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ELA Fifth Grade Pacing Guide 2013-2014First-Six Weeks

(August 27- October 8)Second-Six Weeks

(October 9-November 21)Third-Six Weeks

(November 22-January 17)Fourth-Six Weeks(January 22-March 6)

Fifth-Six Weeks(March 7-April 28)

Six-Six Weeks(April 29-June 11)

Embedded Standards: RL.5.10, RI.5.10, W.5.10, SL.5.1, L.5.1, L.5.2, L.5.3Reading FoundationalRF.5.3

Reading LiteratureRL.5.1RL.5.2RL.5.4

Reading InformationalRI.5.1RI.5.2RI.5.3RI.5.4 WritingW.5.3W.5.5W.5.6W.5.8

LanguageL.5.4L.5.5

Speaking & ListeningSL.5.2SL.5.3

Reading FoundationalRF.5.4 aRF.5.3

Reading LiteratureRL.5.1RL.5.2 RL.5.4RL.5.9

Reading InformationalRI.5.1RI.5.5 RI.5.8

WritingW.5.1W.5.5W.5.9

LanguageL.5.4L.5.5


Reading FoundationalRF.5.3RF.5.4 a, b

Reading LiteratureRL.5.1RL.5.3RL.5.4RL.5.5

Reading InformationalRI.5.2RI.5.6 RI.5.7RI.5.8

WritingW.5.2W.5.4W.5.7W.5.9

LanguageL.5.4L.5.6

Speaking & ListeningSL.5.4SL.5.5SL.5.6

Reading FoundationalRF.5.3RF.5.4 a, b, c


Reading InformationalRI.5.6RI.5.7RI.5.5RI.5.9

WritingW.5.1W.5.4W.5.7W.5.9

LanguageL.5.5L.5.6




Reading InformationalRI.5.1RI.5.7RI.5.8RI.5.9


LanguageL.5.4L.5.6



Reading LiteratureRL.5.2RL.5.3RL5.4

Reading InformationalRI.5.1RI.5.2RI.5.5RI.5.7RI.5.9


LanguageL.5.4L.5.5L.5.6Speaking & ListeningSL.5.2SL.5.4SL.5.6

ELA Fifth Grade Pacing Guide 2013-2014Embedded Standards: These standards are embedded in each six-week period. 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.

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.

W.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.

SL.5.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others‟ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

L.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions (e.g., either/or, neither/nor).

L.5.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence.

L.5.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contras the varieties of English used in stories, dramas, or poems.

ELA Fifth Grade Pacing Guide 2013-2014

Common Core Standard-Reading Literature 1st 6 Weeks Priority Standards Supporting Standards

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.

RL.5.4-Determine the meaning for words and phrases as they are used in a text, including figurative languages such as metaphors and similes.

RL.5.1-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Unpacking: RL.5.2-Determining a theme continues to be a focus and students should be giving more thought to characters’ actions in a text. RL.5.4-Students will continue to tell the meaning of words and phrases in a text and focus on figurative language.RL.5.1-Fifth grade students are required to quote accurately from the text to support their answers. “Quote accurately” may include using their own words.Concepts (What students need to know)

Skills (What students must be able to do)

Essential Vocabulary Essential Questions

InferencesTheme Drama Characters Speaker Figurative LanguageMetaphorsSimiles

Quote accuratelyExplain the textDraw InferencesDetermine meaning of wordsSummarize the text

Evidence, Inference, Text, Genre, Character, Traits, Summarize, Reflect, Metaphor, Simile, Figurative Language

-How will I use support from the texts to explain my answers?-How will I use evidence from the texts to support my answers?-How will I use evidence from the texts to explain my inferences?-How can I identify similes and metaphors in the texts?-How can I identify other figurative language in texts?-What details support the theme of the texts?-What are the story elements of different genres?How are the two selections different and alike?

Text Resources Suggested Thinking Maps Additional Resources/Websites

Reading Street Unit 1Pearson Leveled ReadersReading Street Sleuth

Tree Map, Circle Map, Brace Map NCDPI Wiki SpaceNRMS Wiki Space Paideia

ELA Fifth Grade Pacing Guide 2013-2014Common Core Standard-Reading Informational 1st 6 Weeks

Priority Standards Supporting StandardsRI.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-Explaining 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.

