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2015-2016
English Language Arts: Fifth GradeIn fifth grade students will continue to develop their reading and writing skills utilizing grade-appropriate text and
resources. Reading instruction should utilize both fiction and non-fiction resources; non-fiction resources should be used half of the time with fictional text constituting the other half. Students will continue to develop their comprehension skills text analysis. Students in fifth grade will complete a novel study. Fifth grade novel selections include: Frindle by Andrew Clements, The Lion, the Witch, and the Wardrobe by C. S. Lewis, and George Washington’s Socks by Elvira Woodruff.
Writing skills continue to focus on the citing evidence to support arguments and provide evidence. Students in fifth grade will write narrative, argumentative, and explanatory pieces. When appropriate, students will be expected to produce five paragraph essays.
Grammar instruction will continue to develop skills related to sentence structure, subject-verb and pronoun-antecedent agreement. In addition, students will work on verb tenses and conjunctions.
Course Information:Frequency & Duration: Daily for 180 minutesText: Treasures (2011), McGraw Hill
Items that are in italics are suggested supplemental readings; they are not required.Novels: Frindle by Andrew Clements (Lexile 830)
The Lion, the Witch, and the Wardrobe by C. S. Lewis (Lexile 940)George Washington’s Socks by Elvira Woodruff (Lexile 840) nonfiction
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English Language Arts: Fifth Grade v. 2015-2016Duration: August/September (3 weeks)
Reading Skills Grammar Writing
Content Fictional novel study Parts of speech review Complete sentences Spelling
Five paragraph essay review Narrative response with
dialogue
Essential Question:
How does what readers read influence how they should read?
How do grammar and the conventions of language influence spoken and written communication?
What will work best for the audience?
Skills:
Explain how chapters, scenes, or stanzas of a literary text fit together and provide overall structure.
Word Analysis Skills Fluency Text Structure (Between
Chapters) Literary elements Text evidence inferences Summarizing Theme Word meaning Vocabulary
Adjective Adverb Nouns Complete sentences Combining sentences Dialogue Spelling
Introduction Narrative content Organization Style Conventions Writing Process Range of Writing Publishing Descriptive/detailed writing Dialogue
Assessment:
Given a grade level story, drama, or poem, students will explain how the chapters, scenes, or stanzas fit together.
Given a literature grade level text, students will
Compare and contrast 2 or more characters, settings, or events
Give a direct quote from the
The students will:
Distinguish between the parts of speech
Produce complete sentences Recognize and correct
fragments and run-ons Punctuate dialogue correctly Expand, combine, and reduce
sentences for meaning, reader/listener interest, and
Students will: Compose a narrative either
real or imagined Compose and introduction
that establishes a situation and introduces a narrator and/or characters
Compose a narrative that conveys experiences or events through the use of :
Dialogue2
English Language Arts: Fifth Grade v. 2015-2016text that supports and inference
Determine the theme Cite supporting details Summarize Determine the meaning of
unknown words and phrases and multiple meaning words
style. Choose words and phrases to
convey ideas precisely Spell grade appropriate
words correctly
DescriptionPacingConcrete words and
phrasesSensory details
Organize events in a sequence that unfold naturally using a variety of transitional words and phrases
Provide a conclusion Include sentences of varying
length Expand, combine, and reduce
sentences Demonstrate a grade
appropriate command of conventions
Employ the writing process with guidance and support from peers and adults
Use technology and keyboarding skills to publish writing
Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences
Resources:
Choose one novel to complete during the course of the school year. Insert into curriculum as you see fit.
Suggested Novel: Frindle by Andrew Clements
Resources can be found throughout the series or supplemented by the teacher.
