5th Grade Homeschool Curriculum - Fifth Grade Reading / Language Arts - Best Homeschool Curriculum - Cheap Homeschool Curriculum (Affordable)!

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Acknowledgments

Complete Curriculum’s K-12 curriculum has been team-developed by a consortium of teachers, administrators, educational and subject matter specialists, graphic artists and editors.

In a collaborative environment, each professional participant contributed to ensuring the quality, integrity and effectiveness of each Compete Curriculum resource was commensurate with the required educational benchmarks and contemporary standards Complete Curriculum had set forth at the onset of this publishing program. �

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TABLE OF CONTENTS AND OBJECTIVES FIFTH GRADE LANGUAGE ARTS

Lesson 1Get Ready for Fifth Grade Fun!Objective: The student will begin to keep a Writing Notebook.

Lesson 2Let’s Get D.I.R.T.yObjective: The student will be enthusiastic about reading and do substantial readingon his own.

Lesson 3Words, Words, WordsObjective: Working with closed syllable words, the student will use structural, syntactic, and semantic clues including letter sound, rhymes, base words, affixes and syllabication to read words and learn rules for spelling. Lesson 4All About Me!Objective: The student will exhibit personal style and voice to enhance his writtennarrative. Lesson 5I Have an Idea!Objective: The student will create a list of possible topics to use for writing throughoutthe year.

Lesson 6Which Type of Sentence?Objective: The student will review types of sentence structure.Lesson 7Reading to LearnObjective: The student will use strategies for reading informational articles or textbooks.

Lesson 8Words, Words, Words AssessmentObjective: The student will be assessed on closed syllable words from a list given tostudy in Lesson 3.

Lesson 9Double Your Pleasure!Objective: The student will learn the spelling and definitions of words following this rule: If a word has a single vowel with the short vowel sound, spell it by doubling the final consonants: "l", "f" and "s". Lesson 10Top SecretObjective: The student will begin to work on producing a well-written piece of writing.

Lesson 11Revise and EditObjective: The student will complete a 3-step process to revise and edit a story. A final copy will then be completed.

Lesson 12We Go Together!Objective: The student will define and identify compound subjects and predicates.

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Lesson 13Planning for Great WritingObjective: The student will learn several forms of prewriting to help prepare for alonger, more complete piece of writing.

Lesson 14Double Your Pleasure! AssessmentObjective: The student will show his skill in spelling words with double “l,” “f,” and “s.”

Lesson 15One Sound, Three WaysObjective: The student will learn a word list with 3 different spellings of /k/: “c”, “k”, “ck”

Lesson 16Making PredictionsObjective: The student will use the reading strategy for making predictions whileengaged in reading books.

Lesson 17Common or Proper?Objective: The student will define and identify common and proper nouns.

Lesson 18You Be the GuideObjective: The student will define the term guide words for a dictionary; he will locate guide words on specific pages of a dictionary.

Lesson 19Protagonist and AntagonistObjective: The student will read a short story and learn the vocabulary from the story.The student will be introduced to the idea of protagonist/antagonist in a story.

Lesson 20One Sound, Three Ways AssessmentObjective: The student will show his skill in spelling words with “ck”.

Lesson 21The Loud SilenceObjective: Word Study with the “silent e” – The student will correctly spell frequentlyencountered words and use structural cues to support spelling skills.

Lesson 22Lights, Camera, Action…Verbs!Objective: The student will be able to define and identify verbs and their function in sentences.

Lesson 23Look at Me!Objective: The student will be able to define and identify verbs and their function in sentences

Lesson 24The Big Concept: SVAObjective: The student will be introduced to subject-verb agreement.

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Lesson 25E Pluribus UnumObjective: The student will read and engage in an activity based upon an informational article about the U.S. flag.

Lesson 26The Loud Silence AssessmentObjective: The student will show the ability to spell words having a silent “e” at the endof the word.

Lesson 27Make Mine PluralObjective: The student will identify and correctly use singular and plural for severalnouns.

Lesson 28The Box of RobbersObjective: The student will learn about character development and plot as it unfolds ina classic fairy tale.

Lesson 29SVA and Sentence ReviewObjective: The student will review the 4 types of sentences and subject-verb agreement.

Lesson 30Hello Author – Part 1Objective: The student will complete a longer personal narrative.

Lesson 31Hello Author – Part 2Objective: The student will revise, edit, and publish a final copy of the personal narrative started in Lesson 30. The student will self-evaluate the piece.

Lesson 32Make Mine Plural AssessmentObjective: The student will be assessed on words from Lesson 25.

Lesson 33Simple Past TenseObjective: The student will learn how to spell past tense words by adding “-ed.”

Lesson 34From King to PresidentObjective: The student will read and show comprehension of an informationalarticle.

Lesson 35“…the pursuit of happiness…”Objective: The student will look at some core democratic values as an informationalreading exercise.

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Lesson 36What Do You Think? – Part 1Objective: The student will work on developing an idea that is focused on one of hisopinions.

Lesson 37What Do You Think? – Part 2Objective: The student will revise her informational writing started in Lesson 36.