RI.5.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area.

Unpacking: RI.5.1-Students at this level should be able to quote correctly from the text to explain what the text is about and when drawing conclusions. RI.5.2-Students must identify two or more main ideas and find the most important details that strengthen these main ideas. They should also be able to summarize the text in their own words.RI.5.3-At this level, students describe the connections between two or more people, events, ideas, or concepts in a historical, scientific, or “how to” texts by using the text to support their findings.RI.5.4- Fifth grade students continue to find the meaning of general vocabulary words specific to fifth grade topics or subjects.Concepts (What students need to know)



TextInferenceMain Ideas Supporting Details

Relationships Interactions Individuals Events Ideas Concepts Text (historical, scientific, technical) Information

Quote accurately Explain interactions Draw inferences Determine main ideas

& meaning of grade level vocabulary

Summarize the text Support information

with key details

Quotation, Inference, Predict, Explicit, Evidence, Main Idea, Summarize, Details, Text Complexity, Phrase

-How can I analyze illustrations and texts to predict topics of a passage?-How can I predict/confirm after reading titles what the selection is about?-Given two or more texts, how can I paraphrase/summarize the main idea?-Using graphic organizers, how can I analyze information from texts?-How can I use context clues to define domain specific vocabulary?




Common Core Standard-Writing 1st 6 Weeks

ELA Fifth Grade Pacing Guide 2013-2014Priority Standards Supporting Standards

W.5.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

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.

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.

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.

Unpacking: W.5.3-Fifth grade students write real and imaginative stories. Students are expected to use description to show characters‟ thoughts and feelings as well as the details of characters‟ interaction through dialogue. As students develop characters and use dialogue, they will need to understand how to introduce characters and how to engage characters in conversation in their writing. W.5.5-With assistance from adults and peers, students should develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They need assistance with planning for writing using graphic organizers (story frames, story mountains, story maps). They also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing). W.5.6-Students in fifth grade are developing strategies with peers and adults to use digital tools. At this level, they should not only use technology for producing and publishing writing, but also to collaborate with others. Fifth grade students are required to be proficient in keyboarding skills (typing at least two pages in a single setting). W.5.8-Students learn how to locate information from print and digital sources as well as integrate information from their own experiences. A list of sources they used should be included. At this level, students take notes, organize their information into categories, and list their sources.

Concepts (What students need to know)



ELA Fifth Grade Pacing Guide 2013-2014NarrativesExperiencesEventsTechniqueDetailsSequencesPlanEditRevise

Print & Digital Sources

Write narratives Develop editing & revising skills Use technology Publish writing Collaborate with peers Recall information Gather information

dialogue, technique, sensory detail, concrete detail, transitional word/phrase/clause, collaborative discussion, research, word process, publish, summarize, paraphrase, cite

-How can I use descriptive detail to write a real or imaginative narrative?-How can I use a rubric and conference with a peer to edit my writing?-How can I use multi-media to publish writing?-How will I summarize and paraphrase information from various sources to create a document?


Reading Street Unit 1Pearson Leveled ReadersReading Street SleuthReading Street Writing to SourcesWriteToLearn

Tree Map, Circle Map, Brace Map NCDPI Wiki Space NRMS Wiki Space

ELA Fifth Grade Pacing Guide 2013-2014Common Core Standard-Language 1st 6 Weeks Supporting StandardsL.5.4 -Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase, b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.5.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Unpacking: L.5.4- Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes. L.5.5-Learning words at this stage includes understanding and interpreting the meaning of similes, metaphors, idioms, adages, and proverbs; demonstrating understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus). Concepts (What students need to know) Skills (What students must be able to

do)Essential

VocabularyEssential Questions

Multiple‐Meaning Words/PhrasesRange of StrategiesFigurative languagesimiles, metaphors,

Nuances/word meaningsidioms, adages, proverbssynonyms, antonyms, homographs

Determine/clarify unknown words or phrases

Recognize & Explain common word relationships

context cluesthesaurusglossary

-How can I determine/clarify unknown and multiple meaning words?-How can I demonstrate knowledge of new content based vocabulary?-How can I define and use Greek and Latin affixes and roots?



