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A Correlation of

Scott Foresman Calle de la lectura

Grade 5, ©2011

To

Grade 5, ©2014

A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 5 to ReadyGEN ©2014, Grade 5

Calle de la Lectura Reference Key 5.6.2 Grade 5 Unit 6 Volume 2 2

Introduction

This document demonstrates how Calle de la Lectura, ©2011 content aligns to ReadyGEN, ©2014. Correlation page references are to the Calle de la Lectura Teacher’s Edition and are cited by grade, unit and volume. Scott Foresman Calle de la Lectura is a comprehensive reading program for Kindergarten through Grade Six that is built on solid research and prioritizes instruction for the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Student Material Libro del estudiante (Student Edition) The student edition features high-quality, authentic literature organized around units that develop grade-level science and history/social science concepts. Each unit focuses on concept development to connect learning. Students explore one aspect of the unit concept each week, building deep and transferable understanding. Each week paired selections strengthen understanding in science and social studies. They also focus on genre and on new literacies for 21st century skill development. Four reading selections per week at grades 2.2-6 emphasize comprehension, vocabulary, and writing skills and offer opportunities for cross-textual reading in content areas. Envision It! and Words! provide additional practice with target skills and strategies in a visual format. Teacher’s Materials Mi biblioteca para la enseñanza (My Teaching Library Package) The cohesive design of this teacher resource library helps teachers deliver instruction in five critical areas: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Lessons support modeling, guided practice, and a teacher’s own teaching routine. The 13-volume set is stored in a convenient case that includes, the First Stop on Reading Street Teacher’s Edition, which explains the Calle de la Lectura research base, outlines the program’s scope and sequence, presents instruction routines for many skill strands, and provides helpful classroom management routines. A time-management aid and a built–in professional development feature are designed for teachers of all experience levels. All Teacher’s Resources are on DVD-ROM and online. ReadyGEN is a comprehensive, K-5 literacy curriculum of topically-related text sets and routines-based instruction. ReadyGEN is being created with the goal of equipping all teachers and students with the tools and practices necessary to meet the new expectations of the Common Core Standards and the Publisher’s Criteria. Lessons are designed on the principles of the gradual release of responsibility framework with the goal of building independent readers and writers. At the heart of ReadyGEN is a reciprocity between reading and writing to promote student thinking and understanding through citation of text-based evidence. Students are taught to carefully analyze and synthesize sources, write to sources, and defend claims.



Table of Contents

Unit 1 Depending on Each Other ............................................................................. 4 Unit 2 Finding Courage ......................................................................................... 10 Unit 3 Understanding the Universe....................................................................... 15 Unit 4 Exploring New Worlds ................................................................................ 20



ReadyGEN, ©2014 Grade 5

Scott Foresman Calle de la Lectura, ©2011

Grade 5

Unit 1 Depending on Each Other MODULE A PBA Description Task: Making a Difference Students will write a narrative short story with a clear beginning, middle, and end about a character who demonstrates a commitment to the environment.

The following material will help students complete the Performance-Based Assessment. Write a personal narrative, 5.6.2: 437e−437f, 449d−449e, 460−461, 461a−461c, 467d−467e, 467p−467q

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text Night of the Spadefoot Toads by Bill Harley 610L Supporting Text (Text Collection): Literary Text “Shells” from Every Living Thing by Cynthia Rylant 870L Supporting Text (Text Collection): Literary Text Hatchet by Gary Paulson 1020L Poetry “Dry as Dust” by Marilyn Singer “Colorful Guy” by Avis Harley “Fire-Bringer” by Marilyn Singer

El kaya rojo (realistic fiction about a boy living on the Chesapeake Bay) 5.1.1: 20a–49q La isla de los delfines azules (excerpt from novel about Native American girl stranded on an island) 5.1.1: 88–95a, 96–99a Los animales de mi vida (autobiography about encounters with animals) 5.6.1: 34c–341a





Grade 5

Goals Readers will determine a theme of a text by comparing and contrasting how characters, settings, or events in a story are impacted by a challenge. RL.5.2, RL.5.3 Writers will use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events that show the responses of characters to challenging situations. W.5.3 Learners will demonstrate an understanding of how people change in relation to their surroundings.