Lesson 38Simple Past Tense AssessmentObjective: The student will be assessed on words from Lesson 33.

Lesson 39Drop and AddObjective: The student will study the suffix rule that drops a silent "e" when the suffix begins with a vowel.

Lesson 40Writer's Workshop – Part 1Objective: The student will create a lengthy personal narrative chosen from the listof topics generated in Lesson 5. The student will complete the following steps of thewriting process: Prewriting, Drafting, and Self-Conferencing.

Lesson 41Writer's Workshop – Part 2Objective: The student will finish the personal narrative begun in Lesson 40. The student will complete the following steps of the writing process: revision, editing, and final copy.

Lesson 42Does It Look Right?Objective: The student will develop a sense of judgment when comparing words withcommon sounds that are spelled differently.

Lesson 43Rhyme and ReasonObjective: The student will use a food product containing a common rhyme, or spellingpattern, to brainstorm a list of words containing that rhyme

Lesson 44Drop and Add AssessmentObjective: The student will be assessed on words from Lesson 39.

Lesson 45What Is a Syllable?Objective: The student will learn about an emphasized syllable and how it sounds andis spelled.

Lesson 46Northwest NativesObjective: The student will practice reading informational articles.

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Lesson 47Who Is That Masked Kid?Objective: The student will learn from informational reading and show herunderstanding by responding to questions.

Lesson 48ThunderbirdsObjective: The student will read an informational article for comprehension andconnection to other cultures.

Lesson 49AdjectivesObjective: The student will recognize and be able to use adjectives in her writing.

Lesson 50What Is a Syllable? AssessmentObjective: The student will be assessed on words from Lesson 45.

Lesson 51Why, or “Y?”Objective: The student will learn and apply these rules: When a one-syllable wordends with ‘y’, the word ends with the long ‘i’ sound. When a multi-syllabic word endswith ‘y’, the word usually ends with the long ‘e’ sound

Lesson 52Your Own Fable – Part 1Objective: The student will write an original fable in the style of those read in Lessons 47 and 48.

Lesson 53Your Own Fable – Part 2Objective: The student will complete a final copy of the legend she began in Lesson 52 and illustrate it.

Lesson 54Want To Catch A Dream?Objective: The student will read for the purpose of understanding and followingdirections while learning more about Native American culture.

Lesson 55Can You Find the Correct Word?Objective: The student will be given some words and will need to read a sentence andfind that word that would make sense by adding the word; Cloze sentence practice..Lesson 56Why or “Y?” AssessmentObjective: The student will be assessed on words from Lesson 51.

Lesson 57Word With “ai”Objective: The student will learn the spelling of words with “ai”. Rule: ‘ai’ vowelcombination makes the long ‘a’ sound in the beginning or middle of a word.

Lesson 58A Native American Legend: White DeerObjective: The student will read a short version of an Native American legend tobroaden his knowledge of different culture.

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Lesson 59The American SymbolObjective: The student will: read, take notes and recall details from reading an informational article.

Lesson 60American PersistenceObjective: The student will read a story for comprehension.

Lesson 61Why Do Writers Write?Objective: The student will identify an author’s purpose for writing.

Lesson 62Words With “ai” AssessmentObjective: The student will be assessed on words from Lesson 57.

Lesson 63Sacagawea WordsObjective: The student will practice words with the long /e/ spelled either “ee” or “ea.”

Lesson 64Writer’s Workshop 2 – Part 1Objective: The student will create a personal narrative chosen from the listof topics generated in Lesson 5. The student will complete the following steps of thewriting process: prewriting, drafting, self-conferencing.

Lesson 65Writer’s Workshop 2 – Part 2Objective: The student will finish the personal narrative begun in Lesson 64. The student will complete the following steps of the writing process: revision, editing, final copy.

Lesson 66What in the World is Realistic Fiction?Objective: The student will recognize and describe a variety of reading genres.

Lesson 67The Truth and Nothing But the Truth—Or Is It?Objective: The student will be able to tell the difference between facts and opinions ininformational texts such as articles and the Internet.

Lesson 68Sacagawea Words AssessmentObjective: The student will practice words with the long /e/ spelled either “ee” or “ea.”The student will apply the rule to other words.

Lesson 69Confusing “ei” and “ie”Objective: The student will learn words that contain “ei” or “ie.”

Lesson 70Balance, Reach, Fly – Words that Show ActionObjective: The student will recognize verbs as action verbs, linking verbs, and helpingverbs in a sentence.

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Lesson 71Can You Find the Verb?Objective: The student will find verbs in an informational article.

Lesson 72Vivid VerbsObjective: The student will learn about replacing linking verbs with more vivid verbs.He will also practice using verbs in comparisons.

Lesson 73Writing for FeelingObjective: The student will look at a stimulating picture and then write about herfeelings.

Lesson 74Confusing “ei” and “ie” AssessmentObjective: The student's understanding of the rule for spelling with "ei" or "ie" will be assessed. The student will learn the format for reading response using his D.I.R.T. book.

