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Neshaminy School District Curriculum Maps Fifth Grade ELA
Resources Available to Teachers for Instruction: Good Habits Great Readers
Words Their Way
Vocabulary Workshop
Reading A to Z and Raz Kids (online)
Writing Fundamentals (Launching, Narrative, Informational, and Opinion Units)- mentor texts, shared read-alouds, and mini-lessons
The Fundamentals of Grammar and Conventions
Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom.
1. Persisting -sticking to a task until it iscompleted.
Identify characteristics of persistenceshown by individuals in well-knownevents
Imagine what might have occurred ifmore or less persistence was shown ina given scenario.
2. Managing Impulsivity -thinkingbefore acting.
Model the use of patience,including wait time duringdiscussion, or using helpfulsentence stems that reflectintentional choice.
3. Listening to Others-WithUnderstanding and Empathy –listening, understanding, andempathizing with someone else’s pointof view.
Model appropriate listening andhelp student identify the mostcommon “errors” in conversation.
4. Thinking Flexibly- consideringalternative points of view or dealing withseveral sources of informationsimultaneously.
Use RAFT assignments (Role,Audience, Format, Topic) wherestudents must consider a situation,letter, speech or poem from adifferent perspective.
Contents of Document: 1. Teacher Resources2. Habits of Mind3. Pa Core Standards and Common Core Standards Crosswalk4. English Language Arts Curriculum Map
2
5. Thinking About our Thinking(Metacognition)- mapping out thinkingprocess.
Diagram the relationship between awant and a need.
Map out how characters from booksor thinkers in history might havearrived at certain starting or stoppingpoints in thought.
6. Striving for Accuracy and Precision -taking time to check over work.
Use “three before me,” a strategythat insists on any importantassignment being checked by atleast three other people beforebeing handed in.
7. Questioning and Posing Problems- knowing how to ask questions to fill inthe gaps and asking a range ofquestions.
Create a “parking lot” area in theclassroom—stocked with post-itnotes—where students can postquestions.
8. Applying Past Knowledge to NewSituations-being able to abstractmeaning from one experience and applyit in a new and novel situation.
Use questions stems like “What doyou remember about. . .?”, “Whenhave you ever seen anything likethis?”
9.Thinking and Communicating withClarity and Precision- communicatingaccurately in both written and oral form.
Remind students to avoid thevagueness and abstraction—andimprecision—of terms like always,never, all, everybody, teachers, etc.
10. Gathering Data through All Senses –knowing information gets into the brainthrough different sensory pathways.
Allow students to “cite” sourcesfrom sensory data in addition totraditional textual sources.
11. Creating, Imagining, andInnovating –examining alternativepossibilities from many angles.
Offer persistent sources ofinspiring thought, design, art ormultimedia through writingprompts, discussion points orsimply as a daily class closure.
12. Taking Responsible Risks-acceptingconfusion, uncertainty, and the higherrisks of failure as part of the normalprocess.
Create an environment where failureis analyzed, not punished.
13. Taking Responsible Risks-acceptingconfusion, uncertainty, and the higherrisks of failure as part of the normalprocess.
Create an environment where failureis analyzed, not punished.
14. Finding Humor –initiating humormore often, placing greater value onhaving a sense of humor, appreciatingand understanding others’ humor.
Point out humor where it is notimmediately apparent, especially instories and examples from yourown life.
Teach students to distinguishbetween situations of human frailtyand fallibility that are in need ofcompassion and those that are trulyfunny.
15. Thinking Interdependently- realizing that all of us together aremore powerful, intellectually and /orphysically, than any one individual.
Cooperative learning groups
Using digital and social mediaprovides opportunity forinterdependence.
16. Learning Continuously –alwaysstriving for improvement.
Revisit old ideas, writing andprojects to identify areas fordevelopment, improvement orrevision.
Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D. Teaching Tips created by Terry Heich, www.edutopia.org
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PA Common Core - Common Core - PA Academic Standards Crosswalk Grade 5 ELA
PA Common Core Standard Common Core State Standard
Foundational Skills CC.1.1.5.D.
Know and apply grade level phonics and word
analysis skills in decoding words.
Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology to read accurately unfamiliar
multisyllabic words.
RF.5.3 (Phonics and Word Recognition) 3. Know and apply grade-level phonics and word
analysis skills in decoding words.
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.
CC.1.1.5.E.
Read with accuracy and fluency to support
comprehension:
• Read on-level text orally with accuracy,
appropriate rate, and expression on successive
readings.
• Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary
RF.5.4 (Fluency) 4. Read with sufficient accuracy and fluency to
support comprehension.
a. Read on-level text with purpose and
understanding.
b. Read on-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.
Informational Text CC.1.2.5.A
Determine two or more main ideas in a text and
explain how they are supported by key details;
summarize the text.
RI.5.2 Determine two or more main ideas of a text and
explain how they are supported by key details;
summarize the text.
CC.1.2.5.B.
Cite textual evidence by quoting accurately from the text to explain what
the text says explicitly and make inferences.
RI.5.1 Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences
from the text.
CC.1.2.5.C.Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a text based on specific
information
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
4
in the text. specific information in the text.
CC.1.2.5.D.
Analyze multiple accounts of the same event or
topic, noting important similarities and
differences in the point of view they represent.
RI.5.6 Analyze multiple accounts of the same event or
topic, noting important similarities and differences in
the point of view they represent.
CC.1.2.5.E.
Use text structure, in and among texts, to
interpret information (e.g., chronology,
comparison, cause/effect, problem/ solution).
RI.5.5 Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in two or more texts.
CC.1.2.5.F.
Determine the meaning of words and phrases as they are used in grade
level text, including
interpretation of figurative language.
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.
CC.1.2.5.G.
Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to
solve a problem efficiently.
RI.5.7 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.
CC.1.2.5.H.
Determine how an author supports particular
points in a text through reasons and evidence.
RI.5.8 Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
point(s).
CC.1.2.5.I.
Integrate information from several texts on the
same topic to demonstrate understanding of that topic.
RI.5.9 Integrate information from several texts on the
same topic in order to write or speak about the
subject knowledgeably.
CC.1.2.5.J.
Acquire and use accurately grade-appropriateconversational, general academic, and domain specific words and
phrases, including those that
signal contrast, addition, and other logical relationships.
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).
CC.1.2.5.K.
Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade level reading and content, choosing
flexibly from a range of strategies and tools.
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.
5
CC.1.2.5.L.
Read and comprehend literary non-fiction and
informational text on grade level, reading
independently and proficiently.
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.
Literature CC.1.3.5.A
Cite textual evidence by quoting accurately from the text to explain what
the text says explicitly and make inferences.
RL.5.1 Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences
from the text.
CC.1.3.5.B
Compare and contrast two or more characters, settings or events in a
story or drama, drawing on specific details in the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (e.g., how
characters interact).