Tree Map, Circle Map, Brace Map NCDPI Wiki SpaceNRMS Wiki Space

Common Core Standard-Speaking & Listening 1st 6 Weeks

ELA Fifth Grade Pacing Guide 2013-2014Priority Standards Supporting Standards SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.5.3-Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Unpacking: SL.5.2-Fifth grade students will summarize a written text read aloud or information presented in multiple formats.

SL.5.3-At this level, students are now expected to be able to identify the reasons and evidence a speaker provides to support claims. This can be done through listening, questioning, and gathering information for deeper understanding of a topic.

Concepts (What students need to know) Skills (What students must be able to do)

Essential Vocabulary

Essential Questions

ClaimReasonsEvidenceDiverse Media Formats

Summarize information

Explain claims with evidence

summarizespeakerexplainsupport

-How can I summarize texts presented in a variety of formats?

-How can I summarize the points a speaker makes and support the summary with evidence?




Common Core Standard-Reading Foundational 1st 6 Weeks Priority Standards

ELA Fifth Grade Pacing Guide 2013-2014RF.5.3-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 (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Unpacking: RF.5.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling multi-syllabic words.

Use questions and prompts such as: Does that sound right? Does that look right? Does that make sense? Look at the word, does it look like …? You said …does it look like …?




Essential Questions

Letter-sound CorrespondencesSyllabication PatternsMorphology

Know and apply phonics and word analysis skills

evaluateprefixsuffixroot wordssyllabication

-How can I evaluate and understand word parts?




Common Core Standard-Reading Literature 2nd 6 Weeks Priority Standards Supporting Standards

RL.5.2-Determine a theme of a story, drama, or poem from details in the text, RL.5.1-Quote accurately from a text when explaining what the text says

ELA Fifth Grade Pacing Guide 2013-2014including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


explicitly and when drawing inferences from the text.

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.

Unpacking: RL.5.2-Determining a theme continues to be a focus and students should be giving more thought to characters’ actions in a text. RL.5.4-Students will continue to tell the meaning of words and phrases in a text and focus on figurative language.RL.5.1-Fifth grade students are required to quote accurately from the text to support their answers. “Quote accurately” may include using their own words.RL.5.9-Students will find similarities and differences in themes and topics when reading stories of the same genre. Concepts (What students need to know)



Essential Questions

TextInferencesTheme Story Drama Poem Characters Speaker Topic Text

Figurative LanguageMetaphorsSimilesGenre

Quote text accurately Explain texts Draw inferences Determine meaning of words

or phrases Summarize the text Compare & contrast stories


-How will I use support from the texts to explain my answers?-How will I use evidence from the texts to support my answers?-How will I use evidence from the texts to explain my inferences?-How can I identify similes and metaphors in the texts?-How can I identify other figurative language in texts?-What details support the theme of the texts?-What are the story elements of different genres?-How are the two selections different and alike?




Common Core Standard-Reading Informational 2nd 6 Weeks Priority Standards Supporting Standards

RI.5.1-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.5- Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or

ELA Fifth Grade Pacing Guide 2013-2014RI.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).

information in two or more texts.

Unpacking: RI.5.1-Students at this level should be able to quote correctly from the text to explain what the text is about and when drawing conclusions. RI.5.8-Students continue to give explanations about how an author uses proof to support a point in the text. In addition they must prove each point with evidence from the text. RI.5.5-Students must explain how the events, ideas, or concepts fit into the overall structure of a text by finding the similarities and differences in two or more texts. Concepts (What students need to know)



TextInference

EvidenceReasonText (historical, scientific, technical) Information

Quote accurately Explain the use of evidence to

support points Draw inferences Compare & Contrast the

structure of texts


-How can I use evidence from texts to analyze author’s point of view?-How can I compare and contrast the structure of the selection?-How do I quote accurately from a text when drawing an inference?