Lesson 75Another Double Vowel RuleObjective: The student will learn a list of words with “oo” and understand that “oo”vowel combination usually makes two sounds: like in cook and moon, though there is atleast one strange exception - blood

Lesson 76Where Could It Be?Objective: The student will learn about prepositions.

Lesson 77It’s Only ProperObjective: The student will focus on the use of proper nouns to clarify her writing.

Lesson 78Writer’s Workshop 3Objective: The student will create a personal narrative chosen from the listof topics generated in Lesson 5. The student will complete the following steps of thewriting process: prewriting, drafting, self-conferencing


Lesson 80Another Double Vowel Rule AssessmentObjective: The student will be assessed on words from Lesson 75—“oo” words. Thestudent will complete a response to reading.

Lesson 81How Now Brown CowObjective: The student will learn words having the vowel combination “ow.” Thestudent will review the meaning of syllables and how to separate words in print.

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Lesson 82A Fragment of What?Objective: The student will be able to recognize fragments of sentence and run-onsentences in their writing.

Lesson 83The Main IdeaObjective: The student will learn strategies to pick out the main ideas in her reading.

Lesson 84About an ArtistObjective: The student will read an article about a person and find the main idea.

Lesson 85Smile for Similes!Objective: The student will learn about similes and how to compare unlike things with“as” or “like.”

Lesson 86How Now Brown Cow AssessmentObjective: The student will be assessed on words from Lesson 81—“ow” words. Thestudent will complete a response to reading.

Lesson 87The R Has ControlObjective: The student will learn the rules for r-controlled words and study a list ofwords for this unit. Lesson 88The Irony of It AllObjective: The student will identify an ironic situation.

Lesson 89Telling Time in WritingObjective: The student will learn the tenses of verbs and recognize how writing showswhen something happened.

Lesson 90Dinosaurs…or Dragons?Objective: The student will read an informational article to form an opinion.

Lesson 91Monster MadnessObjective: The student will read an informational article about a possible mystery.

Lesson 92The R Has Control AssessmentObjective: The student will be assessed on words from Lesson 81—“r-controlled”words. The student will complete a Response to Reading.

Lesson 93Irregular Verb Word StudyObjective: The student will learn the rules for irregular verb tense words and study a listof words.

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Lesson 94The ReplacementsObjective: The student will learn rules for using pronouns in place of a noun.

Lesson 95Subject and Object PronounsObjective: The student will learn which pronoun to use as the object of the sentence,and which to use as the subject of the sentence.

Lesson 96An Adventure With WolvesObjective: The student will read a grade level appropriate piece of literature.

Lesson 97CommasObjective: The student will learn where and when to use commas when writing.

Lesson 98Irregular Verb Word Study AssessmentObjective: The student will be assessed on words from Lesson 93 – irregular verbs.The student will complete a Response to Reading.

Lesson 99O U R A GR8 Speller!Objective: The student will learn the rules for “ou” words and study a list of words forthis unit. The student will complete a fun activity using single letters in place of words.

Lesson 100An American MythObjective: The student will read about Paul Bunyan to understand why he is called anAmerican Myth.

Lesson 101Honest AbeObjective: The student will begin reading an historical fiction novel. The student will recognize frequently encountered words in print and read literature fluently.

Lesson 102Writer’s Workshop 4 – Part 1Objective: The student will create a personal narrative chosen from the list oftopics he generated in Lesson 5. The student will complete the following steps of thewriting process: prewriting, drafting, self-conferencing.


Lesson 104O U R A GR8 Speller! AssessmentObjective: The student will be assessed on words from Lesson 99—“ou” words. Thestudent will complete a Response to Reading.

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Lesson 105Fifth Grade Mastery WordsObjective: The student will receive new spelling words for this unit. These words areunrelated; they are simply words that the typical fifth grader should master.

Lesson 106Say It Like a PoetObjective: The student will look at poetry and the effects word choice have on feelingand mood.

Lesson 107Abe Lincoln MovesObjective: The student will read the second chapter of the historical fiction novel begun in Lesson 101.

Lesson 108To Whom Does It Belong?Objective: The student will look at possessive nouns and how they are formed

Lesson 109Tom ThumbObjective: The student will read the classic fairy tale; “Tom Thumb” by The BrothersGrimm.

Lesson 110Fifth Grade Mastery Words AssessmentObjective: The student will be assessed on words from Lesson 105—basic masterywords. The student will complete a Response to Reading.

Lesson 111Content WordsObjective: The student will study a list of specialized content words for this unit.

Lesson 112Abe Goes to SchoolObjective: The student will read the third chapter of the historical fiction novel begun in Lesson 101.

Lesson 113How-To WritingObjective: The student will learn the necessary steps in writing a “how-to” article.

Lesson 114Subject-Verb AgreementObjective: The student will learn that the subject of a sentence must agree in numberwith the verb used.

Lesson 115Abe Gets a ChanceObjective: The student will read the fourth chapter of the historical fiction novel begun in Lesson 101.

Lesson 116Content Words AssessmentObjective: The student will be assessed on words from Lesson 111—science andsocial studies content word, and he will complete a Response to Reading.

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Lesson 117Over-Used WordsObjective: The student will learn about over-used words and study a new word list.