Teacher will have to supplement resourcesUnit 1 Week 1: Focus on a Moment
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English Language Arts: Fifth Grade v. 2015-2016Standards: 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.CC1.1.5.D, CC1.3.5.A, CC1.3.5.B, CC1.3.5.C, CC1.3.5.D, CC1.3.5.E, CC1.3.5.F, CC1.3.5.H, CC1.3.5.I, CC1.3.5.J, CC1.3.5.K
CC.1.4.5 R Demonstrate a grade appropriate command of the conventions ofstandard English grammar, usage, capitalization, punctuation, and spelling
CC.1.4.5.M Write narratives to develop real or imagined experiences or events.CC.1.4.5.N Orient the reader by establishing a situation and introducing a narrator and/or characters.CC.1.4.5.O Use narrative techniques such asdialogue, description, and pacing, to develop experiences and events or show the responses of characters to 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.CC.1.4.5.Q Write with an awareness of style.• Use sentences of varying length.• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.CC.1.4.5.R Demonstrate a grade appropriate command of the conventions ofstandard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.5.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
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English Language Arts: Fifth Grade v. 2015-2016editing, 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 ofkeyboarding skills to type a minimum of two pages in a single sitting.CC.1.4.5.X Write routinely overextended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for arange of discipline specific tasks, purposes, and audiences.
Comments:
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Duration: September/October (4 weeks)Reading Skills Grammar Writing
Content Fiction: inferences,
summaries, theme, literary elements
Prepositions Spelling
Introduce Text Dependent Analysis with RACED
4 TDA response correlated with stories:
1. Goin’ Someplace Special TDA2. The Night of San Juan TDA3. Combined TDA with both
stories4. Shiloh TDA
Essential Question:
How do comprehension skills help me understand fictional selections?
How do grammar and the conventions of language influence spoken and written communication?
How can writing facilitate and deepen understanding?
Skills:
Literary elements Text evidence inferences Summarizing Theme Word meaning Text features (paired
selection) Word Analysis Skills Fluency Vocabulary Range of reading
Prepositional phrases Spelling
Response to literature Develop an analysis using a
variety of evidence from text to support claims, opinions, ideas, and inferences
Introduce academic writing
Assessment:
Given a literature grade level text, students will:
Compare and contrast 2 or more characters, settings, or events
Give a direct quote from the text that supports and inference
Determine the theme Cite supporting details
Students will: Explain the function of
prepositions in general and their function in particular sentences
Spell grade appropriate words correctly
The students will: Cite evidence from the text to
support positions or claims Group related information
logically and link ideas by using words, phrases, and clauses
Include precise language, domain specific vocabulary, and sentences of varying
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English Language Arts: Fifth Grade v. 2015-2016 Summarize Determine the meaning of
unknown words and phrases and multiple meaning words
length
Resources:
Goin’ Someplace Special- character and settingShiloh- Make inferencesThe Night of San Juan- problem and solutions and comparing character’s point of view (grandma vs. sisters)** Note CC.1.3.5.C Reading series does not fully address this standard. Must supplement.
Resources can be found in the following stories:
WeslandiaResources may be supplemented by the teacher
Resources may be supplemented by the teacher.
Standards: 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.CC.1.1.5.E Read with accuracy and fluency to support comprehension.• Read on‐level text with purpose and understanding.• 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.CC1.2.5.G Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question
CC.1.4.5 R Demonstrate a grade appropriate command of the conventions ofstandard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.5.I Provide reasons that are supported by facts and details; draw from credible sources.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.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.CC.1.4.5.S Draw evidence fromliterary or informational texts to support analysis, reflection, and research, applying grade‐level reading standards for literature and informational texts.
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English Language Arts: Fifth Grade v. 2015-2016quickly or to solve a problem efficiently.CC.1.3.5.A Determine a theme of a text 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.CC1.3.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences.CC.1.3.5.C Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.CC.1.3.5.F Determine the meaningof words and phrases as they are used in grade level text, including interpretation of figurative language.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.CC.1.3.5.I 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.CC.1.3.5.J Acquire and use accurately grade appropriate conversational, general academic, and domain specific words and phrases, including those that signal contrast, addition, and other logical relationships.
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English Language Arts: Fifth Grade v. 2015-2016CC.1.3.5.K Read and comprehend literary fiction on grade level, reading independently and proficiently.
Comments:
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English Language Arts: Fifth Grade v. 2015-2016Duration: October / November (6 weeks)
Reading Skills Grammar Writing
Content Nonfiction Verbs
Spelling Informational / Explanatory
Writing Review – 4 TDAs – one for each story
Essential Question:
How do readers’ know what to believe in what they read, hear, and view?
How do grammar and the conventions of language influence spoken and written communication?
What makes clear and effective writing?