CC.1.3.5.C
Determine a theme of a text from details in thetext, including how characters in a story or drama respond to challenges
or how the speaker in a poem reflects upon a topic; summarize the text.
RL.5.2 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 on how the
speaker in a poem reflects upon a topic; summarize
the text.
CC.1.3.5.D
Analyze multiple accounts of the same event ortopic, noting important similarities and differences in the point of view
they represent.
RL.5.6 Describe how a narrator’s or speaker’s point of view
influences how events are described.
CC.1.3.5.E
Explain how a series of chapters, scenes or
stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
RL.5.5 Explain how a series of chapters, scenes, or stanzas
fits together to provide the overall structure of a
particular story, drama, or poem.
CC.1.3.5.F
Determine the meaning of words and phrases as they are used in grade
level text, including interpretation of figurative language.
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.
CC.1.3.5.G RL.5.7
6
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).
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).
CC.1.3.5.H
Compare and contrast texts in the same genre on their approaches to
similar themes and topics as well as additional literary elements.
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.
CC.1.3.5.I
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 and tools.
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.
CC.1.3.5.J
Acquire and use accurately grade-appropriateconversational, general academic, and domain specific words and
phrases, including those that
signal contrast, addition, and other logical relationships.
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).
CC.1.3.5.K
Read and comprehend literary fiction on grade
level, reading independently and proficiently.
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.
Writing CC.1.4.5.A
Write informative/ explanatory texts to examine a topic and convey ideas
and information clearly.
W.5.2
Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
CC.1.4.5.B
Identify and introduce the topic clearly.W.5.2a
Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations,
and multimedia when useful to aiding comprehension.
.
CC.1.4.5.C
Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic; include illustrations
W.5.2a / W.5.2b
Introduce a topic clearly, provide a general
observation and focus, and group related
7
and multimedia when useful to aiding comprehension. information logically; include formatting (e.g.,
headings), illustrations, and multimedia when useful to aiding
comprehension. Develop the topic with facts, definitions, concrete
details, quotations, or other information and examples related to the
topic.
CC.1.4.5.D
Group related information logically linking ideaswithin and across categories of information using words, phrases, and
clauses; provide a
concluding statement or section; include formatting when useful to aiding
comprehension.
W.5.2c / W.5.2e / W.5.2a
Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially). Provide a concluding
statement or section related to the information or explanation presented.
Include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.
CC.1.4.5.E
Write with an awareness of style.
• Use precise language and domain-specific
vocabulary to inform about or explain the topic.
• Use sentences of varying length.
W.5.2d
Use precise language and domain-specific vocabulary to inform about
or explain the topic.
CC.1.4.5.F
Demonstrate an appropriate command of the conventions of standard
English grammar, usage, capitalization, punctuation, and spelling.
L.5.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. Use punctuation
to separate items in a series. Use a comma to separate an introductory
element from the rest of the sentence.
Use a comma to set off the words yes and no (e.g., Yes, thank you), to
set off a tag question from the rest of the sentence (e.g., It’s true, isn’t
it?), and to indicate direct address (e.g., Is that you, Steve?). Use
underlining, quotation marks, or italics to indicate titles of works. Spell
grade-appropriate words correctly, consulting references as needed.
CC.1.4.5G
Write opinion pieces on topics or texts.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
CC.1.4.5.H
Introduce the topic and state an opinion on the
topic.
W.5.1a
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.
CC.1.4.5.I
Provide reasons that are supported by facts and
details; draw from credible sources.
W.5.1b
Provide logically ordered reasons that are supported
by facts and details.
8
CC.1.4.5.J
Create an organizational structure that includes
related ideas grouped to support the writer’s
purpose; link opinion and reasons using words,
phrases, and clauses; provide a concluding
statement or section related to the opinion.
W.5.1a / W.5.1c / W.5.1d
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.
Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically). Provide a concluding statement or section
related to the opinion presented.
CC.1.4.5.K
Write with an awareness of style.
• Use sentences of varying length.
• Expand, combine, and reduce sentences for
meaning, reader/listener interest, and style.
L.5.3
Use knowledge of language and its conventions when writing,
speaking, reading, or listening. Expand, combine, and reduce sentences
for meaning, reader/listener interest, and style.
CC.1.4.5.L
Demonstrate an appropriate commandof the conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
L.5.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.Use punctuation to separate items in a series.*Use a comma to separate an introductory element from the rest of the
sentence.
Use a comma to set off the words yes and no
(e.g., Yes, thank you), to set off a tag question from
the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct
address (e.g., Is that you, Steve?).
Use underlining, quotation marks, or italics to indicate titles of works.
Spell grade-appropriate words correctly, consulting references as
needed.
CC.1.4.5.M
Write narratives to develop real or imagined experiences or events.
W.5.3
Write narratives to develop real or imagined
experiences or events using effective technique, descriptive details, and
clear event sequences.
CC.1.4.5.N
Orient the reader by establishing a situation and
introducing a narrator and/or characters.
W.5.3a
Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize
an event sequence that unfolds naturally.
CC.1.4.5.O
Use narrative techniques such as dialogue,
description, and pacing, to develop experiences
W.5.3b / W.5.3d
Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to
9
and events or show the responses of characters
to situations; use concrete words and phrases
and sensory details to convey experiences and
events precisely.
situations. Use concrete words and phrases and sensory details to
convey experiences and events precisely.
CC.1.4.5.P
Organize an event sequence that unfolds
naturally, using a variety of transitional words
and phrases to manage the sequence of events;
provide a conclusion that follows from the
narrated experiences and events.
W.5.3c / W.5.3e
Use a variety of transitional words, phrases, and
clauses to manage the sequence of events. Provide
a conclusion that follows from the narrated
experiences or events.
CC.1.4.5.Q
• Write with an awareness of styles.• Use sentences of varying length.
• Expand, combine, and reduce sentences for
meaning, reader/listener interest, and style.
L.5.3
Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
Expand, combine, and reduce sentences for
meaning, reader/listener interest, and style
CC.1.4.5.R
Demonstrate an appropriate command
of the conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
L.5.2
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
Use punctuation to separate items in a series.*
Use a comma to separate an introductory element
from the rest of the sentence.
Use a comma to set off the words yes and no(e.g., Yes, thank you), to set off a tag question from
the rest of the sentence (e.g., It’s true, isn’t it?), and
to indicate direct address (e.g., Is that you, Steve?).
Use underlining, quotation marks, or italics to
indicate titles of works.
Spell grade-appropriate words correctly,
consulting references as needed.
CC.1.4.5.S
Draw evidence from literary or informational texts to support analysis,
reflection, and research, applying grade level reading standards for
literature and informational texts.
W.5.9
Draw evidence from literary or informational texts to
support analysis, reflection, and research.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,
10
drawing on specific details in the text [e.g., how
characters interact]”).
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]”).