Lesson 118Hold It Together With a ConjunctionObjective: The student will identify conjunctions in writing compound sentences.

Lesson 119Can You Solve the Mystery?Objective: The student will read a mystery story and attempt to solve it using carefulreading strategies.

Lesson 120Recognizing the Subject and the VerbObjective: The student will be able to recognize the subject and verb of a sentence.

Lesson 121Have You Ever Eaten a TV Dinner?Objective: The student will read an article to practice comprehension and retention.

Lesson 122Overused Words AssessmentObjective: The student will be assessed on words from Lesson 117 – overused words.The student will complete a Response to Reading.

Lesson 123Challenging Fifth Grade WordsObjective: The student will be presented with a list of sophisticated Vocabulary words to challenge her spelling and vocabulary retention skills.

Lesson 124Abe’s Family Welcomes a New MemberObjective: The student will continue reading the historical fiction novel begun in Lesson 101. Lesson 125Comma PracticeObjective: The student will practice using commas in a series and an address.

Lesson 126Writing for Pleasure – Part 1Objective: The student will write a story using the elements of plot development.

Lesson 127Writing For Pleasure – Part 2Objective: The student will continue to write a story using the elements of plotdevelopment.

Lesson 128Challenging Fifth Grade Words AssessmentObjective: The student will be assessed on words from Lesson 123-challenging fifth grade words. The student will complete a Response to Reading.

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Lesson 129More Challenging Fifth Grade WordsObjective: The student will learn about more challenging fifth grade words and study a list of words for this unit.

Lesson 130Abe’s FatherObjective: The student will continue reading an historical fiction begun in Lesson 101.

Lesson 131The Place Where Our President LivesObjective: The student will read an informational article to develop comprehension andretention.

Lesson 132The Growing Pains of the White HouseObjective: The student will prewrite in response to a writing prompt based upon thetheme of an informational article that will be read for comprehension and retention.

Lesson 133Abe’s TomfooleryObjective: The student will continue reading an historical fiction novel begun in Lesson 101.

Lesson 134More Challenging Fifth Grade Words TestObjective: The student will be assessed on words from Lesson 129. The student willcomplete a Response to Reading.

Lesson 135New Vocabulary WordsObjective: The student will learn and study a list of words for this unit.

Lesson 136Abbreviations and ContractionsObjective: The student will be introduced to abbreviations and the proper use of apostrophes in contractions.

Lesson 137Abe’s Big GoalObjective: The student will continue reading historical fiction.

Lesson 138Roses are Red…Objective: The student will look at the imaginative language of poetry.

Lesson 139The Peanut ManObjective: The student will read a biographical article about a person in history.

Lesson 140New Vocabulary Words AssessmentObjective: The student will be assessed on words from Lesson 135. The student willcomplete a Response to Reading.

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Lesson 141Crossword WordsObjective: The student will study a list of words for this unit.

Lesson 142Abe’s Formal EducationObjective: The student will continue reading an historical fiction begun in Lesson 101.

Lesson 143We’re Moving Where?Objective: The student will respond to a writing prompt in order to create a welldeveloped paper.

Lesson 144How, When, WhereObjective: The student will study adverbs and how they are used to tell how, whenand where something happens.

Lesson 145Abe Struggles to LearnObjective: The student will continue reading historical fiction begun in Lesson 101.

Lesson 146Crossword Words AssessmentObjective: The student will be assessed on words from Lesson 141. The student willcomplete a Response to Reading.

Lesson 147Spelling and Vocabulary WordsObjective: The student will study a new list of words.

Lesson 148Reading the BumpsObjective: The student will learn about Braille—the method for reading and writing forvisually impaired people.

Lesson 149The Wave of the FutureObjective: The student will respond to a writing prompt.

Lesson 150Abe Gets BoredObjective: The student will continue reading an historical fiction begun in Lesson 101.

Lesson 151What is Your Talent?Objective: The students will read about a professional author and illustrator.

Lesson 152Spelling and Vocabulary Words AssessmentObjective: The student will be assessed on words from Lesson 1479 and the studentwill complete a response to reading.

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Lesson 153HomonymsObjective: The student will learn about words and study a list of words for this unit.

Lesson 154Pure PotentialObjective: The student will read about potential by recognizing how different peopleexpress their talents.

Lesson 155Abe Takes a TripObjective: The student will continue reading an historical fiction begun in Lesson 101.

Lesson 156Put Yourself in Someone Else’s ShoesObjective: The student will use his knowledge of another person’s life in order to writea diary as that person.

Lesson 157Abe as a Young ManObjective: The student will continue reading an historical fiction begun in Lesson 101.

Lesson 158Homonyms AssessmentObjective: The student will be assessed on words from Lesson 153 - homonyms9the student will complete a Response to Reading.

Lesson 159Ideas are Nouns, TooObjective: The student will study a new list of Vocabulary Words.

Lesson 160Animal PoetryObjective: The student will write a poem.

Lesson 161Compare and ContrastObjective: The student will analyze how characters solve problems in different types ofliterature via a compare and contrast essay.