Readers Theme, 5.1.1: 51c, 52−53, 61a, 64−65, 65a, 66c, 68−69, 69a, 71a, 73a, 75a, 83c, 84−85, 90−91, 91a, 96c, 96−97, 97a, 99a, 101a, 109h, 109l−109m; 5.2.1: 219a, 239a, 249a, 5.2.2: 282c, 304−305, 305a; 5.3.1: 325c, 326−327, 334−335, 335a, 338c, 340−341, 341a, 345a; 5.4.1: 34−35, 35a, 43a; 5.5.1: 223a; 5.5.2: 257c, 258−259, 266−267, 267a, 270c, 273a, 275a; 5.6.1: 393a, 5.6.2: 457a Writers Narrative Writing and Narrative Techniques, 5.1.1: 53e−53f, 65d−65e, 76−77, 77a−77c, 81d−81e, 81p−81q; 5.2.2: 291e−291f, 301d−301e, 310−311, 311a−311c, 317d−317e, 317p−317q; 5.6.1: 347e−347f, 355d−355e, 362−363, 363a−363c, 69d−369e, 369p−369q; 5.6.2: 437e−437f, 449d−449e, 460−461, 461a−461c, 467d−467e, 467p−467q Learners Quién cuenta las estrelas (Read aloud about the holocaust), 5.2.1: 203b Mantén la bandera en alto (Literary nonfiction about African American soldiers during the Civil War), 5.2.1: 202a–229q

Big Idea Interdependence Satchel Paige, 5.1.1: 110a–139q

Repaso interactive: Hablar del concepto ¿Cómo supremos obstáculos? (How do people overcome obstacles?) 5.4.2: RI18–RI27





Grade 5

Enduring Understandings Readers understand how a character’s actions are influenced by the settings and sequence of events described in a text. RL.5.2 Writers understand that writers’ techniques help readers get to know characters, their experiences, and their responses to situations. W.5.3 Learners understand that people change in relation to their surroundings.

Readers Character, 5.1.1: 21c, 22–23, 28–29, 29a, 31a, 34c, 35a, 36–37, 37a, 49l–49m, 60–61, 61a, 67a, 70–71, 71a, 73a, 94–95, 95a; 5.2.1: 247a; 5.2.2: 307a, 309a, 313a; 5.3.1: 335a, 343a, 351a, 366–367, 367a, 374–375, 375a; 5.4.2: 119a, 123a, 151a; 5.5.1: 169c, 170–171, 179a, 181a, 182c, 184–185, 185a, 186–187, 187a, 189a, 197l–197m; 5.5.2: 281a; 5.6.1: 391a, 393a, 399a Writers Narrative writing, 5.1.1: 53e−53f, 65d−65e, 76−77, 77a−77c, 81d−81e, 81p−81q; 5.2.2: 291e−291f, 301d−301e, 310−311, 311a−311c, 317d−317e, 317p−317q; 5.6.1: 347e−347f, 355d−355e, 362−363, 363a−363c, 69d−369e, 369p−369q; 5.6.2: 437e−437f, 449d−449e, 460−461, 461a−461c, 467d−467e, 467p−467q Learners Unit 3: ¡Bravo, Rosina! (realistic fiction), 5.3.1: 354a–387q Unit 4: Repaso interactivo ¿Por qué la gente intenta cambiar? (Why do people try to change themselves?) 5.4.2: RI48–RI57





Grade 5

MODULE B PBA Description Task: Get the Word Out Students will write a clear and logical informative essay that describes how the rain forest environment is changing.

The following material will help students complete the Performance-Based Assessment. Expository composition, 5.1.2: 143e−143f, 153d−153e, 162−163, 163a−163c, 169d−169e, 169p−169q

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Rachel Carson: Pioneer of Ecology by Kathleen Kudlinkski 770L Supporting Text (Trade Book): Informational Text Rain Forest Food Chains by Heidi Moore 800L Supporting Text (Text Collection): Informational Text Pale Male by Janet Schulman 1030L Poetry “One Drop at a Time” by Laura Purdie Salas “In the Flooded Forest” by Susan Katz “Food Chain” by John Scieszka

Repaso interactivo ¿Por qué queremos hacer lo correcto? (Why do we do the right thing?) 5.2.1: RI1–RI60 Un bosque para la mariposa monarca (expository text about monarch butterflies) 5.4.1: 20a–45q Hormigas que explotan (expository text about ants) 5.4.1: 76a–103q El arte del mimetismo (expository text about animals hiding in the environment) 5.4.1: 98–99, 99a Repaso interactivo: ¿Cómo ayudar a animales maltratados? (Students read how people and insects adapt to diverse situations.) 5.4.2: RI1–RI60





Grade 5

Goals Readers will explain the relationships or interactions between two or more concepts in a scientific text based on specific information in the text. RI.5.3 Writers will write an informative/explanatory text to examine a topic and convey ideas with facts, definitions, concrete details, quotations, or other domain-specific information/ examples related to the topic. W.5.2 Learners will demonstrate an understanding of how people, animals and all living things live in interactive ways that impact one another.