CC.1.4.5.T
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
W.5.5
With guidance and support from peers and adults,
develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
CC.1.4.5.U
With some guidance and support, use
technology, including the Internet, to produce
and publish writing as well as to interact and
collaborate with others; demonstrate sufficient
command of keyboarding skills to type a
minimum of two pages in a single sitting.
W.5.6
With some guidance and support from adults, use
technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages
in a single sitting.
CC.1.4.5.V
Conduct short research projects that use several
sources to build knowledge through investigation of different aspects of a
topic.
W.5.7
Conduct short research projects that use several
sources to build knowledge through investigation of
different aspects of a topic.
CC.1.4.5.W
Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources.
W.5.8
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.
CC.1.4.5.X
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.
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.
1.5 Speaking and Listening CC.1.5.5.A SL.5.1
11
Engage effectively in a range of collaborative
discussions on grade level topics and texts,
building on others’ ideas and expressing their
own clearly.
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly.
• Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation and other information known about the
topic to explore ideas under discussion.
• Follow agreed-upon rules for discussions and carry
out assigned roles.• Pose and respond to specific questions by making
comments that contribute to the discussion and
elaborate on the remarks of others.
• Review the key ideas expressed and draw
conclusions in light of information and knowledge
gained from the discussions.
CC.1.5.5.B
Summarize the main points written text readaloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
SL.5.2 Summarize a written text read aloud or information
presented in diverse media and formats, including
visually, quantitatively, and orally.
CC.1.5.5.C
Summarize the points a speaker makes and
explain how each claim is supported by reasons
and evidence.
SL.5.3 Summarize the points a speaker makes and explain
how each claim is supported by reasons and
evidence.
CC.1.5.5.D
Report on a topic or present an opinion,
sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support
main ideas or themes; speaking clearly with
adequate volume, appropriate pacing, and clear pronunciation.
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.
CC.1.5.5.E
Include multimedia components and visual
displays in presentations when appropriate to
enhance the development of main ideas or
SL.5.5 Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when
appropriate to enhance the development of main
12
themes. ideas or themes.
CC.1.5.5.F
Adapt speech to a variety of contexts and tasks,
using formal English when appropriate to task
and situation.
SL.5.6 Adapt speech to a variety of contexts and tasks,
using formal English when appropriate to task and
situation.
CC.1.5.5.G
Demonstrate command of the conventions of
standard English when speaking based on grade
5 level and content.
L.5.1
• Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
• Explain the function of conjunctions, prepositions,
and interjections in general and their function in
particular sentences.
• Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
• Use verb tense to convey various times,
sequences, states, and conditions.
• Recognize and correct inappropriate shifts in verb
tense.*
• Use correlative conjunctions (e.g., either/or,
neither/nor).
13
CURRICULUM MAP COURSE/ SUBJECT: GRAMMAR GRADE: FIFTH MONTH: THROUGHOUT SCHOOL YEAR
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.4.ECC.1.4.4.F
CC.1.4.4.K
CC.1.4.4.L
CC.1.4.4.O
CC.1.4.4.Q
CC.1.4.4.R
The Fundamentals of
Grammar and
Conventions
Punctuation
Parts of Speech
Capitalization
Sentence Structure
Layout
Explore the many uses of commas and recognize the important role they play
in how text is read and interpreted
Begin to learn about the use of ellipses and how some writers use them to
build anticipation and create drama
Identify how, when used effectively verbs add energy, originality, and power
Continue to learn about the different uses of pronouns
Learn that months of the year and geographic places, including the
abbreviations for states, should be capitalized
Learn where one sentence ends and the other begins in order to avoid the
overuse of “and,” which will enable them to use proper capitalization
Observe how sentences are built and how sentence lengths impact readers
Recognize that writers create a sense of rhythm with the fluency of their
sentences and a flow that readers find enjoyable
Begin to write paragraphs that include interesting beginnings, varied sentence
lengths, creative word order, and transitional phrases
Learn about nonfiction text layout features from a mentor text and discuss
effects on readers
Identify interesting font choices writers make and notice the impact they have
on how a story is read, understood, and enjoyed
Teacher
Anecdotal
Records
Conference
District Writing
Assessment
NSD Scope &
Sequence for
Conventions
Writing
Fundamentals
Skills Checklists
14
CURRICULUM MAP
COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIFTH MONTH:SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.5.D
CC.1.1.5.E
Words Their Way
Vocabulary Workshop
Units 1-6
Good Habits Great Readers
Phonics and Word
recognition
(Word Analysis)
Fluency
While reading, self-monitor and determine when a multisyllabic
word is unfamiliar
Demonstrate an understanding of what a root is and that many
words are made up of roots(e.g. min:small or less; ject:throw;
cand:shine)
Know meanings of common, grade appropriate roots
(e.g. geo:earth; graph:write; ped;foot)
Demonstrates accuracy, automaticity in oral reading of grade
level text in a variety of genres ( 132 wpm )
Increase independent reading to 30 minutes
Increase sight words read fluently
Demonstrate an understanding of the different purposes for
reading text
Participate in guided/shared reading of different genres of test
Demonstrate an understanding of grade-appropriate vocabulary
Make and confirm predictions in texts read aloud by the teacher
Determine genre of text before reading
Determine purpose for reading on-level text
Actively listen to different genres(poetry, mysteries, adventure
novels, technical texts) read aloud fluently Determine when on-level text is not understood and when a word
is misread
Word Their
Way
Assessment
Teacher
Anecdotal
Records
MAP
DRA2
15
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS - INFORMATIONAL ASSESSMENT
CC.1.2.5.A
CC.1.2.5.B
CC.1.2.5.C
CC.1.2.5.D
CC.1.2.5.E
CC.1.2.5.F
Good Habits Great Readers
Unit 1: Great Readers Read to Learn
Informational
Key Ideas and Details
Craft and Structure
Explain what a text is about and draw conclusions by quoting correctly from the text Identify two or more main ideas and
find the key details that strengthen these main ideas
Summarize the main points in a text in your own words
Describe the connections( how they are the same or how they are
different) between two or more people, events, ideas or concepts
in historical, scientific or “how to” texts by quoting accurately to
support their findings
Tell how historical events are connected
Find the meaning of general vocabulary words or phrases specific
to grade level topics to subjects using glossaries and context clues
Explain how the events, ideas or concepts fit into the overall
structure of a text by finding the similarities and differences
between two or more texts
Discuss the similarities and differences unique to various
perspectives presented in the text
Determine what features in the text help you find important
information about what you’re are reading
Describe how the information is presented or organized in each
text
Determine what the author wants the reader to understand
Find the information in a text to support your thinking
Use media efficiently to answer questions and to solve problems
Determine what a diagram/image tells you about a topic
Find the part the author uses as evidence to support his/her
thinking
Find the reasons the author gives for his/her thinking
Unit 1: Great
Readers Read
to Learn
Checklist
Teacher
Anecdotal
Records
Reading
Conference
DRA-2
Pearson
Summary
Rubric
MAP
16
CC.1.2.5.G
CC.1.2.5.H
CC.1.2.5.I
CC.1.2.5.J
CC.1.2.5.K
CC.1.2.5.L
Vocabulary Workshop
Units 1-6
Integration of
Knowledge and Ideas
Vocabulary Acquisition
and Use
Range of Reading and
Level of Text
Complexity
Determine the similarities and differences between points
presented in texts
Gather facts and pieces of evidence from texts to support your
thinking about a topic
Combine information from several texts about the same subject in
a written or oral response that demonstrates knowledge of the
subject.