Skills:
Word analysis Fluency Main idea and details Summarizing Text evidence; inferences Text structure Word meaning Text features Range of reading Vocabulary
Shifts in verb tense Use verb tense to convey
various times, sequences, states, and conditions
Perfect Verb tense Subject/verb agreement Pronoun/antecedent
agreement Correlative conjunctions
(either/or, neither/nor) Spelling
Introductory paragraph Content development Organization Style Conventions
Assessment:
Given an informational grade level text students will:
Determine 2 or more main ideas and details and use it to give a summary
Give a direct quote from the text that supports and inference
Use text structure to interpret information
Determine the meaning of words and phrases
Answer questions based on text features
The students will: Recognize and correct shifts
in verb tense Use verb tense to convey
various times, sequences, states, and conditions
Form and use the perfect verb tenses (I had walked; I have walked)
Ensure subject/verb and pronoun-antecedent agreement
Use correlative conjunctions correctly
Students will: Compose a 5 paragraph
informational/explanatory essay that clearly conveys ideas
Compose and introductory paragraph that provides a general observation and focus through a thesis statement
Compose 3 supporting/body paragraphs that develop the topic with facts, definitions, details, quotations and
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English Language Arts: Fifth Grade v. 2015-2016 Acquire and use grade
specific vocabulary words and phrases
Use strategies and tools to determine the meaning of unknown or multiple meaning words
Read grade level nonfiction/informational text independently and proficiently
Spell grade appropriate words correctly
examples Group related information
logically and link ideas by using words, phrases, and clauses
Provide a concluding paragraph
Include precise language, domain specific vocabulary, and sentences of varying length
Demonstrate a grade appropriate command of conventions
Employ the writing process with guidance and support from peers and adults
Use technology and keyboarding skills to publish
Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences
Resources:
Maya Lin, Architect of Memory paired with Ellis Island leveled readerHidden WorldsRattlers!These Robots are Wild*Note: You may find it necessary to supplement with additional resources.
Resources can be found in the following stories:
The Golden Mare, the Firebird, and the Magic Ring.
Spirit of EnduranceResources may be supplemented by the teacher.
Teacher will have to supplement resources
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English Language Arts: Fifth Grade v. 2015-2016Standards: 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.CC.1.2.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences.CC.1.2.5.E Use text structure, in and among texts, to interpret information (e.g., chronology, comparison, cause/effect, problem/solution).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.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.CC.1.2.5.J Acquire and use accurately grade appropriate conversational, general academic, and domain‐specific words and phrases, including those that signal contrast, addition, and other logical relationships.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.CC.1.2.5.L Read and comprehend
CC.1.4.5 F CC.1.4.5.A 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.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 and multimedia when useful to aiding comprehension.E05C.1.2.2 E05E.1.1.2CC.1.4.5.D Group related information logicallylinking ideas within and across categories ofinformation using words, phrases, and clauses; provide a concluding statement or section; include formatting 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.CC.1.4.5.F Demonstrate a grade appropriatecommand of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.5 T, CC.1.4.5 U, CC.1.4.5 X
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English Language Arts: Fifth Grade v. 2015-2016literarynonfiction and informational text on grade level, reading independently and proficiently.CC1.1.5.D, CC1.1.5E
Comments:
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English Language Arts: Fifth Grade v. 2015-2016Duration: December (2 weeks)
Reading Skills Grammar WritingContent Poetry and Figurative
Language Frequently confused words Spelling
Narrative: poetry
Essential Question:
How does what readers’ read influence how it should be read?
How do grammar and the conventions of language influence spoken and written communication?
What makes clear and effective writing, and what is the purpose?
Skills:
Theme Inferences Word meaning Figurative language
( metaphor, simile, personification)
Idioms, adages, proverbs Multimedia integration Range of reading
Correctly use frequently confused words
Spelling
Use narrative techniques such as dialogue, description, and pacing to develop experiences and events or to show the responses of characters to situations
Assessment:
Given grade level poetry, students will:
Determine the theme and cite evidence
Summarize a poem Give a direct quote from the
poem that supports an inference
determine the meaning of unknown words and phrases
analyze how multimedia elements associated with a text enhance its meaning, tone, or beauty
read grade level poems independently and proficiently
Students will: correctly use frequently
confused words (e.g. to, too, two, there, their, they’re)
Spell grade appropriate words correctly
Students will: compose a poem that
incorporates figurative language.