Tree Map, Circle Map, Brace Map NCDPI Wiki SpaceNRMS Wiki SpacePaideia

Common Core Standard-Writing 2nd 6 Weeks Priority Standards Supporting Standards

W.5.1-Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.5.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or

ELA Fifth Grade Pacing Guide 2013-2014a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

W.5.9-Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

trying a new approach.

Unpacking: W.5.1-Fifth grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking. In doing so, students need to understand how their reasoning supports their opinion, search and find facts to support their viewpoint, and share this thinking. Students build their argument by linking ideas together in a logical manner. At this level, students use a variety of sentence structures and more complex sentences. They are developing the use of more complex sentences with clauses (consequently, specifically). W.5.5-With assistance from adults and peers, students should develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They need assistance with planning for writing using graphic organizers (story frames, story mountains, story maps). They also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing). W.5.9 -Fifth grade students use strategies for reading literary and information text as they investigate topics:

When reading literary text: fifth grade students are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings or events.

When reading informational text: students at this level give explanations about how an author uses proof to support a point in the text. In addition they must prove each point with evidence from the text. Students will combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject.




Opinion piecesTopics

EvidenceAnalysis

Write opinion pieces Draw evidence to support

collaborative discussionpoint of view

-How can I use a rubric and conference with a peer to edit my writing?

ELA Fifth Grade Pacing Guide 2013-2014TextsPoint of ViewEditingRewriting

ReflectionResearchPlanningRevising

writing Develop & strengthen

writing

topicanalyzereflectresearch

-How do I write opinion pieces with adequate support?-How can I analyze selections using a common theme?




Common Core Standard-Language 2nd 6 Weeks Supporting StandardsL.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

ELA Fifth Grade Pacing Guide 2013-2014range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase, b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.5.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Unpacking: L.5.4- Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes. L.5.5-Learning words at this stage includes understanding and interpreting the meaning of similes, metaphors, idioms, adages, and proverbs; demonstrating understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus). Concepts (What students need to know) Skills (What students must be able to do) Essential


Multiple‐Meaning Words/PhrasesRange of StrategiesFigurative languagesimiles, metaphors,

Nuances/word meaningsidioms, adages, proverbssynonyms, antonyms, homographs

Determine/clarify the meaning of words and phrases

Interpret figurative language Recognize & explain common

idioms, adages, and proverbs

context cluesthesaurusglossary

-How can I determine/clarify unknown and multiple meaning words?-How can I demonstrate knowledge of new content based vocabulary?-How can I define and use Greek and Latin affixes and roots?




Common Core Standard-Speaking & Listening 2nd 6 Weeks Priority StandardsSL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


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. Unpacking: SL.5.2-Fifth grade students will summarize a written text read aloud or information presented in multiple formats. SL.5.4-While adept at reporting on a topic or text, telling a story, or recounting an event, fifth graders will focus on doing so in an organized, logical manner. The aforementioned items should be done orally and in coherent, spoken sentences. Fifth graders will do so at an appropriate pace. Having the opportunity to present a personal opinion is important in the fifth grade. Concepts (What students need to know)



Essential Questions

Diverse Media FormatsDetails, FactsMain IdeaThemes

Summarize information or text

Report on a topic Present information in a

diverse manner Speak Clearly

summarizereportsequencingfact opinionrelevantdescriptive detailsupportmain idea

-How can I summarize texts presented in a variety of formats?

-How can I gather information to formulate an opinion




Common Core Standard-Reading Foundational 2nd 6 Weeks Supporting Standards



RF.5.4-Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding.Unpacking: RF.5.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling multi-syllabic words. Use questions and prompts such as:

Does that sound right? Does that look right? Does that make sense? Look at the word, does it look like …? You said …does it look like …?

RF.5.4-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding. Concepts (What students need to know)



Essential Questions


Know and apply phonics and word analysis skills to decode words

Read (accurately, fluently)






Common Core Standard-Reading Literature 3rd 6 Weeks Priority Standards Supporting Standards

RL.5.3- Compare and contrast two or more characters, settings, or events in a story RL.5.1-Quote accurately from a text when explaining what the text says

ELA Fifth Grade Pacing Guide 2013-2014or drama, drawing on specific details in the text (e.g., how characters interact).


explicitly and when drawing inferences from the text.