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and
content
Acquire and use grade-appropriate words and phrases
Read and understand a wide range of informational texts within
the higher end of the 4th
-5th
grade text level efficiently by the end
of the year
Show a steadily growing ability to discern more from and make
fuller use of text including making an increasing number of
connections among ideas and between texts, considering a wider
range of textual evidence, and becoming more sensitive to
inconsistencies, ambiguities, and poor reasoning in texts.
Acquire the habits of reading independently and closely, which are
essential to their future success
Encounter appropriately complex texts at each grade level in order
to develop the mature language skills and conceptual knowledge
needed for success in school and life
Encounter texts with minimal clarifications
17
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH:SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS - FICTION ASSESSMENT
CC.1.3.5.A
CC.1.3.5.B
CC.1.3.5.C
CC.1.3.5.D
CC.1.3.5.E
CC.1.3.5.F
CC.1.3.5.G
CC.1.3.5.H
Good Habits Great Readers
Unit 1: Great Readers See Themselves as
Readers
Unit 2: Great Readers Make Sense of Text
Unit 3 : Great Readers Use what They
Know
The First Twenty Days
Literature
Key Ideas and Details
Craft and Structure
Integration of
Knowledge and Ideas
Classroom Management – Rituals and Procedures Tell the reasons why you think as you do and link your thinking to
the text
Determine the most important events in a story and show how you
know from evidence in the text
Demonstrate the ability to support their evidence by quoting
accurately from the text
Determine the theme of a text with focus on the character’s actions
using specific evidence from the text
Summarize a story from beginning to end in a few sentences
Tell how a character solves a problem in the story
Describe how two characters, setting or events are the same and
how they are different in a text. Use evidence from the text to
support your thinking
Use context clues to determine the meanings of words or phrases
in text and focus on figurative language
Tell how a text is presented or organized Think about what is read and determine who is telling the story
Describe how the narrator’s point of view affects the events of the
story
Tell how the illustrations affect the mood of the text
Determine whether a hypertext or embedded video helps you
better understand the text.
Use technology to help you better understand the text
Compare the similarities and differences between what happens to
characters within the same genre
Determine whether characters solve problems in different ways across texts of the same genre
Unit 1: Great
Readers See
Themselves as
Readers
Checklist
Unit 2: Great
Readers Make Sense of Text
Checklist
Unit 3: Great
Readers Use
What They
Know
Checklist
Teacher
Anecdotal
Records
Reading
Conference
DRA-2
Pearson
Summary
Rubric
18
CC.1.3.5.I
CC.1.3.5.J
CC.1.3.5.K
Vocabulary Workshop
Units 1-6 Vocabulary Acquisition
and Use
Range of Reading and
Level of Text
Complexity
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and
content
Acquire and use grade-appropriate words and phrases
Demonstrate a steadily growing ability to discern more from and
make fuller use of texts including making an increasing number of
connections among ideas and between texts, considering a wider
range of textual evidence and becoming more sensitive to
inconsistencies, ambiguities, and poor reasoning in texts.
Acquire the habits of reading independently and closely, which are
essential to their future success
Encounter appropriately complex texts at each grade level in order to develop the mature language skills and conceptual knowledge
needed for success in school and life
Encounter texts with minimal clarifications
MAP
19
COURSE/ SUBJECT: WRITING GRADE: FIFTH MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.5.ACC.1.4.5.B
CC.1.4.5.C
CC.1.4.5.D
CC.1.4.5.E
CC.1.4.5.F
CC.1.4.5.G
CC.1.4.5.H
CC.1.4.5.I
CC.1.4.5.J
CC.1.4.5.K
CC.1.4.5.L
CC.1.4.5.M
CC.1.4.5.N
CC.1.4.5.O
CC.1.4.5.P
CC.1.4.5.Q
CC.1.4.5.R
CC.1.4.5.T
CC.1.4.5.U
CC.1.4.5.V
CC.1.4.5.W
CC.1.4.5.X
Writing Fundamentals- Unit 1 How Writers Work
Unit 2- Memoir
Informative/Explanatory
Opinion/Argumentative
Narrative
Conventions of
Language
Conducting Research
Establish routines and procedures for writer’s workshop
Form a community of writers who listen, share, and respond to each
other’s thoughts, stories, and ideas
Think about the writer and his or her process when reading mentor texts
Recognize how writing is a process that takes hard work and time to
create meaningful pieces
Write routinely over extended time frames and shorter time frames for a
range of purposes and audiences
Understand the ways to listen and be heard when working a writing
partnership
Discover ways to problem solve when experiencing writer’s block
Publish a piece of writing, with teacher guidance and support, that they
develop and strengthen using writing process- collecting, drafting,
revising, and editing
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator
and/or characters
Organize an event sequence that unfolds naturally
Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to
situations.
Use a variety of transitional words and phrases and sensory details to
convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or
events.
Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase
Teacher Anecdotal
Records
Conferences
Writing
Fundamentals
Rubrics
District Writing
Assessment
20
information in notes and finished work, and provide a list of sources.
Draw evidence from literary or informational texts to support analysis,
reflection and research.
Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text.
21
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIFTH MONTH: SEPTEMBER/OCTOBER/ NOVEMBER
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.5.A
CC.1.5.5.B
CC.1.5.5.C
CC.1.5.5.D
CC.1.5.5.E
CC.1.5.5.F
CC.1.5.5.G
Good Habits Great Readers Units 1-3
Writing Fundamentals
Units 1-2
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Engage effectively in a range of collaborative discussions on grade-level
topics and texts, building on others’ ideas and expressing their own clearly
Summarize the main points of written text read aloud or information
presented in diverse media and formats, including visually, quantitatively,
and orally
Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.
Report on a topic or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main
ideas or themes; speaking clearly with adequate volume, appropriate pacing,
and clear pronunciation.
Include multimedia components and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation.
Demonstrate command of the conventions of standard English when
speaking, based on Grade 5 level and content.
Teacher
Anecdotal
Records
22
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIFTH MONTH: THROUGHOUT SCHOOL YEAR
SPANISH
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIFTH MONTH: DECEMBER/JANUARY/FEBRUARY Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
World
Language
Standards
12.1 Communication
Symtalk
Descubranos! (Level 5) Vocabulary
Greetings and
Introductions
Parts of Speech
o Verbs
o Nouns
o Pronouns
o Adjectives
Basic Grammar
Sound Patterns
Simple Conversations
Students will be able to:
Understand familiar names, words, and very simple
sentences.