Readers Cause and effect (social studies text), 5.1.2: 141c, 142−143, 154c, 161a, 167a, 169h, 169l−169m; Cause and effect (science text), 5.4.1: 87a, 99a Writers Informative/Expository writing, 5.1.1: 23e−23f, 33d−33e, 44−45, 45a−45c, 49d−49e, 49p−49q; 5.1.2: 113e−113f, 125d−125e, 132−133, 133a−133c, 139d−139e, 139p−139q, 143e−143f, 153d−153e, 162−163, 163a−163c, 169d−169e, 169p−169q; 5.4.1: 79e−79f, 89d−89e, 96−97, 97a−97c, 103d−103e, 103p−103q; 5.4.2: 139e−139f, 147d−147e, 154−155, 155a−155b, 161d−161e, 161p−161q; 5.5.1: 231e−231f, 241d−241e, 248−249, 249a−249c, 255d−255e, 255p−255q Learners Hormigas que explotan (expository text about ants), 5.4.1: 76a–103q El arte del mimetismo (expository text about animals hiding in the environment), 5.4.1: 98–99, 99a

Big Idea Interdependence Repaso interactivo: ¿Cómo ayudar a

animales maltratados? (Students read how people and insects adapt to diverse situations.), 5.4.2: RI1–RI60 La verdad acerca de los asombrosos murciélagos de Austin (expository text about the bats of Austin), 5.1.1: 318a–343q





Grade 5

Enduring Understandings Readers understand relationships or interactions between two or more individuals, concepts or events based on specific information from texts. RI.5.3 Writers understand how to develop a topic with facts, definitions, concrete details, quotations, or other domain- specific information/examples related to the topic. W.5.2 Learners understand that people, animals, and all living things live in interactive ways and impact one another.

Readers Cause and effect (social studies text), 5.1.2: 141c, 142−143, 154c, 161a, 167a, 169h, 169l−169m; Cause and effect (science text), 5.4.1: 87a, 99a Writers Informative/Expository writing, 5.1.1: 23e−23f, 33d−33e, 44−45, 45a−45c, 49d−49e, 49p−49q; 5.1.2: 113e−113f, 125d−125e, 132−133, 133a−133c, 139d−139e, 139p−139q, 143e−143f, 153d−153e, 162−163, 163a−163c, 169d−169e, 169p−169q; 5.4.1: 79e−79f, 89d−89e, 96−97, 97a−97c, 103d−103e, 103p−103q; 5.4.2: 139e−139f, 147d−147e, 154−155, 155a−155b, 161d−161e, 161p−161q; 5.5.1: 231e−231f, 241d−241e, 248−249, 249a−249c, 255d−255e, 255p−255q Learners Repaso interactivo: ¿Cómo se adaptan los animales para sobrevivir? (How do animals adapt to survive? 5.4.1: RI28–RI37 Repaso interactivo: ¿Cómo nos adaptamos a los nuevos lugares? (How do people adapt to new places? 5.4.1: RI38–RI47 La verdad acerca de los asombrosos murciélagos de Austin (expository text about the bats of Austin), 5.6.1: 318a–343q





Grade 5

Unit 2 Finding Courage MODULE A PBA Description Task: Speeches for Justice Students will choose an example of inequality or injustice that inspires them, either from their reading, their own lives, or the world around them. Students will use their example of inequality or injustice to write an opinion speech with facts, details, and evidence from the texts as well as quotes where possible. In their speeches, students should advocate for a change and provide convincing reasons to support their viewpoints.

