individual towns could be named Verb, Noun and Pronoun. The brochures should describe what makes each town
unique or special. Student groups, acting as tour guides, can teach the grammatical structure by taking classmates
on a virtual tour of their town.
Sample Formative Assessment:
Make students aware of the grammatical focus for your grade level as you undertake attentive reading of an
extended or short text. Create a chart where students receive points for each instance they are able to identify (when
reading in class) of grammatical concept in grade 5, such as perfect verb aspects and correlative conjunctions. As
items are identified they can be discussed within that “teachable moment,” and students who spot the items will not
only becoming adept at recognizing the construction, but will may become engaged in the hunt through the
competition and possible rewards, such as a homework pass.
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings:
Story Grammar for Elementary School: A Sentence-Composing Approach: A Student Worktext
The Power of Grammar: Unconventional Approaches to the Conventions of Language by Mary Ehrenworth and
Vicki Vinton
Practical Punctuation: Lessons on Rule Making and Rule Breaking in Elementary Writing By Dan Feigelson
Additional Resources:
http://writingfix.com/process/Revision/All_the_Places_to_Love.htm
http://writingfix.com/right_brain/Who_What_When_Where_Camping1.htm
http://www.writingfix.com/Picture_Book_Prompts/HowPirate2.htm
http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (Sample Quick Writes)
Grade 5 ELA Pacing Guide Appendix
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L.5.2 Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
a. Use punctuation to
separate items in a series.*
b. Use a comma to separate
an introductory element
from the rest of the
sentence.
c. Use a comma to set off
the words yes and no (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?).
d. Use underlining,
quotation marks, or italics
to indicate titles of works.
e. Spell grade-appropriate
words correctly, consulting
references as needed.
Sample Instructional Strategies: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Consult the South Carolina “Composite Matrix” to plan continued instruction on key aspects of grammar
and conventions
Include explicit and implicit instruction on grade-level concepts such as comma usage - always in
connection to a text under consideration (never in isolation)
Insist upon legibility in student work
Provide a rubric on occasion for written work that focuses specifically on legibility, grammar, and
conventions in order to provide students with pointed feedback in these areas
Sample Formative Assessments: Engage students in a task that requires them to make a list of songs, movies, and/or books. This could be a list of
songs on an MP3 player, a list of their favorite things, a list of books that have been made into movies, etc.
Students will write a paragraph listing these things and explaining their rationale for the list. Instead of providing
explicit instruction on commas, super-commas, and conventions for writing titles, provide access to resource
materials and let the students know that they will need to punctuate the papers correctly and let them know to pay
particular attention to the titles in the work and the commas that separate the titles. Have students compare results
in small groups and edit their papers accordingly.
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings:
Story Grammar for Elementary School: A Sentence-Composing Approach: A Student Worktext
The Power of Grammar: Unconventional Approaches to the Conventions of Language by Mary Ehrenworth and
Vicki Vinton
Practical Punctuation: Lessons on Rule Making and Rule Breaking in Elementary Writing By Dan Feigelson
Additional Resources:
Punctuation Takes a Vacation by Robin Pulver
http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (Sample Quick Writes)
http://exchange.smarttech.com/details.html?id=90e9b3b0-f111-481f-acf3-053a145b99f5
http://writingfix.com/Literature_Prompts/Tale_Two_Cities1.htm
http://www.readwritethink.org/classroom-resources/lesson-plans/inside-outside-minilesson-quotation-
Grade 5 ELA Pacing Guide Appendix
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118.html?tab=1#tabs
L.5.3 Use knowledge of
language and its
conventions when writing,
speaking, reading, or
listening.
a. Expand, combine, and
reduce sentences for
meaning, reader/listener
interest, and style.
o b. Compare and contrast
the varieties of English
(e.g., dialects, registers)
used in stories, dramas, or
poems.
Sample Instructional Strategies: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for the standard.
Model how to combine, expand, and reduce sentences for meaning, reader/listener interest, and style
Proactively seek out examples of grammatical concepts under consideration in texts under consideration by
the class
Be sure to consult the South Carolina “Composite Matrix”
I Can See A Rainbow Give students multiple colors of highlighters. Have them color-code sentence types in a piece of their own writing
(i.e., sentences that start with a noun, declarative sentences, questions, complex sentences) using a different color
for each sentence type. If students can’t see a rainbow, they know they are not varying their sentence types.
Sample Formative Assessments: Have students examine the most recent essay in their portfolios to examine their sentence fluency habits. Provide a
rubric that guides them in things to check for. For example, begin by counting the number of sentences per
paragraph. Notice whether any of these sentences can be combined or reduced. Check for fragments and run-ons.
Can the student identify the subject and verb in each sentence? How many adverbs appear per paragraph, per
sentence? How about adjectives? Create your rubric so that it focuses on the issues you want your students to
notice. Have them analyze their results and if desired, create a new and improved draft of the document.