Identify present tense; negative and interrogative
forms; qualifying, possessive, and demonstrative adjectives; near
future; recent past; and present progressive.
Recognize linguistic similarities and differences (e.g., sound patterns,
vocabulary, connotations/denotations)
Recognize structural similarities and differences (e.g., word
formation patterns sentence structure, idiomatic expressions – e.g.,
number, gender, adjective agreement, present tense, verb conjugation,
pronoun placement, subject pronoun, question formation).
Make short exchanges of basic information and about personal needs,
courtesies, feelings, likes and dislikes and other familiar topics
(school, vocabulary, time, food, family, clothing, weather, hobbies or
pastimes, travel, home, and health).
Sentence
formation
Speaking
and
listening
in groups
Writing
and
speaking
in small
sentences
23
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.5.D
CC.1.1.5.E
Words Their Way
Vocabulary Workshop
Units 7-12
Good Habits Great Readers
Phonic and Word
Recognition
(Word Analysis)
Fluency
While reading, self-monitor and determine when a multisyllabic
word is unfamiliar
Demonstrate an understanding of what a root is and that many
words are made up of roots(e.g. min:small or less; ject:throw;
cand:shine)
Know meanings of common, grade appropriate roots
(e.g. geo:earth; graph:write; ped;foot)
Demonstrates accuracy, automaticity in oral reading of grade level
text in a variety of genres ( 150 wpm )
Increase independent reading to 40 minutes
Increase sight words read fluently
Demonstrate an understanding of the different purposes for
reading text
Participate in guided/shared reading of different genres of test
Demonstrate an understanding of grade-appropriate vocabulary
Make and confirm predictions in texts read aloud by the teacher
Determine genre of text before reading
Determine purpose for reading on-level text
Actively listen to different genres(poetry, mysteries, adventure
novels, technical texts) read aloud fluently
Determine when on-level text is not understood and
when a word is misread
Word Their
Way
Assessment
Teacher
Anecdotal
Records
MAP
DRA2
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
24
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.5.A
CC.1.2.5.B
CC.1.2.5.C
CC.1.2.5.D
CC.1.2.5.E
CC.1.2.5.F
CC.1.2.5.G
CC.1.2.5.H
CC.1.2.5.I
Good Habits Great Readers Unit 5: Great Readers Read to Learn
Key Ideas and Details
Craft and Structure
Integration of
Knowledge and Ideas
Explain what a text is about and draw conclusions by quoting
correctly from the text
Identify two or more main ideas and
find the key details that strengthen these main ideas
Summarize the main points in a text in your own words
Describe the connections( how they are the same or how they are
different) between two or more people, events, ideas or concepts
in historical, scientific or “how to” texts by quoting accurately to
support their findings
Tell how historical events are connected
Recognize that revising and expanding inferences can enhance
understanding of a text
Find the meaning of general vocabulary words or phrases specific
to grade level topics to subjects using glossaries and context clues
Explain how the events, ideas or concepts fit into the overall
structure of a text by finding the similarities and differences
between two or more texts
Discuss the similarities and differences unique to various
perspectives presented in the text
Determine what features in the text help you find important
information about what you’re a re reading
Describe how the information is presented or organized in each
text
Determine what the author wants the reader to understand
Find the information in a text to support your thinking
Use media efficiently to answer questions and to solve problems
Determine what a diagram/image tells you about a topic
Find the part the author uses as evidence to support his/her
thinking
Find the reasons the author gives for his/her thinking
Determine the similarities and differences between points
presented in texts
Gather facts and pieces of evidence from texts to support your
thinking about a topic
Combine information from several texts about the same subject in
a written or oral response that demonstrates knowledge of the
Unit 5: Great
Readers Read
to Learn
Checklist
Teacher
Anecdotal
Records
Reading
Conference
DRA-2
Pearson
Summary
Rubric
MAP
25
CC.1.2.5.J
CC.1.2.5.K
CC.1.2.5.L
Vocabulary Workshop
Units 7-12 Vocabulary Acquisition
and Use
Range of Reading and
Level of Text
Complexity
subject.
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and
content
Acquire and use grade-appropriate words and phrases
Read and understand a wide range of informational texts within
the higher end of the 4th
-5th
grade text level efficiently by the end of the year
Show a steadily growing ability to discern more from and make
fuller use of text including making an increasing number of
connections among ideas and between texts, considering a wider
range of textual evidence, and becoming more sensitive to
inconsistencies, ambiguities, and poor reasoning in texts.
Acquire the habits of reading independently and closely, which are
essential to their future success
Encounter appropriately complex texts at each grade level in order to develop the mature language skills and conceptual knowledge
needed for success in school and life
Encounter texts with minimal clarifications
26
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.5.A
CC.1.3.5.B
CC.1.3.5.C
CC.1.3.5.D
CC.1.3.5.E
CC.1.3.5.F
CC.1.3.5.G
CC.1.3.5.H
CC.1.3.5.I
CC.1.3.5.J
Good Habits Great Readers
Unit 4: Great Readers Understand How
Stories Work
Vocabulary Workshop
Units 7-12
Key Ideas and Details
Craft and Structure
Integration and
Knowledge of Ideas
Vocabulary Acquisition
and Use
Tell the reasons why you think as you do and link your thinking to
the text
Recognize new information in a text and use this information to
modify and synthesize background knowledge
Determine the most important events in a story and show how you
know from evidence in the text
Demonstrate the ability to support their evidence by quoting
accurately from the text
Determine the theme of a text with focus on the character’s actions using specific evidence from the text Summarize a story from beginning to end in a few sentences
Tell how a character solves a problem in the story
Describe how two characters, setting or events are the same and
how they are different in a text. Use evidence from the text to
support your thinking
Use context clues to determine the meanings of words or phrases
in text and focus on figurative language
Tell how a text is presented or organized
Think about what is read and determine who is telling the story
Describe how the narrator’s point of view affects the events of the story
Tell how the illustrations affect the mood of the text
Determine whether a hypertext or embedded video helps you
better understand the text.
Use technology to help you better understand the text
Compare the similarities and differences between what happens to
characters within the same genre
Determine whether characters solve problems in different ways
across texts of the same genre
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and
content
Unit 4: Great
Readers
Understand
How Stories
Work
Checklist
Teacher
Anecdotal
Records
Reading
Conference
DRA-2
Pearson
Summary
Rubric
MAP
27
CC.1.3.5.K Range of Reading and
Level of Text
Complexity
Acquire and use grade-appropriate words and phrases
Demonstrate a steadily growing ability to discern more from and
make fuller use of texts including making an increasing number of
connections among ideas and between texts, considering a wider
range of textual evidence and becoming more sensitive to
inconsistencies, ambiguities, and poor reasoning in texts.