The following material will help students complete the Performance–Based Assessment: Persuasive Speech, 5.3.1: 357e–357f, 371d–371e, 380–381, 381a–381c, 387d–387e, 387p–387q; Debate, 5.5.2: 311a, 5.6.1: 343a

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text Heart and Soul: The Story of America and African Americans by Kadir Nelson 1050L Supporting Text (Text Collection): Literary Text Operation Clean Sweep by Darleen Bailey Beard 720L Supporting Text (Text Collection): Informational Text Cesar Chavez: Champion of Workers by Tyler Schumacher 780L Poetry “A Song for Suffrage” by Bobbi Katz “Las manos de mi madre/My Mother’s Hands” by Francisco X. Alarcón “Another Mountain” by Abiodun Oyewole

Satchel Paige (biography of famous African American baseball player) 5.1.2: 116–125a, 126–129a Roberto Clemente: El héroe del béisbol (biography of famous Puerto Rican baseball player) 5.1.2: 134–137a “Mahalia Jackson", de The Blues Singers: Ten Who Rocked the World, (expository text about gospel singer and civil rights activist) 5.3.2: 430–433a, 434–437a





Grade 5

Goals Readers understand that visual elements of a text have an impact on the meaning and tone. RL.5.7 Writers will write to express an opinion supporting a point of view with reasons and information. W.5.1 Learners will explore ways people have responded to inequality and injustice.

Readers Visual Elements, 5.2.1: 227a; 5.2.2: 309c; 5.3.1: 407a; 5.4.2: 119a; 5.5.1: 189c, 238–239, 239a, 240–241; 5.6.1: 406d Writers Letter to the Editor, 5.5.2: 259e–259f, 269d–269e, 276–277, 277a–277c, 283d–283e, 283p–283q Learners “Mahalia Jackson", de The Blues Singers: Ten Who Rocked the World, (expository text about gospel singer and civil rights activist), 5.3.2: 430–433a, 434–437a Mantén la bandera en alto (expository text about African Americans fighting during the Civil War), 5.2.1: 208–213a, 214–219a

Big Idea Obstacles El día de las diez millas (expository text

about building the transcontinental railroad), 5.1.2: 146–153a, 154–159a “Mahalia Jackson", de The Blues Singers: Ten Who Rocked the World, (expository text about gospel singer and civil rights activist), 5.3.2: 430–433a, 434–437a





Grade 5

Enduring Understandings Readers understand that the theme of a text can be determined by analyzing the author’s use of details/description, point of view, voice, imagery, and mood/tone. RL.5.2 Writers understand that opinions are supported with evidence from a variety of resources, through analysis, reflection, and research. W.5.1 Learners understand that people respond to inequality and injustice with a variety of tactics.

Readers Theme, 5.1.1: 83c, 84−85, 90−91, 91a, 96c, 96−97, 97a, 99a, 101a, 109h, 109l−109m; 5.2.1: 219a, 239a, 249a; 5.2.2: 267a, 277a, 298–299, 299a, 302–303, 303a Writers Persuasive Essay, 5.5.2: DE11–DE20; Letter to the Editor, 5.5.2: 259e–259f, 269d–269e, 276–277, 277a–277c, 283d–283e, 283p–283q Learners “Mahalia Jackson", de The Blues Singers: Ten Who Rocked the World, (expository text about gospel singer and civil rights activist), 5.3.2: 430–433a, 434–437a Mantén la bandera en alto (expository text about African Americans fighting during the Civil War), 5.2.1: 208–213a, 214–219a





Grade 5

MODULE B PBA Description Task: Acts of Courage Students will respond to the question: How are acts of courage revealed? Students will write a brief informative/explanatory essay to examine this topic.

The following material will help students complete the Performance–Based Assessment: Expository text, 5.3.2: 451e–451f, 459d–459e, 466–467, 467a–467c, 473d–473e, 473p–473q

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Escape to Freedom: The Underground Railroad Adventures of Callie and William by Barbara Brooks Simon 720L Supporting Text (Trade Book): Informational Text The Great Migration by Jacob Lawrence 830L Supporting Text (Text Collection): Informational Text Angel Island by Alice K. Flanagan 980L Poetry “Harriet Tubman” by Eloise Greenfield Poems from the Walls of Angel Island

La cabalgata de Paul Revere (poem about Paul Revere’s ride) 5.2.2: 294–307a Mantén la bandera en alto (expository text about African Americans fighting during the Civil War) 5.2.1: 208–213a, 214–219a El heroico Paul Revere (dramatic adaptation of the poem “The Midnight Ride of Paul Revere") 5.2.2: 312–315a

Goals Readers will deepen their understanding of the main idea through art and information presented in the text. RI.5.2 Writers will examine a topic and convey ideas and information clearly. W.5.2 Learners will explore movements and how they impact people and societies impact one another.