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings:
Code-Switching Lessons: Grammar Strategies for Linguistically Diverse Writers by Rebecca Wheeler and Rachel
Swords
Additional Resources: http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (Sample Quick Writes)
http://www.writingfix.com/Picture_Book_Prompts/BraveMargaret1.htm
http://www.readwritethink.org/classroom-resources/lesson-plans/compiling-poetry-collections-working-354.html
Grade 5 ELA Pacing Guide Appendix
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L.5.4 Determine or clarify
the meaning of unknown
and multiple-meaning
words and phrases based
on grade 5 reading and
content, choosing flexibly
from a range of strategies.
a Use context (e.g.,
cause/effect relationships
and comparisons in text) as
a clue to the meaning of a
word or phrase.
b. Use common, grade-
appropriate Greek and
Latin affixes and roots as
clues to the meaning of a
word (e.g., photograph,
photosynthesis).
o 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.
Sample Instructional Strategies: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Model techniques for using context clues to understand the meaning of a word or phrase
Encourage students to use their own resources to make an attempt at guessing the meaning of a new word
before accessing reference materials
Routinely list and explore new words introduced through class texts
Point out roots and patterns in unfamiliar words
Have a variety of reference materials on hand other than digital resources so that students gain a working
knowledge of the use of dictionaries, glossaries, thesauruses, and appendices.
Review the construction of dictionary entries to ensure that students understand each part
Four Corners This strategy focuses on vocabulary development. Have students divide their papers into four sections. Title the
sections as follows:
• Synonyms/Word Families
• Word/Definition
• Sentence
• Illustration
Students complete the four-corners sheet with new vocabulary and share with other students. Four-corners sheets
can be kept in a binder, dictionary style.
Linear Arrays This is a strategy for extending vocabulary by asking students to extend their understanding of words through using
opposites on each end of a line and add words that vary in shades of meaning between the two opposites. For
example:
Sample Formative Assessment: Have students keep a log book of all unfamiliar words encountered, both within texts and in academic and technical
contexts. Terms gleaned from texts should be logged with text reference of text, author, title, and page. Encourage
students to maintain this book beyond the school year, logging words they particularly like or are intrigued by.
Incentives for well-kept logs could include their allowance as reference when testing or writing, or during a
Grade 5 ELA Pacing Guide Appendix
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spelling bee.
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings:
Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas by Douglas
Fisher and Nancy Frey
Spelling Strategies and Patterns: What Kids Need to Know by Sandra Wilde
Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar By David
andYvonne Freeman
Additional Resources:
http://www.readworks.org/lessons/grade5/vocabulary-context
http://www.readwritethink.org/classroom-resources/printouts/common-content-area-roots-30842.html
http://ethemes.missouri.edu/themes/291
L.5.5 Demonstrate
understanding of figurative
language, word
relationships, and nuances
in word meanings.
a. Interpret figurative
language, including similes
and metaphors, in context.
b. Recognize and explain
the meaning of common
idioms, adages, and
proverbs.
c. Use the relationship
between particular words
(e.g., synonyms, antonyms,
homographs) to better
understand each of the
words.
Sample Instructional Strategies: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Guide students in identifying various types of figurative language; provide contextual examples
Choose texts rich in figurative and connotative language
Provide opportunities for students to brainstorm out loud about the connotations of words to ensure that
they are applying this concept correctly
Require students to translate figurative expressions into concrete language and vice versa
Practice exploring connotations of common vocabulary as well as newer vocabulary
Sample Formative Assessment: Students will examine the impact of figurative language on the tone of a text by comparing and contrasting a
selection from the current extended text under study as originally written and with figurative and connotative
language removed. Access a selection from a text digitally (so that it can be edited by the students). Alternatively, a
poem that employs mostly figurative language can be used. Step one of the process will be for students to identify
each instance of figurative language or particularly connotative diction (they may work individually or in teams)
within the text. The second step of the process is for students to edit the piece so that it maintains grammatical
integrity with the figurative and connotative language removed, noticing the many ways in which the reader’s
Grade 5 ELA Pacing Guide Appendix
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experience will change.
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Professional Readings:
Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas by Douglas
Fisher and Nancy Frey
Spelling Strategies and Patterns: What Kids Need to Know by Sandra Wilde
Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar By David
andYvonne Freeman
Additional Resources: http://www.wordle.net/
http://42explore.com/figlang.htm
http://www.sturgeon.k12.mo.us/elementary/numphrey/subjectpages/languagearts/figuresofspeech.html
http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (click Sample Figurative
Lang. Quick Writes)
L.5.6 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).
Sample Instructional Strategies: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire
for this standard.
Expose students to a wide variety of words, both formal and informal, incorporating some kind of explicit
vocabulary instruction into lessons whenever possible.
Explore creative ways to incorporate grammar and conventions into daily instruction.
Refer to the South Carolina “Composite Matrix” which delineates the course of instruction for common
grammar and conventions principles for 5th
grade.
Sample Formative Assessment: Have students keep a record of new words or words they particularly like. Words that are collected by the class can
be used for extra credit when students creatively include them into existing assignments. Use the words yourself in
conversation and in assignments.
CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)
Grade 5 ELA Pacing Guide Appendix
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Professional Readings:
Teaching the Brain to Read By Judy Williams, M.D.
Bringing Words to Life: Robust Vocabulary Instruction. By I.L. Beck, M.G. McKeown, and L. Kucan
Building Academic Vocabulary: Teacher’s Manual by R.J. Marzano
Additional Resources:
http://www.wordle.net/
https://sites.google.com/site/webtoolsbox/word-clouds
http://jc-schools.net/tutorials/vocab/strategies.html