Acquire the habits of reading independently and closely, which are
essential to their future success
Encounter appropriately complex texts at each grade level in order
to develop the mature language skills and conceptual knowledge
needed for success in school and life
Encounter texts with minimal clarifications
28
COURSE/ SUBJECT: WRITING GRADE: FIFTH MONTH: DECEMBER/JANUARY/FEBRUARY Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.5.ACC.1.4.5.B
CC.1.4.5.C
CC.1.4.5.D
CC.1.4.5.E
CC.1.4.5.F
CC.1.4.5.G
CC.1.4.5.H
CC.1.4.5.I
CC.1.4.5.J
CC.1.4.5.K
CC.1.4.5.L
CC.1.4.5.M
CC.1.4.5.N
CC.1.4.5.O
CC.1.4.5.P
CC.1.4.5.Q
CC.1.4.5.R
CC.1.4.5.T
CC.1.4.5.V
CC.1.4.5.W
CC.1.4.5.X
Writing
Fundamentals- Unit 3- Biography
Information/Explanatory
Conventions of
Language
Conducting Research
Introduce a topic clearly, provide a general observation and focus, andgroup related information logically.
Develop a topic with facts, definitions, and clear details
Link ideas within and across categories of information using words,phrases, and clauses.
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
Provide a concluding sentence or section that relates to the information
presented and is modeled after a mentor text
Strengthen their writing as needed by planning, revising, and editing with
guidance and support from peers and adults.
Publish an informative/explanatory text to examine a topic and convey
ideas and information clearly.
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
Use technology to produce and publish writing as well as to interact and
collaborate with others.
Demonstrate sufficient command of keyboarding skills to type a
minimum of two pages in a single sitting.
Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
Recall relevant information from experiences or print and digital sources,
summarize or paraphrase information in notes and finished work, and
provide a list of sources.
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Teacher Anecdotal
Records
Conferences
Writing Fundamentals
Rubrics
District Writing
Assessment
29
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIFTH MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.4.A
CC.1.5.4.B
CC.1.5.4.C
CC.1.5.4.D
CC.1.5.4.E
CC.1.5.4.F
CC.1.5.4.G
Good Habits Great Readers Units 4-5
Writing Fundamentals
Units 3
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Engage effectively in a range of collaborative discussions on grade-level
topics and texts, building on others’ ideas and expressing their own clearly
Summarize the main points of written text read aloud or information
presented in diverse media and formats, including visually, quantitatively,
and orally
Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.
Report on a topic or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main
ideas or themes; speaking clearly with adequate volume, appropriate pacing,
and clear pronunciation.
Include multimedia components and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation.
Demonstrate command of the conventions of standard English when
speaking, based on Grade 5 level and content.
Teacher Anecdotal
Records
30
COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIFTH MONTH: MARCH/APRIL Enduring Understanding: Spoken language can be represented in print.
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.5.D
CC.1.1.5.E
Words Their Way
Vocabulary Workshop
Units 13-16
Good Habits Great Readers
Phonics and Word
Recognition
(Word Analysis)
Fluency
While reading, self-monitor and determine when a multisyllabic
word is unfamiliar
Demonstrate an understanding of what a root is and that many words are made up of roots(e.g. min:small or less; ject:throw;
cand:shine)
Know meanings of common, grade appropriate roots
(e.g. geo:earth; graph:write; ped;foot)
Demonstrates accuracy, automaticity in oral reading of grade level
text in a variety of genres ( 155 wpm )
Increase independent reading to 50 minutes
Increase sight words read fluently
Demonstrate an understanding of the different purposes for
reading text
Participate in guided/shared reading of different genres of test
Demonstrate an understanding of grade-appropriate vocabulary
Make and confirm predictions in texts read aloud by the teacher
Determine genre of text before reading
Determine purpose for reading on-level text
Actively listen to different genres(poetry, mysteries, adventure novels, technical texts) read aloud fluently
Determine when on-level text is not understood
Determine when a word is misread
Word Their
Way
Assessment
Teacher
Anecdotal
Records
MAP
DRA2
31
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: MARCH/APRIL
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.5.A
CC.1.2.5.B
CC.1.2.5.C
CC.1.2.5.D
CC.1.2.5.E
CC.1.2.5.F
CC.1.2.5.G
Good Habits Great Readers
Unit 6 : Great Reader Monitor Ideas and
Information
Unit 7 : Great Readers Think Critically
About Books
Key Ideas and Details
Craft and Structure
Integration of
Knowledge and Ideas
Recognize that revising and expanding inferences can enhance
understanding of a text
Identify two or more main ideas and
find the key details that strengthen these main ideas
Summarize the main points in a text in your own words
Describe the connections( how they are the same or how they are
different) between two or more people, events, ideas or concepts
in historical, scientific or “how to” texts by quoting accurately to
support their findings
Tell how historical events are connected
Identify historical and cultural influences in a text and analyze
how a story might be told differently in another culture or historic
period
Recognize gaps in information in a text and locates additional
information from other sources
Recognize how information is being presented or organized in a
text
Compare and contrast viewpoints and/or purposes of texts
Analyze an author’s motives for writing a book and recognize that
authors make choices
Recognize when they agree or disagree with a text and defend
their opinion with valid reasons
Recognize the role of bias in a text and identify the author’s slant
or bias
Explain what the author is emphasizing mostly in the
account of events or topics and decide whether it is the same
or different Find the information in a text to support your thinking Use media efficiently to answer questions and to solve problems
Determine what a diagram/image tells you about a topic
Find the part the author uses as evidence to support his/her
thinking
Pearson Summary
Rubric
MAP
Unit 6 : Great
Reader
Monitor Ideas
and
Information
Checklist
Unit 7 : Great
Readers Think
Critically
About Books
Checklist
Teacher
Anecdotal
Records
Reading
Conference
32
CC.1.2.5.H
CC.1.2.5.I
CC.1.2.5.J
CC.1.2.5.K
CC.1.2.5.L
Vocabulary Acquisition
and Use
Range of Reading and
Level of Text
Complexity
Find the reasons the author gives for his/her thinking
Determine the similarities and differences between points
presented in texts
Gather facts and pieces of evidence from texts to support your
thinking about a topic
Combine information from several texts about the same subject in
a written or oral response that demonstrates knowledge of the subject.
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and content
Acquire and use grade-appropriate words and phrases
Read and understand a wide range of informational texts within
the higher end of the 4th
-5th
grade text level efficiently by the end of the year
Show a steadily growing ability to discern more from and make
fuller use of text including making an increasing number of
connections among ideas and between texts, considering a wider
range of textual evidence, and becoming more sensitive to
inconsistencies, ambiguities, and poor reasoning in texts.