Readers Main Idea, 5.3.1: 355c, 356−357, 362−363, 363a, 368−369, 369a, 372c, 372−373, 373a, 385a, 387h, 387l−387m, 5.3.2: 425c, 426−427, 434c, 436−437, 437a Writers Investigative report, 5.6.2: DE11–DE20; Expository text, 5.3.2: 451e–451f, 459d–459e, 466–467, 467a–467c, 473d–473e, 473p–473q Learners Mantén la bandera en alto (expository text about African Americans fighting during the Civil War), 5.2.1: 208–213a, 214–219a





Grade 5

Big Idea Conviction “Mahalia Jackson", de The Blues

Singers: Ten Who Rocked the World, (expository text about gospel singer and civil rights activist), 5.3.2: 430–433a, 434–437a Cómo ayudar a animales maltratados (expository text about how to help mistreated animals), 5.6.2: 462–465a

Enduring Understandings Readers understand that authors support main ideas with key details, providing reasons and evidence to explain the relationships between individuals, ideas, and concepts within a text. RI.5.2, RI.5.3 Writers understand that informative/explanatory texts examine a topic and convey ideas and information by drawing upon evidence from both literary and informational texts to support analysis, reflection, and research. W.5.2, W.5.9 Learners understand that large-scale movements are produced by a unique confluence of leadership and events.

Readers Main Idea, 5.3.1: 355c, 356−357, 362−363, 363a, 368−369, 369a, 372c, 372−373, 373a, 385a, 387h, 387l−387m, 5.3.2: 425c, 426−427, 434c, 436−437, 437a; Cause and Effect, 5.1.2: 141c, 142−143, 154c, 161a, 167a, 169h, 169l−169m Writers Research: synthesize information, 5.1.1: 49b, 81b, 109b, 5.1.2: 139b, 169b, 5.2.1: 201b, 229b, 257b, 5.2.2: 287b, 317b, 5.3.1: 353b, 387b, 423b, 5.3.2: 447b, 473b; Respond and appreciate literature, 5.1.1: 43a, 75a, 101a, 5.1.2: 131a, 221a, 251a Learners “Mahalia Jackson", de The Blues Singers: Ten Who Rocked the World, (expository text about gospel singer and civil rights activist), 5.3.2: 430–433a, 434–437a El heroico Paul Revere (dramatic adaptation of the poem “The Midnight Ride of Paul Revere"), 5.2.2: 312–315a





Grade 5

Unit 3 Understanding the Universe MODULE A PBA Description Task: Science Fiction and Critique Students will write a science fiction story that is one to two pages long, using effective dialogue, descriptive details, and clear event sequences, modeled after George’s Secret Key to the Universe. Students will create an illustration or find a photograph to accompany their stories.

The following material will help students complete the Performance–Based Assessment: Tall Tale, 5.1.1: 53e–53f, 65d–65e, 76–77, 77a–77c, 81d–81e, 81p–81q Detective story, 5.6.1: 347e–347f, 355d–355e, 362–363, 363a–363c, 369d–369e, 369p–369q

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text George’s Secret Key to the Universe by Lucy and Stephen Hawking 850L Supporting Text (Text Collection): Informational Text The Man Who Went to the Far Side of the Moon by Bea Uusma Schyffert 800L Supporting Text (Text Collection): Literary Text Mayday on Moon of Jupiter by Stacia Deutsch 870L Poetry “The Sun” by Douglas Florian “Great Red Spot” by Laura Purdie Salas

Viaje al centro de la Tierra (excerpt from science fiction novel) 5.5.2: 262–269a, 270–273a La batalla del mar (dramatic adaptation of science fiction scene) 5.5.2: 278–281a





Grade 5

Goals Readers will use the scenes and chapters to understand the overall structure of a text. RL.5.5 Writers will use narrative elements to write a fictional story and writers will use. W.5.3 Learners will explore how the world is influenced by science.