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English Language Arts: Fifth Grade v. 2015-2016 interpret the meaning of
figurative language Determine the meaning of
unknown idioms, adages, and proverbs
Resources:
Poetry4kids.com (classic poems or poems by reading level)Learnzillion.com 5th grade ELA literature lessons on poetry- “Casey at the Bat” “A Patch of Old Snow”2014 ELA released item “First Men on the Moon”* Note: You may find it necessary to supplement with additional resources.
Resources can be found in the following stories:
The Golden Mare, the Firebird, and the Magic Ring.
Goin’ Someplace Special
Resources may be supplemented by the teacher.
Resources may be supplemented by the teacher.
Standards:
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.CC.1.3.5.G 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.CC.1.3.5.A, CC.1.3.5.B, CC.1.3.5.F, CC.1.3.5.J, CC.1.3.5.K
CC.1.4.5.O Use narrative techniques such asdialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely.
CC.1.4.5.Q Write with an awareness of style.• Use sentences of varying length.• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Comments: For multimedia elements, this could be a video or audio version of poems. For writing, students may compose a poem in a similar style, or has a similar theme of one that has been studied.
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English Language Arts: Fifth Grade v. 2015-2016
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English Language Arts: Fifth Grade v. 2015-2016
Duration: January (4 weeks)Reading Skills Grammar Writing
Content Nonfiction Punctuation: the comma Spelling
2 Text Dependent Analysis – one for each story
Essential Question:
How does interaction with text provoke thinking and response?
How do grammar and the conventions of language influence spoken and written communication?
How can writing facilitate and deepen understanding?
Skills:
Text analysis Point of view Author’s perspective Evaluate the argument and
specific claims in a text Analyze the structure of a
text
Commas in a series Conjunctions Introductory elements Commas to set off yes, no Interjections Commas to set off a tag
question Commas to indicate a direct
address Spelling
Introductory paragraph Content development Organization Style Response to literature
Assessment:
Given multiple grade level texts, students will:
Explain the relationship between two or more individuals, events, ideas, concepts in a text
Note the similarities and differences in various points of view of the same event or topic
Support author’s perspective through text based evidence
Evaluate the validity and reasoning as well as the relevance and sufficiency of
The students will: Use commas to separate
items in a series Explain the function of
conjunctions in general and their function in sentences
Use a comma to separate and introductory element from the rest of the sentence
Use a comma to set off the words “yes” and “no”
Use a comma to set off a tag question from the rest of the sentence
Use a comma to indicate a
Informational TDA: Compose and introductory
paragraph that provides a general observation and focus through a thesis statement
Compose 3 supporting/body paragraphs that develop the topic with facts, definitions, details, quotations and examples
Group related information logically and link ideas by using words, phrases, and clauses
17
English Language Arts: Fifth Grade v. 2015-2016the evidence.
Analyze how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
direct address Correctly punctuate
interjections Explain the function of
interjection in general and their function in sentences
Spell grade appropriate words correctly
Provide a concluding paragraph
Include precise language, domain specific vocabulary, and sentences of varying length
Opinion/argumentative TDA: Compose an introductory
paragraph that states am opinion and gives arguments through a thesis statement
Compose supporting/body paragraphs that develop and argument, supported by facts and details while drawing from credible sources
Group information to support the writer’s opinion by linking opinions and reasons using words, phrases, and clauses
Provide a concluding statement
Resources:
Up in the AiHindenburg supplemental materials (extension project)HurricanesHurricane Katrina supplemental materials (extension project)* Note: You will need to supplement with additional resources
Resources can be found throughout the series or supplemented by the teacher.