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.

Unpacking: RL.5.1-Fifth grade students are required to quote accurately from the text to support their answers. “Quote accurately” may include using their own words.RL.5.3-They are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings, or events. RL.5.4-Students will continue to tell the meaning of words and phrases in a text and focus on figurative language. RL.5.5-Students should tell how chapters, scenes, or stanzas in a series fit into the overall structure of a story, drama, or poem. Concepts (What students need to know)



TextInferencesSetting EventsCharacters ChaptersScenesStanzas

Figurative LanguageMetaphorsSimiles

Quote accurately Explain structure of

text Draw inferences Determine meaning of

words Compare and contrast

characters, settings, & events drawing upon details from text.


-How will I use support from the texts to explain my answers, support my answers, & explain my inferences?-How can I identify similes and metaphors in the texts?-How can I identify figurative language in texts?-How are the two selections different and alike?-How are characters traits, setting, or events different and alike?




Common Core Standard-Reading Informational 3rd 6 Weeks Priority Standards Supporting Standards

ELA Fifth Grade Pacing Guide 2013-2014RI.5.2-Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.7-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.5.6- Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

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).

Unpacking: RI.5.2- Students must identify two or more main ideas and find the most important details that strengthen these main ideas. They should also be able to summarize the text in their own words. RI.5.6-Students are required to discuss the similarities and differences unique to the various perspectives presented in the text. They will give descriptions about how the information is presented for each perspective. RI.5.7- Students at this level can use media efficiently to answer questions and to solve problems. RI.5.8-Students continue to give explanations about how an author uses proof to support a point in the text. In addition they must prove each point with evidence from the text. Concepts (What students need to know) Skills (What students must be able

to do)Essential Vocabulary

Essential Questions

Main Ideas Supporting Details EvidenceEvent/TopicDigital Sources

Text (historical, scientific, technical) Information

Explain the use of evidence by an author

Determine main ideas of texts Summarize the text Support points in a text with

evidence Draw on information to solve

problems

Main Idea, Summarize, Details,

-How can I compile information from the different texts to create a presentation?-How can I use evidence from texts to analyze the author’s point of view?-How can I identify and explain main idea and details in a text?-How can I analyze point of view of selections?

Text Resources Suggested Thinking Maps Additional Resources/WebsitesReading Street Unit 3Pearson Leveled ReadersReading Street Sleuth


Common Core Standard-Writing 3rd 6 Weeks Priority Standards Supporting Standards

W.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific

ELA Fifth Grade Pacing Guide 2013-2014a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.


expectations for writing types are defined in standards 1–3 above.)

Unpacking: W.5.2-Fifth grade students write informative/explanatory pieces as well. They must be able to find and group information together in a logical way. In order to do so, students need strategies for researching a topic (gathering data), selecting relevant information (note taking), grouping like ideas, and developing a way to present the ideas from beginning to end (format and organization of written presentation).

W.5.4-Fifth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the writer’s designated reason for writing) should be reflected in the student’s organization and development of a topic. W.5.7-Fifth grade students are required to research a topic through investigation of the topic. Investigation includes exploring a topic in greater detail by developing a research question that helps bring focus to the topic. W.5.9-Fifth grade students use strategies for reading literary and information text as they investigate topics:

ELA Fifth Grade Pacing Guide 2013-2014 When reading literary text: fifth grade students are required to refer to specific details in the text when finding the similarities and differences between two

or more characters, settings or events. When reading informational text: students at this level give explanations about how an author uses proof to




Informative/Explanatory TextsTopicsResearch ProjectsPurposeAudience

Write informative texts Convey information Conduct research projects Draw evidence Produce products and

written tasks

narrative elementsanalyzereflectresearchinvestigateconcrete detailsfactsexplanatory text

-How does a writer examine a topic fully?-How does a writer best convey ideas and information clearly?-How does a writer draw evidence from literary or informational texts to support analysis, reflection, and research?-How will I use various resources to research a topic?