Readers Biography, 5.1.2: 134c, 134–135; Text Structure, 5.1.2: 154c; Drama Elements, 5.2.2: 312c; Text Structure, 5.3.2: 434–435, 435a; 5.5.1: 215a; Sequence, 5.6.1: 354–355, 355a Writers Historical fiction, 5.2.2: 291e–291f, 301d–301e, 310–311, 311a–311c, 317d–317e, 317p–317q Learners Los dinosaurios de Waterhouse Hawkins (biography of a natural history artist), 5.3.1: 394–401a, 402–411a Efectos especiales en cine y televisión (expository text about special effects), 5.3.2: 454–459a, 460–463a

Big Idea Curiosity Repaso Interativo: ¿Qué benificios

obtenemos del trabajo de los inventores y los artistas?, 5.3.2: RI1–RI60 Los dinosaurios de Waterhouse Hawkins (biography of a natural history artist), 5.3.1: 394–401a, 402–411a En busca de animación (search engine), 5.3.2: 468–471a





Grade 5

Enduring Understandings Readers understand that a series of chapters or scenes fit together to develop characters and events and provide overall structure. RL.5.5 Writers understand that writers must write clearly and coherently to develop and organize task, purpose, and audience. W.5.4 Learners understand that the universe is a fascinating and complex place and people interpret it through literary text as well as through science.

Readers Organization of Text, 5.1.2: 134c, 134–135, 154c; 5.2.2: 309a, 312c; 5.3.2: 425c, 434c, 434–435, 435a; 5.5.1: 215a; 5.6.1: 354–355, 355a Writers Characteristics of writing: organization, 5.5.1: 33d–33e, 5.5.2: 153d–153e, 5.2.1: 243d–243e, 5.3.2: 459d–459e, 5.5.1: 211d–211e Learners Viaje al centro de la Tierra (excerpt from science fiction novel) 5.5.2: 262–269a, 270–273a

MODULE B PBA Description Task: Scientific Journal Research Scientists continue to study and reveal new information about our solar system and the universe. Students will conduct short research projects that use several sources to build knowledge through investigation of different aspects of their topics. Students will use this research to create scientific journal articles on new and exciting information on the universe.

The following material will help students complete the Performance–Based Assessment: Research: synthesize information, 5.1.1: 49b, 81b, 109b, 5.1.2: 139b, 169b, 5.2.1: 201b, 229b, 257b, 5.2.2: 287b, 317b, 5.3.2: 447b, 473b, 5.4.1: 45b, 75b, 103b, 5.4.2: 135b, 161b, 5.5.2: 283b, 311b, 5.6.1: 343b, 369b, 401b, 5.6.2: 433b, 467b





Grade 5

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Our Solar System by Seymour Simon NC1020L Supporting Text (Trade Book): Informational Text Our Mysterious Universe by Laura Langston 980L Supporting Text (Text Collection): Informational Text A Black Hole is NOT a Hole by Carolyn Cinami DeCristofano 900L Resources “How Far Out Is Way Out There?” by Carolyn Cinami DeCristofano Poetry “The Solar System” by Douglas Florian “The Black Hole” by Douglas Florian

Conversación con una astronauta (Expository text based on a conversation with an astronaut) 5.5.1: 234–241a, 242–245a Mujeres astronautas (online directory about female astronauts) 5.5.1: 250–253a

Goals Students will determine the meaning of words and phrases to understand information in the text. RI.5.4 Writers will examine a topic and convey ideas and information clearly to write an informational story. W.5.2.b Learners will explore Earth’s solar system as well as other parts of the universe.

Readers Vocabulary, 5.1.1: 24b, 69a, 71a, 79a, 86b, 93a; 5.1.2: 123a, 14b; 5.2.1: 185a, 191a, 206b, 215a; 5.2.2: 285a, 305a; 5.3.1: 341a, 365a, 367a, 421a Writers Characteristics of Writing: Organization, 5.5.1: 33d–33e, 5.5.2: 153d–153e, 5.2.1: 243d–243e, 5.3.2: 459d–459e, 5.5.1: 211d–211e Learners Conversación con una astronauta (Expository text based on a conversation with an astronaut), 5.5.1: 234–241a, 242–245a Mujeres astronautas (online directory about female astronauts), 5.5.1: 250–253a





Grade 5

Big Idea Solar System Conversación con una astronauta

(Expository text based on a conversation with an astronaut), 5.5.1: 234–241a, 242–245a Mujeres astronautas (online directory about female astronauts), 5.5.1: 250–253a

Enduring Understandings Readers understand the meanings of domain specific words when reading informational texts. RI.5.4 Writers understand that illustrations, photos, diagrams, and other visual elements convey important information. W.5.8 Learners understand that scientists continue to study and reveal new information about our solar system and the universe.