Lesson 162ModifiersObjective: The student will look at the use of adjectives in different forms.

Lesson 163Abe Becomes a LawyerObjective: The student will continue reading an historical fiction begun in Lesson 101.

Lesson 164Ideas are Nouns, Too AssessmentObjective: The student will be assessed on words from Lesson 159 – including manynouns that are ideas. The student will complete a response to reading.

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Lesson 165Penultimate Spelling ListObjective: The student will learn about nouns and study a new list of VocabularyWords.

Lesson 166Image PoemObjective: The student will have an opportunity to write in a poetic form, usingadjectives to describe someone.

Lesson 167Proud to Be an AmericanObjective: The student will read an informational article about the privileges of beingan American.

Lesson 168Abe Finally Gets His ChanceObjective: The student will continue reading an historical fiction begun in Lesson 101.

Lesson 169Review and ReportObjective: The student will summarize and evaluate the novel about Abraham Lincolnbegun in Lesson 101 and completed in Lesson 168.

Lesson 170Penultimate Spelling List AssessmentObjective: The student will be assessed on words from Lesson 165, and the studentwill complete a response to reading.

Lesson 171Final Spelling ListObjective: The student will be presented with new Vocabulary and Spelling words; the student will review adjectives.

Lesson 172Technical WritingObjective: The student will be introduced to technical writing and compare it to otherforms of writing.

Lesson 173Letter of InquiryObjective: The student will write a letter of inquiry using the correct letter form.

Lesson 174Color, Feeling, TasteObjective: The student will create poems of his own using his senses and feelings.

Lesson 175Look Out For That Iceberg!Objective: The student will read a colorfully written article about icebergs for readingcomprehension.

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Lesson 176Final Spelling List AssessmentObjective: The student will be assessed on words from Lesson 171 – nouns andadjectives. The student will complete a response to reading.

Lesson 177Many HandsObjective: The student will read two poems and then write a poem of her own.

Lesson 178Position Paper – Part 1Objective: The student will write a position paper.

Lesson 179Position Paper – Part 2Objective: The student will complete the persuasive essay begun in Lesson 178.

Lesson 180That’s a WrapObjective: The student will write a reflective letter to someone who will be in fifth grade next year.

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Prepare to Depart for Fifth Grade Language Arts!

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Fifth Grade Language Arts Common Core Alignment

Complete Curriculum Lesson

Key Ideas and Details

RL.5.1. Quote accurately from a text when explaining

what the text says explicitly and when drawing

inferences from the text.

47, 59, 74, 84, 90, 91, 100, 109, 110,

112, 115, 116, 120, 121, 122, 124, 128,

130, 131, 132, 133, 134, 137, 139, 140,

143, 145, 146, 148, 150, 151, 152, 154,

155, 157, 158, 163, 164, 167, 168, 170,

175, 176

RL.5.2. Determine a theme of a story, drama, or poem

from details in the text, including how characters in a

story or drama respond to challenges or how the

speaker in a poem reflects upon a topic; summarize the

text. 19, 28, 60

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). 109, 161

Craft and Structure

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. 55, 72, 90, 106, 107

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. 101, 106

RL.5.6. Describe how a narrator’s or speaker’s point of

view influences how events are described. 96, 163

Integration of Knowledge and

Ideas

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). 84

RL.5.8. (Not applicable to literature)

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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. 45, 47

Range of Reading and Complexity

of Text

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.

2, 16, 23, 25, 34, 35, 45, 46, 48, 54, 55,

58, 59, 60, 61, 63, 66, 67, 71, 74, 84,

86, 88, 90, 91, 96, 100, 101, 106, 107,

109, 110, 112, 115, 116, 119, 120, 121,

122, 124, 128, 131, 132, 138, 134, 137,

138, 139, 140, 142, 145, 146, 148, 150,

151, 152, 154, 155, 157, 158, 160, 161,

163, 164, 167, 168, 170, 175, 177

Key Ideas and Details

RI.5.1. Quote accurately from a text when explaining

what the text says explicitly and when drawing

inferences from the text.

RI.5.2. Determine two or more main ideas of a text and

explain how they are supported by key details;

summarize the text.

RI.5.3. Explain the relationships or interactions between

two or more individuals, events, ideas, or concepts in a

historical, scientific, or technical text based on specific

information in the text.

Craft and Structure

RI.5.4. Determine the meaning of general academic and

domain‐specific words and phrases in a text relevant to a

grade 5 topic or subject area .

RI.5.5. Compare and contrast the overall structure (e.g.,

chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or

information in two or more texts.

RI.5.6. Analyze multiple accounts of the same event or

topic, noting important similarities and differences in the

point of view they represent.

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Integration of Knowledge and

Ideas

RI.5.7. Draw on information from multiple print or digital

sources, demonstrating the ability to locate an answer to

a question quickly or to solve a problem efficiently.

RI.5.8. Explain how an author uses reasons and evidence

to support particular points in a text, identifying which

reasons and evidence support which point(s).

RI.5.9. Integrate information from several texts on the

same topic in order to write or speak about the subject

knowledgeably.

Range of Reading and Level of

Text Complexity

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.