2013-2014 ELA released items- Eagles articles*Note: Check for current year’s released TDA item.* Note: You will need to supplement with additional resources
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English Language Arts: Fifth Grade v. 2015-2016
Standards:
CC.1.2.5.C Explain the relationships orinteractions between two or more individuals, events, ideas, or concepts in a text based on 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.CC.1.2.5.H Determine how an author supports particular points in a text through reasons and evidence.CCSS R.CCR.8CCSS R.CCR.5
CC.1.4.5 RCC1.4.5 L
CC.1.4.5.H Introduce the topic and state an opinion on the topic.CC.1.4.5.I Provide reasons that are supported by facts and details; draw from credible sources.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.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.CC.1.4.5.S Draw evidence fromliterary or informational texts to support analysis, reflection, and research, applying grade‐level reading standards for literature and informational texts.CC.1.4.5B, CC.1.4.5C, CC.1.4.5D, CC.1.4.5E
19
English Language Arts: Fifth Grade v. 2015-2016Duration: February ( 4 weeks)
Reading Skills Grammar Writing
Content Text Dependent Analysis Fiction: inferences,
summaries, theme, literary elements
Punctuation: the comma Spelling
Text Dependent Analysis
Essential Question:
How does interaction with text provoke thinking and response?
How do grammar and the conventions of language influence spoken and written communication?
How can writing facilitate and deepen understanding?
Skills:
Text analysis Point of view Author’s perspective Literary elements Summarizing Theme Text Features Fluency
Commas in a series Conjunctions Introductory elements Commas to set off yes, no Interjections Commas to set off a tag
question Commas to indicate a direct
address Spelling
Introductory paragraph Content development Organization Style Response to literature
Assessment:
Given multiple grade level texts, students will:
Explain the relationship between two or more individuals, events, ideas, concepts in a text
Note the similarities and differences in various points of view of the same event or topic
Support author’s perspective through text based evidence
Determine the theme Cite supporting details
The students will: Use commas to separate
items in a series Explain the function of
conjunctions in general and their function in sentences
Use a comma to separate and introductory element from the rest of the sentence
Use a comma to set off the words “yes” and “no”
Use a comma to set off a tag question from the rest of the sentence
Informational TDA: Compose and introductory
paragraph that provides a general observation and focus through a thesis statement
Compose 3 supporting/body paragraphs that develop the topic with facts, definitions, details, quotations and examples
Group related information logically and link ideas by using words, phrases, and
20
English Language Arts: Fifth Grade v. 2015-2016 Summarize Give a direct quote from the
text that supports an inference
Identify elements of a drama
Use a comma to indicate a direct address
Correctly punctuate interjections
Explain the function of interjection in general and their function in sentences
Spell grade appropriate words correctly
clauses Provide a concluding
paragraph Include precise language,
domain specific vocabulary, and sentences of varying length
Opinion/argumentative TDA: Compose an introductory
paragraph that states am opinion and gives arguments through a thesis statement
Compose supporting/body paragraphs that develop and argument, supported by facts and details while drawing from credible sources
Group information to support the writer’s opinion by linking opinions and reasons using words, phrases, and clauses
Provide a concluding statement
Resources:
2013-2014 ELA released items- Eagles articles*Note: Check for current year’s released TDA item.Catch of the Day* Note: You will need to supplement with additional resources
Resources can be found throughout the series or supplemented by the teacher.
2013-2014 ELA released items- Eagles articles*Note: Check for current year’s released TDA item.* Note: You will need to supplement with additional resources
Standards: CC.1.2.5.C Explain the relationships orinteractions between two or more individuals, events, ideas, or concepts in a text based on specific information in the text.
CC.1.4.5 RCC1.4.5 L
CC.1.4.5.H Introduce the topic and state an opinion on the topic.CC.1.4.5.I Provide reasons that are supported by facts and details; draw from credible sources.CC.1.4.5.J Create an organizational
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English Language Arts: Fifth Grade v. 2015-2016CC.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.CC.1.2.5.H Determine how an author supports particular points in a text through reasons and evidence.
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.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.CC.1.4.5.S Draw evidence fromliterary or informational texts to support analysis, reflection, and research, applying grade‐level reading standards for literature and informational texts.CC.1.4.5B, CC.1.4.5C, CC.1.4.5D, CC.1.4.5E
Comments:
22
English Language Arts: Fifth Grade v. 2015-2016Duration: March (4 weeks)
Reading Skills Grammar Writing
Content Multi-Text integration unit Punctuation: The comma Indicating works Spelling
Opinion/Argumentative Writing
TDA – Sleds on Boston Common
Essential Question:
How do strategic readers create meaning from informational and literary text?