Readers Vocabulary, 5.3.2: 425b, 433a, 435a; 5.4.1: 99a, 101a; 5.4.2: 113a, 149a, 159a; 5.5.1: 209a, 213a, 225a, 243a, 5.5.2: 265a, 281a, 295a, 298a; 5.6.1: 357a, 381a, 387a; 5.6.2: 419a, 465a Writers Research and Inquiry: communicate research results, 5.1.1: 49n, 81n, 109n, 5.1.2: 139n, 169n, 5.2.1: 201n, 229n, 257n, 5.2.2: 287n, 317n, 5.3.1: 353n, 387n, 423n, 5.3.2: 447n, 473n, 5.4.1: 45n, 75n, 103n, 5.4.2: 135n, 161n, 5.5.1: 197n, 227n, 255n, 5.5.2: 283n, 311n, 5.6.1: 343n, 369n, 401n, 5.6.2: 433n, 467n Learners Conversación con una astronauta (Expository text based on a conversation with an astronaut), 5.5.1: 234–241a, 242–245a Mujeres astronautas (online directory about female astronauts), 5.5.1: 250–253a





Grade 5

Unit 4 Exploring New Worlds MODULE A PBA Description Task: Point of View Students will write opinion pieces supporting a point of view with reasons and information on Henry Hudson or another explorer studied in this unit. Students will gather relevant information from the anchor and supporting texts to respond to a prompt.

The following material will help students complete the Performance–Based Assessment: Letter to the Editor, 5.5.2: 259e–259f, 269d–269e, 276–277, 277a–277c, 283d–283e, 283p–283q; Persuasive Speech, 5.3.1: 357e–357f, 371d–371e, 380–381, 381a–381c, 387d–387e, 387p–387q

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Hudson by Janice Weaver 1040L Supporting Text (Text Collection): Literary Text Pedro’s Journal by Pan Conrad 830L Supporting Text (Text Collection): Literary Text Secrets of the Canyon Cave by Gaby Triana 820L Poetry “A Map and a Dream” by Karen O’Donnell Taylor “Cliff Dwelling” by John Gould Fletcher “Learning the World” by Kristine O’Donnell Fletcher

Viaje al centro de la Tierra (excerpt from science fiction novel) 5.5.2: 262–269a, 270–273a Conversación con una astronauta (Expository text based on a conversation with an astronaut) 5.5.1: 234–241a, 242–245a Mujeres astronautas (online directory about female astronauts) 5.5.1: 250–253a





Grade 5

Goals Readers will use details in the text to compare and contrast and draw inferences. RL.5.1, RI.5.1 Writers will write opinion pieces on topics or texts, supporting a point of view with reasons and information, quoting accurately from text. W.5.1 Learners will understand that explorers had an impact on the physical and human environment.

Readers Draw Inferences, 5.1.1: 29a, 79a, 83c, 84–85, 91a, 93a, 96c, 98–99, 101a, 107a; 5.2.1: 191a, 193a, 203c, 204–205, 211a, 214c, 216–217, 217a, 221a, 225a, 241a; Compare and Contrast: 5.6.1: 371c, 372–373, 378–379, 379a, 384c, 385a, 386–387, 387a, 390–391, 391a, 395a, 399a, 401h, 401l–401m Writers Persuasive Essay, 5.5.2: DE11–DE20; Letter to the Editor, 5.5.2: 259e–259f, 269d–269e, 276–277, 277a–277c, 283d–283e, 283p–283q Learners La isla de los delfines azules (excerpt from novel about Native American girl stranded on an island), 5.1.1: 88–95a, 96–99a Siete preguntas de supervivencia (how-to text about survival in the wilderness), 5.1.1: 104–107ª

Big Idea Exploration Impact

Viaje al centro de la Tierra (excerpt from science fiction novel), 5.5.2: 262–269a, 270–273a Conversación con una astronauta (Expository text based on a conversation with an astronaut), 5.5.1: 234–241a, 242–245a





Grade 5

Enduring Understandings Readers understand that comparing and contrasting texts helps build awareness of similar themes and topics. RL.5.2, RL.5.3 Writers understand that opinions are supported by facts and details and are strengthened through effective organization and transitions. W.5.1 Learners understand that explorers have positive and negative impact.