Acquire the habits of reading independently and closely, which are
essential to their future success
33
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: MARCH/APRIL
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.5.A
CC.1.3.5.B
CC.1.3.5.C
CC.1.3.5.D
CC.1.3.5.E
CC.1.3.5.F
CC.1.3.5.G
CC.1.3.5.H
Good Habits Great Readers
Unit 6: Great Readers Monitor and
Organize Ideas and Information
Unit 7: Great Readers think Critically
about Books
Key Ideas and Details
Craft and Structure
Integration of
Knowledge and Ideas
Tell the reasons why you think as you do and link your thinking to the text Recognize new information in a text and use this information to
modify and synthesize background knowledge
Determine the most important events in a story and show how you
know from evidence in the text
Demonstrate the ability to support their evidence by quoting
accurately from the text
Determine the theme of a text with focus on the character’s actions
using specific evidence from the text
Summarize a story from beginning to end in a few sentences
Tell how a character solves a problem in the story
Describe how two characters, setting or events are the same and how they are different in a text. Use evidence from the text to
support your thinking
Use context clues to determine the meanings of words or phrases
in text and focus on figurative language
Tell how a text is presented or organized
Think about what is read and determine who is telling the story
Describe how the narrator’s point of view affects the events of the
story
Determine the similarities and differences between poems, drama
and prose and respond orally or through a written response
Tell how the illustrations affect the mood of the text
Determine whether a hypertext or embedded video helps you
better understand the text.
Use technology to help you better understand the text
Compare the similarities and differences between what happens to
characters within the same genre
Determine whether characters solve problems in different ways
Unit 6: Great
Readers
Monitor and
Organize Ideas
and
Information
Checklist
Unit 7: Great
Readers think
Critically
about Books
Checklist
Teacher
Anecdotal
Records
Reading
Conference
DRA-2
Pearson
Summary
Rubric
MAP
34
CC.1.3.5.I
CC.1.3.5.J
CC.1.3.5.K
Vocabulary Workshop
Units 13-16
Vocabulary Acquisition
and Use
Range of Reading and
Level of Text
Complexity
across texts of the same genre
Demonstrate a steadily growing ability to discern more from and
make fuller use of texts including making an increasing number of
connections among ideas and between texts, considering a wider
range of textual evidence and becoming more sensitive to
inconsistencies, ambiguities, and poor reasoning in texts.
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and
content
Acquire and use grade-appropriate words and phrases
Acquire the habits of reading independently and closely, which are
essential to their future success
Encounter appropriately complex texts at each grade level in order
to develop the mature language skills and conceptual knowledge
needed for success in school and life
Encounter texts with minimal clarifications
35
COURSE/ SUBJECT: WRITING GRADE: FIFTH MONTH: MARCH/APRIL
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.5.ECC.1.4.5.F
CC.1.4.5.K
CC.1.4.5.M
CC.1.4.5.N
CC.1.4.5.O
CC.1.4.5.P
CC.1.4.5.Q
CC.1.4.5.T
CC.1.4.5.VCC.1.4.5.W
CC.1.4.5.X
Writing
Fundamentals- Unit 4- Persuasive Essay
Opinion/Argument
Informative/Explanatory
Conventions of
Language
Produce clear and coherent writing that is appropriate to task, purpose, and
audience
Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support the
writer’s purpose.
Provide logically ordered reasons that are supported by facts and details.
Link opinion and reasons using words, phrases, and clauses.
Provide a concluding statement or section related to the opinion presented.
Write information/explanatory texts to examine a topic and convey ideas and
information clearly.
Introduce a topic clearly, provide a general observation and focus, and group
related information logically.
Develop a topic with facts, definitions, concrete details, quotations, or toher
information and examples related to the topic.
Link ideas within and across categories of information using words, phrases,
and clauses.
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
Provide a concluding statement or section related to the information or
explanation presented.
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
Use technology to produce and publish writing as well as to interact and
Checklists
Teacher Anecdotal
Records
Conferences
Writing
Fundamentals
Rubrics
District Writing
Assessment
36
collaborate with others.
Demonstrate sufficient command of keyboarding skills to type a minimum of
two pages in a single sitting.
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
Recall relevant information from experiences or print and digital sources,summarize or paraphrase information in notes and finished work, and
provide a list of sources.
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach
37
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIFTH MONTH: MARCH/APRIL
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.4.A
CC.1.5.4.B
CC.1.5.4.C
CC.1.5.4.D
CC.1.5.4.E
CC.1.5.4.F
CC.1.5.4.G
Good Habits Great Readers Units 6-7
Writing Fundamentals
Units 4
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Engage effectively in a range of collaborative discussions on grade-level
topics and texts, building on others’ ideas and expressing their own clearly
Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally
Identify the reasons and evidence a speaker provides to support particular
points
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly with adequate volume, appropriate pacing, and clear
punctuation
Differentiate between contexts that require formal English versus informal
situations
Add audio and visual displays when appropriate to enhance the
development of main ideas or themes
Demonstrate command of the conventions of standard English when
speaking, based on Grade 5 level and content
Teacher Anecdotal
Records
38
COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIFTH MONTH: MAY/JUNE
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.5.D
CC.1.1.5.E
Words Their Way
Vocabulary Workshop
Units 17-18
Good Habits Great Readers
Phonics and Word
Recognition
(Word Analysis)
Fluency
While reading, self-monitor and determine when a
multisyllabic word is unfamiliar
Demonstrate an understanding of what a root is and that many
words are made up of roots(e.g. min:small or less; ject:throw;
cand:shine)
Know meanings of common, grade appropriate roots
(e.g. geo:earth; graph:write; ped;foot)
Demonstrates accuracy, automaticity in oral reading of grade
level text in a variety of genres ( 155 wpm )
Increase independent reading to 60 minutes
Increase sight words read fluently
Demonstrate an understanding of the different purposes for
reading text
Participate in guided/shared reading of different genres of test
Demonstrate an understanding of grade-appropriate
vocabulary
Make and confirm predictions in texts read aloud by the
teacher
Determine genre of text before reading
Determine purpose for reading on-level text
Actively listen to different genres(poetry, mysteries, adventure
novels, technical texts) read aloud fluently
Determine when on-level text is not understood
Determine when a word is misread
Word Their
Way
Assessment
Teacher
Anecdotal
Records
MAP
DRA2
39
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: MAY/JUNE
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interactions between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.5.A
CC.1.2.5.B
CC.1.2.5.C
CC.1.2.5.D
CC.1.2.5.E
CC.1.2.5.F
CC.1.2.5.G
Key Ideas and Details
Craft and Structure
Integration of Knowledge
and Ideas
Recognize that revising and expanding inferences can enhance understanding of a text
Identify two or more main ideas and
find the key details that strengthen these main ideas
Summarize the main points in a text in your own words
Describe the connections( how they are the same or how they
are different) between two or more people, events, ideas or
concepts in historical, scientific or “how to” texts by quoting
accurately to support their findings
Tell how historical events are connected
Identify historical and cultural influences in a text and analyze
how a story might be told differently in another culture or
historic period
Recognize gaps in information in a text and locates additional
information from other sources
Recognize how information is being presented or organized in
a text
Compare and contrast viewpoints and/or purposes of texts
Analyze an author’s motives for writing a book and recognize
that authors make choices
Recognize when they agree or disagree with a text and defend
their opinion with valid reasons
Recognize the role of bias in a text and identify the author’s
slant or bias
Explain what the author is emphasizing mostly in the account
Unit 7 : Great
Readers Think
Critically About
Books Checklist
Unit 6 : Great
Reader Monitor
Ideas and
Information
Checklist
Teacher
Anecdotal
Records
Reading
Conference
DRA-2
Pearson
Summary
Rubric
MAP
40
CC.1.2.5.H
CC.1.2.5.I
CC.1.2.5.J
CC.1.2.5.K
CC.1.2.5.L
Vocabulary Acquisition
and Use
Range of Reading and
Level of Text Complexity
of events or topics and decide whether it is the same or
different
Find the information in a text to support your thinking
Use media efficiently to answer questions and to solve
problems
Determine what a diagram/image tells you about a topic
Find the part the author uses as evidence to support his/her
thinking
Find the reasons the author gives for his/her thinking
Determine the similarities and differences between points
presented in texts
Gather facts and pieces of evidence from texts to support your thinking about a topic
Combine information from several texts about the same subject
in a written or oral response that demonstrates knowledge of
the subject.