Phonics and Word Recognition

RF.5.3. Know and apply grade‐level phonics and word

analysis skills in decoding words.

3, 8, 9, 15, 19, 20, 21, 26, 27, 28, 32,

38, 39, 47, 50, 51, 56, 57, 62, 63, 68,

69, 74, 74, 80, 81, 86, 87, 92, 93, 98,

99, 101, 104, 105, 110, 111, 116, 117,

122, 123, 128, 129, 134, 135, 140, 141,

146, 147, 152, 153, 158, 159, 164, 165,

170, 171, 176

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.

14, 15, 20, 21, 26, 27, 32, 38, 39, 47,

50, 51, 56, 57, 62, 63, 68, 69, 74, 75,

80, 81, 86, 87, 92, 93, 98, 99, 101, 104,

105, 110, 111, 116, 117, 122, 123, 128,

129, 134, 135, 140, 141, 146, 147, 152,

153, 158, 159, 164, 165, 170, 171, 176

Fluency

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RF.5.4. Read with sufficient accuracy and fluency to

support comprehension.

25, 34, 60, 63, 74, 86, 88, 90, 91, 92,

98, 100, 101, 104, 106, 107, 109, 110,

112, 115, 116, 120, 122, 124, 128, 130,

131, 132, 133, 134, 137, 139, 140, 142,

145, 146, 148, 150, 151, 154, 155, 157,

158, 163, 164, 167, 168, 170, 175, 176,

177

Read grade‐level text with purpose and understanding.

2, 16, 19, 23, 25, 28, 34, 35, 46, 54, 58,

59, 60, 61, 63, 67, 74, 84, 86, 88, 90,

91, 92, 98, 100, 101, 104, 107, 109,

110, 112, 115, 116, 122, 124, 128, 130,

131, 132, 133, 134, 137, 139, 140, 142,

145, 146, 148, 150, 151, 154, 155, 157,

158, 163, 164, 167, 168, 170, 175, 176,

177

Read grade‐level prose and poetry orally with accuracy,

appropriate rate, and expression. 106, 154, 160

Use context to confirm or self‐correct word recognition

and understanding, rereading as necessary. 55, 101 106

Text Types and Purposes

W.5.1. Write opinion pieces on topics or texts,

supporting a point of view with reasons and information.

36, 74, 80, 86, 98, 104, 110, 122, 132,

140, 146, 152, 164, 169, 170, 176, 178,

179

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.

36, 74, 86, 104, 110, 116, 128, 134,

146, 152, 158, 164, 169, 170, 176, 178,

179

Provide logically ordered reasons that are supported by

facts and details.

36, 74, 80, 98, 104, 110, 122, 128, 140,

158, 178, 179

Link opinion and reasons using words, phrases, and

clauses (e.g., consequently , specifically ). 36, 74

Provide a concluding statement or section related to the

opinion presented. 36, 178

W.5.2. Write informative/explanatory texts to examine a

topic and convey ideas and information clearly. 90, 96, 113, 161, 172

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. 113, 172

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Develop the topic with facts, definitions, concrete

details, quotations, or other information and examples

related to the topic. 161

Link ideas within and across categories of information

using words, phrases, and clauses (e.g., in contrast ,

especially ). 161

Use precise language and domain‐specific vocabulary to

inform about or explain the topic. 113

Provide a concluding statement or section related to the

information or explanation presented. 113, 161

W.5.3. Write narratives to develop real or imagined

experiences or events using effective technique,

descriptive details, and clear event sequences.

1, 4, 8, 10, 11, 20, 26, 30, 31, 32, 40,

45, 50, 52, 53, 56, 61, 64, 65, 73, 78,

94, 102, 103, 143, 156

Orient the reader by establishing a situation and

introducing a narrator and/or characters; organize an

event sequence that unfolds naturally. 10, 11, 30, 31, 143, 156

Use narrative techniques, such as dialogue, description,

and pacing, to develop experiences and events or show

the responses of characters to situations. 73

Use a variety of transitional words, phrases, and clauses

to manage the sequence of events. 10, 78

Use concrete words and phrases and sensory details to

convey experiences and events precisely. 4, 26, 56, 73

Provide a conclusion that follows from the narrated

experiences or events. 30, 31

Production and Distribution of

Writing

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.)

10, 11, 13, 20, 26, 29, 30, 31, 32, 36,

37, 38, 40, 41, 45, 52, 56, 61, 64, 65,

73, 74, 78, 80, 83, 87, 88, 89, 90, 92,

94, 96, 98, 102, 103, 104, 105, 106,

112, 115, 119, 120, 126, 127, 128, 130,

132, 133, 134, 135, 137, 139, 142, 143,

145, 146, 159, 150‐152, 154‐156, 160,

161, 163, 164, 166, 170, 172‐176, 178‐

180

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.

5, 11, 30, 31, 37, 40, 41, 53, 65, 79,

102, 103, 127, 180

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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. 10, 11, 31, 41, 65, 79, 172, 180

Research to Build and Present

Knowledge

W.5.7. Conduct short research projects that use several

sources to build knowledge through investigation of

different aspects of a topic. 35, 47, 48, 55, 59, 71, 90, 96

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. 172

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, drawing on specific

details in the text [e.g., how characters interact]”). 58, 142, 161, 163

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]”).