How do grammar and the conventions of language influence spoken and written communication?
How does a reader know a source can be trusted?
Skills:
Text evidence; inferences Summarizing Word meaning Fluency Vocabulary Range of reading Word analysis Text features Text analysis Point of view Author’s perspective
Commas to set off a tag question
Commas to indicate a direct address
Punctuation to indicate titles of works
Spelling
Introductory paragraph Content development Organization Style Response to literature Conventions
Assessment:
*Note: A TDA will need to be developed to assess the final three skills
Given a literature grade level text, students will:
Give a direct quote from the text that supports and inference
Cite supporting details Summarize Determine the meaning of
unknown words and phrases and multiple meaning words
Read grade level fictional text
Students will: Use a comma to set off a
tag question from the rest of the sentence
Use a comma to indicate a direct address
Use underlining, quotation marks, or italics to indicate titles of works.
Spell grade appropriate words correctly.
Students will: Compose a 5 paragraph
opinion essay. Compose an introductory
paragraph that states am opinion and gives arguments through a thesis statement
Compose 3 supporting/body paragraphs that develop and argument, supported by facts and details while drawing from credible sources
Group information to support the writers opinion by linking opinions and reasons using
23
English Language Arts: Fifth Grade v. 2015-2016independently and proficiently
Given an informational grade level text students will:
Give a direct quote from the text that supports and inference
Determine the meaning of words and phrases
Answer questions based on text features
Acquire and use grade specific vocabulary words and phrases
Use strategies and tools to determine the meaning of unknown or multiple meaning words
Read grade level nonfiction/informational text independently and proficiently
Given multiple grade level texts, students will:
Explain the relationship between two or more individuals, events, ideas, concepts in a text
Note the similarities and differences in various points of view of the same event or topic
Support author’s perspective through text based evidence
words, phrases, and clauses Provide a concluding
statement Demonstrate grade
appropriate command of conventions.
Resources: Letters from the Revolution Resources can be found throughout Teacher will have to supplement 24
English Language Arts: Fifth Grade v. 2015-2016Sleds on Boston CommonPaul Revere’s RideA Shot Heard Around the World leveled reader*Note: This unit needs to be aligned with the social studies American Revolution unit.
the series or supplemented by the teacher.
resources.
A suggested assignment would be to write an opinion piece from the point of view of a separatist or a loyalist.
Standards:
CC.1.2.5.I Integrate information from several texts on the same topic to demonstrate understanding of that topic.CC.1.1.5.D, CC.1.1.5.E, CC1.2.5.G, CC1.3.5.B, CC.1.3.5.C , CC.1.3.5.F, CC.1.3.5.I, CC.1.3.5.J, CC.1.3.5.K, CC.1.2.5 B, CC.1.2.5E. CC.1.2.5F, CC.1.2.5G, CC.1.2.5H, CC.1.2.5J, CC.1.2.5K, CC.1.2.5L
CC.1.4.5 L CC1.4.5 G, CC1.4.5 H, CC1.4.5 I, CC1.4.5J, CC1.4.5K, CC1.4.5L
Comments: This is a cumulating unit that reviews all of the previously taught skills. Please reference the assessments section for the skills that will be focused on.
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English Language Arts: Fifth Grade v. 2015-2016Duration: April (3 weeks)
Reading Skills Grammar Writing
Content Historical Fiction Novel Study
OR Fiction Novel Study
Grammar Review Spelling Text Dependent Analysis
Essential Question:
What is this text really about? How do readers know what to believe?
How do grammar and the conventions of language influence spoken and written communication?
How can writing facilitate and deepen understanding?
Skills:
Explain how chapters, scenes, or stanzas of a literary text fit together and provide overall structure
Word Analysis Skills Fluency Text Structure (Between
Chapters) Literary elements Text evidence inferences Summarizing Theme Word meaning Vocabulary
Perfect Verb tense Produce complete sentences,
recognizing and correcting inappropriate fragments and run-ons
Recognize and correct inappropriate shifts in verb tense
Spelling
Response to literature Develop an analysis using a
variety of evidence from text to support claims, opinions, ideas, and inferences
Assessment:
Given a grade level story, drama, or poem, students will explain how the chapters, scenes, or stanzas fit together
Given a literature grade level text, students will:
Compare and contrast 2 or more characters, settings, or events
Give a direct quote from the text that supports and
The students will: Recognize and correct
fragments and run-ons Recognize and correct shifts
in verb tense Form and use the perfect
verb tenses (I had walked; I have walked)
Spell grade appropriate words correctly
The students will: Cite evidence from the text to
support positions or claims Group related information
logically and link ideas by using words, phrases, and clauses
Include precise language, domain specific vocabulary, and sentences of varying length.