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and
content
Acquire and use grade-appropriate words and phrases
Read and understand a wide range of informational texts within
the higher end of the 4th
-5th
grade text level efficiently by the
end of the year
Show a steadily growing ability to discern more from and
make fuller use of text including making an increasing number
of connections among ideas and between texts, considering a
wider range of textual evidence, and becoming more sensitive
to inconsistencies, ambiguities, and poor reasoning in texts.
Acquire the habits of reading independently and closely, which
are essential to their future success
41
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: MAY/JUNE
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interactions between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.5.A
CC.1.3.5.B
CC.1.3.5.C
CC.1.3.5.D
CC.1.3.5.E
CC.1.3.5.F
CC.1.3.5.G
CC.1.3.5.H
Good Habits Great Readers
Unit 6: : Great Readers Monitor and
Organize Ideas and Information
Unit 7 : Great Readers Think Critically About Books
Key Ideas and Details
Craft and Structure
Integration of Knowledge
Tell the reasons why you think as you do and link your
thinking to the text
Recognize new information in a text and use this information
to modify and synthesize background knowledge
Determine the most important events in a story and show how
you know from evidence in the text
Demonstrate the ability to support their evidence by quoting
accurately from the text
Determine the theme of a text with focus on the character’s
actions using specific evidence from the text
Summarize a story from beginning to end in a few sentences
Tell how a character solves a problem in the story
Describe how two characters, setting or events are the same
and how they are different in a text. Use evidence from the text
to support your thinking
Use context clues to determine the meanings of words or
phrases in text and focus on figurative language
Tell how a text is presented or organized
Tell how chapters, scenes or stanzas in a series fit into the overall structure of a story, drama or poem
Think about what is read and determine who is telling the story
Describe how the narrator’s point of view affects the events
of the story
Determine the similarities and differences between poems,
drama and prose and respond orally or through a written
response
Unit 6: : Great
Readers
Monitor and
Organize Ideas
and Information
Checklist
Unit 7 : Great
Readers Think
Critically About
Books Checklist
Teacher
Anecdotal
Records
Reading
Conference
DRA-2
Pearson
Summary
Rubric
MAP
42
CC.1.3.5.I
CC.1.3.5.J
CC.1.3.5.K
Vocabulary Workshop
Units 17-18
and Ideas
Vocabulary Acquisition
and Use
Range of Reading and
Level of Text Complexity
Tell how the illustrations affect the mood of the text
Determine whether a hypertext or embedded video helps you
better understand the text.
Use technology to help you better understand the text
Compare the similarities and differences between what
happens to characters within the same genre
Determine whether characters solve problems in different ways
across texts of the same genre
Find similarities in themes and topics when reading within the
same genre
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and content
Acquire and use grade-appropriate words and phrases
Demonstrate a steadily growing ability to discern more from
and make fuller use of texts including making an increasing
number of connections among ideas and between texts,
considering a wider range of textual evidence and becoming
more sensitive to inconsistencies, ambiguities, and poor
reasoning in texts.
Acquire the habits of reading independently and closely, which
are essential to their future success
Encounter appropriately complex texts at each grade level in
order to develop the mature language skills and conceptual
knowledge needed for success in school and life
Encounter texts with minimal clarifications
43
COURSE/ SUBJECT: WRITING GRADE: FIFTH MONTH: MAY/JUNE
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.5.ACC.1.4.5.B
CC.1.4.5.C
CC.1.4.5.D
CC.1.4.5.E
CC.1.4.5.F
CC.1.4.5.G
CC.1.4.5.H
CC.1.4.5.I
CC.1.4.5.JCC.1.4.5.K
CC.1.4.5.L
CC.1.4.5.M
CC.1.4.5.N
CC.1.4.5.O
CC.1.4.5.P
CC.1.4.5.Q
CC.1.4.5.R
CC.1.4.5.T
CC.1.4.5.U
CC.1.4.5.V
CC.1.4.5.W
CC.1.4.5.X
Writer’s Workshop- Fifth grade students should write opinion pieces that clearly state their
preferences and supply the reasoning for their thinking.
Demonstrate the ability to include both an introduction and a concluding
statement or section in their writing
Fifth grade students should write informative/explanatory pieces by
researching a topic, selecting relevant information and grouping like ideas.
Demonstrate the ability to include both an introduction and a concluding
statement or section in their writing
Fifth grade students write real and imaginative stories using description toshow characters’ thoughts and feelings as well as details of characters’
interaction through dialogue
With assistance, fifth grade students are expected to produce writing that is
clear and understandable to the reader.
Fifth graders are developing strategies to use digital tools for producing and
publishing their writing and collaborating with their peers
Fifth graders are expected to learn how to locate information from print and
digital sources as well as integrate information from their own experiences
Fifth graders are required to produce numerous pieces of writing over various
time frames to develop skills in research and reflect and revise as they move
through their work
Student Work
Teacher
Anecdotal
Records
Conference
District Writing
Assessment
44
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIFTH MONTH: MAY/JUNE
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.4.A
CC.1.5.4.B
CC.1.5.4.C
CC.1.5.4.D
CC.1.5.4.E
CC.1.5.4.F
CC.1.5.4.G
Good Habits Great Readers Units 6-7
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Engage effectively in a range of collaborative discussions on grade-level
topics and texts, building on others’ ideas and expressing their own clearly
Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally
Identify the reasons and evidence a speaker provides to support particular
points
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly with adequate volume, appropriate pacing, and clear
punctuation
Differentiate between contexts that require formal English versus informal
situations
Add audio and visual displays when appropriate to enhance the
development of main ideas or themes
Demonstrate command of the conventions of standard English when
speaking, based on Grade 5 level and content
Teacher Anecdotal
Records