74, 86, 90, 92, 110, 116, 122, 145, 146,

148, 152, 155, 158, 164, 176

Range of Writing

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, 8, 10, 11, 14, 20, 26, 29, 32, 36, 38,

40, 41, 45, 49, 50, 52, 53, 56, 61, 64,

65, 73, 74, 78, 79, 80, 82, 86, 87, 88‐

90, 92, 94‐96, 102‐106, 110, 113, 115,

116, 110, 116, 119, 120, 126‐128, 130,

132‐135, 137, 139, 142, 143, 145, 146,

148‐152, 154‐156, 159, 160‐163, 166,

169, 170, 172, 173, 174, 176‐180

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Comprehension and

Collaboration

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.

19, 28, 31, 46, 47, 48, 63, 91, 100, 101,

107, 109, 114, 117, 124, 130, 131, 132,

135, 137, 148, 157, 167, 168, 173, 175,

177, 180

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.

19, 28, 31, 63, 91, 100, 101, 107, 109,

130, 131, 135, 157, 167, 177

Follow agreed‐upon rules for discussions and carry out

assigned roles. 4, 5

Pose and respond to specific questions by making

comments that contribute to the discussion and

elaborate on the remarks of others. 91, 101, 148

Review the key ideas expressed and draw conclusions in

light of information and knowledge gained from the

discussions. 28

SL.5.2. Summarize a written text read aloud or

information presented in diverse media and formats,

including visually, quantitatively, and orally. 46

SL.5.3. Summarize the points a speaker makes and

explain how each claim is supported by reasons and

evidence. 46

Presentation of Knowledge and

Ideas

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. 84

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. 41, 50, 56, 63, 84

SL.5.6. Adapt speech to a variety of contexts and tasks,

using formal English when appropriate to task and

situation. 91

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Conventions of Standard English

L.5.1. Demonstrate command of the conventions of

standard English grammar and usage when writing or

speaking.

17, 22, 24, 31, 37, 41, 45, 46, 48, 49,

52, 53, 56, 61‐65, 73, 74, 77, 79, 80,

86, 87, 89‐92, 94‐98, 100, 102‐104,

107, 108, 110, 114‐117, 119, 120‐122,

125‐128, 130, 132‐146, 148‐152, 154‐

164, 166‐170, 172‐180

Explain the function of conjunctions, prepositions, and

interjections in general and their function in particular

sentences. 76, 118

Form and use the perfect (e.g., I had walked; I have

walked; I will have walked ) verb tenses. 32

Use verb tense to convey various times, sequences,

states, and conditions. 44, 70, 72, 89, 93

Recognize and correct inappropriate shifts in verb

tense.* 24, 29, 32, 120

Use correlative conjunctions (e.g., either/or,

neither/nor ). 118

L.5.2. Demonstrate command of the conventions of

standard English capitalization, punctuation, and spelling

when writing.

21, 31, 37, 38, 39, 41‐43, 45, 52, 53,

56, 61, 62, 65, 73, 74, 77, 79, 80, 87,

89‐92, 94‐98, 102‐104, 108, 110, 114‐

116, 119‐122, 125‐128, 130, 132‐140,

142‐146, 148‐152, 154‐156, 158, 160‐

164, 166, 169, 170, 172‐180

Use punctuation to separate items in a series.* 97, 125

Use a comma to separate an introductory element from

the rest of the sentence. 97, 125

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? ). 97, 125

Use underlining, quotation marks, or italics to indicate

titles of works. 77

Spell grade‐appropriate words correctly, consulting

references as needed.

3, 8, 9, 14, 15, 18, 20, 21, 27, 32, 41‐

44, 51, 56, 62, 68, 74, 86, 92, 93, 98,

104, 127, 128, 134, 140, 149, 152, 158,

160, 164, 165, 166, 169, 170‐172, 175,

176

Knowledge of Language

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L.5.3. Use knowledge of language and its conventions

when writing, speaking, reading, or listening.

6, 22, 32, 37, 42, 45, 52, 53, 56, 62‐65,

73, 74, 77, 86, 89, 90, 92, 94, 96, 98,

102‐104, 107, 110, 116, 120, 122, 128,

132, 134, 139, 140, 142, 148, 149, 150,

151, 152, 154‐158, 160‐162, 164, 166,

170, 172, 176‐180

Expand, combine, and reduce sentences for meaning,

reader/listener interest, and style. 12, 49, 56, 82

Compare and contrast the varieties of English (e.g.,

dialects, registers ) used in stories, dramas, or poems. 58, 160

Vocabulary Acquisition and Use

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. 55

Use context (e.g., cause/effect relationships and

comparisons in text) as a clue to the meaning of a word

or phrase. 55

Use common, grade‐appropriate Greek and Latin affixes

and roots as clues to the meaning of a word (e.g.,

photograph, photosynthesis ). 123, 129

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.