ELA Fifth Grade Pacing Guide 2013-2014Common Core Standard-Language 3rd 6 Weeks Supporting StandardsL.5.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

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).Unpacking: L.5.4- Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes L.5.6-“Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.” “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” “Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.” Concepts (What students need to know) Skills (What students must be

able to do)Essential Vocabulary

Essential Questions

MeaningMultiple‐Meaning Words/PhrasesRange of Strategies

Determine & clarify the meaning of unknown words and phrases

Use grade appropriate vocabulary words and phrases

domain specific vocabulary

- How do I uncover the meaning of a word or phrase?-How can I apply Greek and Latin affixes and roots as clues to determine a word’s meaning?




Common Core Standard-Speaking & Listening 3rd 6 Weeks

ELA Fifth Grade Pacing Guide 2013-2014Priority StandardsSL.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.

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.

SL.5.6-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. Unpacking: SL.5.4-While adept at reporting on a topic or text, telling a story, or recounting an event, fifth graders will focus on doing so in an organized, logical manner. SL.5.5-Students in the fifth grade will combine audio recordings and visual displays when appropriate to enhance the development of main ideas or themes. SL.5.6-Students in the fifth grade should be exposed to a numerous variety of speaking tasks so they may be able to distinguish between formal and informal discourse. Concepts (What students need to know)



Essential Questions


Report on a topic Present information Include visuals and

multimedia in presentations

Speak clearly Present an opinion in a

logical manner


-How do I report on topics appropriately?

-How can I gather information to formulate an opinion?

-How do I include multimedia components and visual displays in presentations?



Tree Map, Circle Map, Brace Map Paideia NCDPI Wiki SpaceNRMS Wiki Space

Common Core Standard-Reading Foundational 3rd 6 Weeks Supporting



RF.5.4 a, b-Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding.b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

Unpacking: RF.5.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling multi-syllabic words. Use questions and prompts such as:


RF.5.4-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding.Concepts (What students need to know)



Essential Questions


Apply & decode grade level phonics and word analysis skills.






Tree Map, Circle Map, Brace Map NCDPI Wiki Space NRMS Wiki Space

Common Core Standard-Reading Literature 4th 6 Weeks Priority Standards Supporting Standards

RL.5.2- Determine a theme of a story, drama, or poem from details in the text, RL.5.7-Analyze how visual and multimedia elements contribute to the

ELA Fifth Grade Pacing Guide 2013-2014including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).


Unpacking: RL.5.2-Determining a theme continues to be a focus and students should be giving more thought to characters‟ actions in a text. RL.5.4- Students will continue to tell the meaning of words and phrases in a text and focus on figurative language. RL.5.7-Fifth grade students must examine what is heard and/or viewed to gain an appreciation and understanding of the text. RL.5.9-Students will find similarities and differences in themes and topics when reading stories of the same genre. Concepts (What students need to know)



ThemeStoryDramaPoemCharactersSpeakerTopicText

Figurative LanguageMetaphorsSimilesTone

Determine theme of a text

Summarize the text Analyze the use of

multimedia to aid comprehension

Compare & contrast stories with similar themes and topics


-How is the theme of a story, drama, or poem determined?-How do characters respond to challenges in stories and dramas?-How is a text summarized?-How can I determine the meaning of words and phrases in a text?-How does visual and multimedia elements contribute to the meaning, tone, or beauty of a text?




Common Core Standard-Reading Informational 4th 6 Weeks Priority Standards Supporting Standards

ELA Fifth Grade Pacing Guide 2013-2014RI.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.5.9-Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

RI.5.6- Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Unpacking: RI.5.5- Students are required to discuss the similarities and differences unique to the various perspectives presented in the text. RI.5.6-Students are required to discuss the similarities and differences unique to the various perspectives presented in the text. They will give descriptions about how the information is presented for each perspective. RI.5.7- Students at this level can use media efficiently to answer questions and to solve problems. RI.5.9- Students will combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject. Concepts (What students need to know)

Skills (What students must be able to do) Essential Vocabulary

Essential Questions

Event/TopicDigital Sources

Text (historical, scientific, technical) Information

Compare & contrast text structure Analyze multiple accounts of the

same topic Integrate information from several

texts Draw information from various

sources to solve a problem

chronologycomparisoncause/effectproblem/solution

-How do I use multiple sources to answer questions or solve problems?-How do I integrate information from a variety of texts to present on a subject?How do I compare and contrast texts?