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English Language Arts: Fifth Grade v. 2015-2016inference
Determine the theme Cite supporting details Summarize Determine the meaning of
unknown words and phrases and multiple meaning words
Resources:
It is suggested that the novel George Washington’s Socks or The Lion, the Witch, and the Wardrobe be used for this unit. It is also suggested that this should be done during PSSAs.
Resources can be found throughout the series or supplemented by the teacher.
Resources may be supplemented by the teacher.
Standards:
CC.1.3.5.E CC1.1.5.D CC1.3.5.A, CC1.3.5.B, CC1.3.5.C, CC1.3.5.DCC1.3.5.E, CC1.3.5.F, CC1.3.5.H, CC1.3.5.I CC1.3.5.J, CC1.3.5.K
CC.1.4.5 R CC.1.4.5.I.CC.1.4.5.JCC.1.4.5.KCC.1.4.5.S
Comments:
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English Language Arts: Fifth Grade v. 2015-2016Duration: May (5 weeks)
Reading Skills Grammar Writing
Content Fiction: inferences,
summaries, theme, literary elements
Review indicating works Expand, combine, and reduce
sentences Choose words precisely Spelling
Research Project
Essential Question:
How do comprehension skills help me understand fictional selections?
How do grammar and the conventions of language influence spoken and written communication?
How does one best present findings?
Skills:
Literary elements Text evidence inferences Summarizing Theme Word meaning Text features (paired
selection) Word Analysis Skills Fluency Vocabulary Range of reading
Punctuation to indicate titles of works
Combine and expand sentences
Word choice for effect Spelling
Introductory paragraph Content development Organization Style Conventions Writing process Publishing Research Credibility, validity, and
reliability of resources Range of writing
Assessment:
Given a literature grade level text, students will:
Compare and contrast 2 or more characters, settings, or events
Give a direct quote from the text that supports and inference
Determine the theme Cite supporting details Summarize Determine the meaning of
Students will: Use underlining, quotation
marks, or italics to indicate titles of works
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style
Choose words and phrases to convey ideas precisely
Spell grade appropriate words correctly
Students will: Compose a 5 paragraph
informational/explanatory essay that clearly conveys ideas.
Compose and introductory paragraph that provides a general observation and focus through a thesis statement
Compose 3 supporting/body paragraphs that develop the
28
English Language Arts: Fifth Grade v. 2015-2016unknown words and phrases and multiple meaning words
topic with facts, definitions, details, quotations and examples
Group related information logically and link ideas by using words, phrases, and clauses
Provide a concluding paragraph
Include precise language, domain specific vocabulary, and sentences of varying length
Demonstrate a grade appropriate command of conventions
employ the writing process with guidance and support from peers and adults
Use technology and keyboarding skills to publish
Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
Gather relevant information from print or digital sources
Summarize or paraphrase information from notes or finished work
Provide a list of sources
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English Language Arts: Fifth Grade v. 2015-2016
Resources:
The Catch of the Day: A Trickster PlayThe Golden Mare, the Firebird, and the Magic Ring* NOTE: It is suggested to use this time to conduct small group story analysis projects on fictional selections from the basal series not yet used in the curriculum.
Resources can be found throughout the series or supplemented by the teacher.
Resources can be found throughout the series or supplemented by the teacher.
Standards:
CC.1.1.5.D, CC.1.1.5.E, CC1.2.5.G, CC.1.3.5.ACC1.3.5.B, CC.1.3.5.C, CC.1.3.5.F, CC.1.3.5.H,CC.1.3.5.I, CC.1.3.5.J, CC.1.3.5.K
CC.1.4.5 RCC.1.4.5.V 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 relevantinformation 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.A, CC.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.T, CC.1.4.5.U, CC.1.4.5.X
Comments:
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