3, 15, 18, 57, 111, 129, 135, 141, 147,

153, 159, 165, 171

L.5.5. Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings. 72, 90, 106, 160

Interpret figurative language, including similes and

metaphors, in context. 72, 85, 90, 106, 121

Recognize and explain the meaning of common idioms,

adages, and proverbs. 141

Use the relationship between particular words (e.g.,

synonyms, antonyms, homographs) to better understand

each of the words. 51

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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 ).

32, 33, 39, 51, 55, 56, 57, 60, 63, 68,

69, 81, 104, 105, 107, 111, 117, 118,

123, 128, 129, 133, 134, 135, 141, 147,

158, 154, 160, 165

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STUDENT MANUAL LANGUAGE ARTS—LESSON 1-2

Lesson 1 Get Ready for Fifth Grade Fun!

�� how words, sentences and paragraphs are the building blocks of stories. �� sentences made sense to you?

�� chained together created a thought, and a sentence. Then, you probably understood that sentences about the same topic can make up a paragraph and paragraphs following the same idea could be developed into a story.

This Lesson, and this course, will teach you to write sentences and paragraphs about your ideas and thoughts that can develop into stories of your own. You will do this by keeping a Writing Notebook.

Writers keep Notebooks to record his ideas, thoughts and experiences. This helps spark his imagination and develop his thoughts into the topics of stories.

So, like all writers, you will record your thoughts, feelings and experiences in your Notebook. Since it will collect things important to you, you may want to decorate your Notebook with pictures you cut out of a magazine, pictures of yourself or family, or words that represent you. Use your markers and colored pencils. Make it personal.

During these coming Lessons there will be some Writing Notebook prompts for you to use. You may write in your Notebook at other times too.

What would you put in your Notebook? Here are a few thoughts: · Express your feelings · Describe something or someone · Record ideas for stories you might like to write · Write your opinions · Record memories · Record experiences

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What else do you think you could write about or keep in your Writing Notebook?

��

Imagine you are on a sandy beach running in the sun. The water is splashing on your toes. Your dog is running in and out of the water as you ��!�"�� #��$%��$�� &


Lesson Wrap-Up:�'��(�� )��*��&�Now, read your Writing Notebook prompt response out loud to your teacher.

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Lesson 2 Let’s Get D.I.R.T.y

Have you heard the saying, “Practice makes perfect?” Practicing what? Reading! Just like you have to practice to be the best baseball player or piano player; you need to read often in order to become an excellent reader. You will enjoy it more as you learn more words and comprehend the story more easily. It is win-win for you!

So what does D.I.R.T. have to do with this? D.I.R.T. stands for: · Daily – which means every day · Independent – which means on your own and your choice · Reading –which means reading · Time – which means for a certain amount of time…30 minutes is a good goal

So, you are going to read a book of your choice for 30 minutes every day! You are going to keep a log of what you are reading and record how much you read.

It is time to select a book to read. You could plan a trip to the library or local book store. Check out or buy a new book to read. The book should be “Just Right.” What is a “Just Right” book? You remember Goldilocks and the 3 Bears. Papa Bear’s soup was too hot, Mama Bear’s was too cold, and Baby Bear’s was just right. Books are like that. Some are too challenging and some are too easy.

�� · �� ! · If there are 5 or more words on the page that you do not know and � ��+��*�� ! · If you breeze through the page with no problem, the book may be too easy. · Find a book that is just in-between.

You will be recording your progress in a Reader’s Notebook that you will want to personalize. Use your markers or colored pencils. Perhaps you want to draw pictures of favorite characters from books you have already read or just words. You could just put the capital letters: D.I.R.T. on the cover.


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You have your Notebook and a book. Now this is how you keep your log of reading. Copy all of this into your Notebook so you will remember each element.

Lesson Wrap-Up: This will be an ongoing assignment. You may want to do your reading before doing your Language Arts Lessons or after. You may want to read before you go to bed. It doesn’t matter when—just get D.I.R.T.y with your book. What do those letters stand for again?

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Lesson 3 Words, Words, Words

Spelling is important because it is a part of being able to read and write. It is how we communicate. Being a better speller makes you a better reader and writer.

��'�� '�� !��'��introduced to the words and given a pre-Assessment. Then, you will study ��'�� = � �� !

You must have a Spelling Notebook to keep track of your ever increasing vocabulary. Beside the assigned words, you may add any new words you come across in your reading.

The words in this list are closed syllable words. A closed syllable is where a single, short vowel is followed by at least one consonant.

An example is the word “dad.” The letter ‘a’ says a short vowel sound and it’s followed by one consonant, the letter ‘d.’


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So the words you have follow the rule of a short vowel followed by one or more consonants.

You will now be given a pre-Assessment. Your teacher will say each word, use it in a sentence for you and then say it once more. Then, you are to write the word in your Notebook.

= � �� #= � �� *�� word with your teacher. The words you misspelled need to be corrected. Then, for each word, you will:� ��>��'��"��*� ��"��*� ��<�� < ��}�� or verb?

Lesson Wrap-Up: From the list of spelling words, give your teacher an example of a word representing each part of speech: a noun, an adjective, an adverb or verb.


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