Common Core Standard-Writing 4th 6 Weeks Priority Standards Supporting StandardsW.5.1-Write opinion pieces on topics or texts, supporting a point of view with W.5.4-Produce clear and coherent writing in which the development and

ELA Fifth Grade Pacing Guide 2013-2014reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.


organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Unpacking: W.5.1-Fifth grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking. W.5.4-Fifth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the writer’s designated reason for writing) should be reflected in the student’s organization and development of a topic. W.5.7-Fifth grade students are required to research a topic through investigation of the topic. Investigation includes exploring a topic in greater detail by developing a research question that helps bring focus to the topic. W.5.9-Fifth grade students use strategies for reading literary and information text as they investigate topics:

When reading literary text: fifth grade students are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings or events.

When reading informational text: students at this level give explanations about how an author uses proof to support a point in the text. In addition they must prove each point with evidence from the text. Students will combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject.

ELA Fifth Grade Pacing Guide 2013-2014Concepts (What students need to know)



Essential Questions

Opinion PiecesPoint of ViewResearch Projects

Write opinion pieces Conduct short research

projects Draw evidence to support

tasks Produce products

investigationevidencepurposeaudience

-How do I produce clear and concise writing?-How can investigating a topic build knowledge to create research projects?-What evidence can you give to support this opinion?-What reasons support this point of view?


Reading Street Unit 4Reading Street Writing to SourcesPearson Leveled ReadersReading Street SleuthWriteToLearn


ELA Fifth Grade Pacing Guide 2013-2014Common Core Standard-Language 4th 6 WeeksSupporting StandardsL.5.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

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).Unpacking: L.5.5-Learning words at this stage includes understanding and interpreting the meaning of similes, metaphors, idioms, adages, and proverbs; demonstrating understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus).L.5.6-“Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.” “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” “Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.” Concepts (What students need to know)



Essential Questions

Figurative LanguageIdiomsAdagesProverbsSimilesMetaphors

Demonstrate understanding of figurative language and nuances

Acquire & use grade appropriate vocabulary

Figurative LanguageIdiomsAdagesProverbs

- How do I use context as a clue to uncover the meaning of a word or phrase?-If I can’t clarify a word’s meaning, how can I utilize reference materials to help me?




Common Core Standard-Speaking & Listening 4th 6 Weeks

ELA Fifth Grade Pacing Guide 2013-2014Priority StandardsSL.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.

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. Unpacking: SL.5.4-While adept at reporting on a topic or text, telling a story, or recounting an event, fifth graders will focus on doing so in an organized, logical manner. SL.5.5-Students in the fifth grade will combine audio recordings and visual displays when appropriate to enhance the development of main ideas or themes. Concepts (What students need to know)



Essential Questions


Report on a topic Present information Sequence ideas logically Speak Clearly

reportfact opinionrelevantdescriptive detailsupportmain idea



-How do I include multimedia components and visual displays in presentations?




Common Core Standard-Reading Foundational 4th 6 Weeks Supporting Standards



RF.5.4 a, b-Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding.b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Does that sound right?, Does that look right?, Does that make sense? , Look at the word, does it look like …? You said …does it look like …?

RF.5.4-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding.Concepts (What students need to know)



Essential Questions


Know & apply grade level phonics and word analysis skills







Common Core Standard-Reading Literature 5th 6 Weeks Priority Standards Supporting Standards

RL.5.3-Compare and contrast two or more characters, settings, or events in a story or RL.5.6-Describe how a narrator’s or speaker’s point of view influences

ELA Fifth Grade Pacing Guide 2013-2014drama, drawing on specific details in the text (e.g., how characters interact).


how events are described.