Readers Comprehension Check: Comparing Texts with Similar Themes, 5.2.1: 249a; Compare and Contrast: 5.6.1: 371c, 372–373, 378–379, 379a, 384c, 385a, 386–387, 387a, 390–391, 391a, 395a, 399a, 401h, 401l–401m Writers Persuasive Speech, 5.3.1: 357e–357f, 371d–371e, 380–381, 381a–381c, 387d–387e, 387p–387q Learners La isla de los delfines azules (excerpt from novel about Native American girl stranded on an island), 5.1.1: 88–95a, 96–99a Siete preguntas de supervivencia (how-to text about survival in the wilderness), 5.1.1: 104–107ª

MODULE B PBA Description Task: Packing for the Unknown: An Editorial Students will refer to pp. 30–31 of Explorers of North America and use what they have learned about explorations in history and preparing for the unknown. They will write an editorial for a newspaper of the time period. The purpose of this editorial will be to try to convince others that the expedition is worthwhile.

The following material will help students complete the Performance–Based Assessment: Letter to the Editor, 5.5.2: 259e–259f, 269d–269e, 276–277, 277a–277c, 283d–283e, 283p–283q





Grade 5

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text The World Made New by Marc Aronson and John W. Glenn 1100L Supporting Text (Trade Book): Informational Text Explorers of North America by Christine Taylor-Butler 650L Supporting Text (Text Collection): Informational Text New Beginnings: Jamestown and the Virginia Colony by Daniel Rosen 790L Poetry “Latitude Longitude Dreams” by Drew Lamm and James Hildreth “Christopher Columbus” by J. Patrick Lewis “Early Explorers” by Marilyn Singer

La isla de los delfines azules (excerpt from novel about Native American girl stranded on an island) 5.1.1: 88–95a, 96–99a Siete preguntas de supervivencia (how-to text about survival in the wilderness) 5.1.1: 104–107a

Goals Readers will explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical text based on specific information in the text. RI.5.3 Writers will write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1 Learners will understand how exploration and settlement reflected and altered people’s views and understanding of the world.

Readers Cause and Effect, 5.1.2: 141c, 142−143, 154c, 161a, 167a, 169h, 169l−169m; 5.2.1: 212−213, 213a; Analyze Sequence, 5.6.1: 335a, 354−355, 355a Writers Persuasive Speech, 5.3.1: 357e–357f, 371d–371e, 380–381, 381a–381c, 387d–387e, 387p–387q; Letter to the Editor, 5.5.2: 259e–259f, 269d–269e, 276–277, 277a–277c, 283d–283e, 283p–283q Learners La isla de los delfines azules (excerpt from novel about Native American girl stranded on an island), 5.1.1: 88–95a, 96–99a Siete preguntas de supervivencia (how-to text about survival in the wilderness), 5.1.1: 104–107ª





Grade 5

Big Idea Exploration Impact

Viaje al centro de la Tierra (excerpt from science fiction novel), 5.5.2: 262–269a, 270–273a Conversación con una astronauta (Expository text based on a conversation with an astronaut), 5.5.1: 234–241a, 242–245a

Enduring Understandings Readers understand that multiple main ideas in informational text are supported through details in the text. RI.5.2 Writers understand that a concluding statement or section summarizes the opinion presented in opinion pieces. W.5.1 Learners understand that exploration and settlement reflected and altered people’s views of and understandings of the world.

Readers Main Idea and Details, 5.3.1: 355c, 356−357, 362−363, 363a, 368−369, 369a, 372c, 372−373, 373a, 385a, 387h, 387l−387m; 5.6.1: 345c, 346−347, 352−353, 353a, 356c, 369h, 369l−369m Writers Persuasive Essay, 5.5.2: DE11–DE20; Letter to the Editor, 5.5.2: 259e–259f, 269d–269e, 276–277, 277a–277c, 283d–283e, 283p–283q Learners Conversación con una astronauta (Expository text based on a conversation with an astronaut), 5.5.1: 234–241a, 242–245a Mujeres astronautas (online directory about female astronauts), 5.5.1: 250–253a

Unit 1 Depending on Each OtherUnit 2 Finding CourageUnit 3 Understanding the UniverseUnit 4 Exploring New Worlds

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