Unpacking: RL.5.3-They are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings, or events. RL.5.4-Students will continue to tell the meaning of words and phrases in a text and focus on figurative language.RL.5.6-The students must continue identifying the narrator’s point of view and also explain how it impacts the events in the text. RL.5.9-Students will find similarities and differences in themes and topics when reading stories of the same genre. Concepts (What students need to know)



Essential Questions

CharactersSettingsGenre


Compare & contrast characters, settings, or events

Describe the speaker’s point of view influences events described

Determine the meaning of words and phrases

narrator, Metaphor, Simile, Figurative Language, point of view

-How are the characters traits, setting or events different and alike?-How can I identify similes and metaphors in the texts?-How can I identify other figurative language in texts?-How does narrator/speaker point of view influence how events are described?




Common Core Standard-Reading Informational 5th 6 Weeks Priority Standards Supporting Standards

RI.5.1-Quote accurately from a text when explaining what the text says explicitly and RI.5.8-Explain how an author uses reasons and evidence to support

ELA Fifth Grade Pacing Guide 2013-2014when drawing inferences from the text.


RI.5.9-Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

particular points in a text, identifying which reasons and evidence support which point(s).

Unpacking: RI.5.1-Students at this level should be able to quote correctly from the text to explain what the text is about and when drawing conclusions. RI.5.7-Students at this level can use media efficiently to answer questions and to solve problems. RI.5.8-Students continue to give explanations about how an author uses proof to support a point in the text. In addition, they must prove each point with evidence from the text. RI.5.9-Students will combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject. Concepts (What students need to know)

Skills (What students must be able to do) Essential Vocabulary Essential Questions

TextInferenceEvidence

Digital SourcesText (historical, scientific, technical) Information

Quote accurately from a text Explain how an author uses evidence

to support points Draw on information to solve

problems Locate an answer quickly Integrate information from several

texts to utilize to discuss a topic


-Given digital sources or print, how can I locate information to solve a problem?-Using a variety of information, how can I integrate the information to write or speak about the subject knowledgeably?-How will I use support from the texts to explain my answers?-How will I use evidence from the texts to support my answers?-How will I use evidence from the texts to explain my inferences?




ELA Fifth Grade Pacing Guide 2013-2014Common Core Standard-Writing 5th 6 Weeks

Priority Standards Supporting StandardsW.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.


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.)

Unpacking: W.5.2-Students need to engage in behaviors (turn and talk, small group discussion, and numerous writing and speaking activities) that lead to the expression of ideas both verbally and in writing. Students will also need a purposeful focus on choice-making throughout ELA. W.5.4-Fifth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the writer‟s designated reason for writing) should be reflected in the student‟s organization and development of a topic. W.5.6-Students in fifth grade are developing strategies with peers and adults to use digital tools. At this level, they should not only use technology for producing and publishing writing, but also to collaborate with others. Fifth grade students are required to be proficient in keyboarding skills (typing at least two pages in a single setting).

Concepts (What students need Skills (What students must be able to Essential Vocabulary Essential Questions

ELA Fifth Grade Pacing Guide 2013-2014to know) do)Informative/Explanatory TextPrint & Digital Tools

Write informative texts Convey information Produce clear and concise writing Publish writing

researchword processpublishpurposeaudience

-How can I use multimedia to publish writing?




Common Core Standard-Language 5th 6 Weeks

ELA Fifth Grade Pacing Guide 2013-2014Supporting StandardsL.5.4 -Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

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).Unpacking: L.5.4-The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes. L.5.6-“Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.” “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” “Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.” Concepts (What students need to know) Skills (What students must be able

to do)Essential Vocabulary Essential Questions

Multiple‐Meaning Words/PhrasesRange of Strategies

Greek & Latin affixes and roots

Determine/clarify the meaning of unknown and multiple meaning words or phrases

Acquire & use grade appropriate vocabulary

multiple-meaning wordscause/effectcomparisonGrade level vocabulary across disciplines

-How can I use context clues to determine/clarify unknown and multiple meaning words?-How can I use reference material to determine pronunciation and meaning?-How can I demonstrate knowledge of new content based vocabulary?-How can I define and use Greek and Latin affixes and roots?


Reading Street Unit 5 Tree Map, Circle Map, Brace Map NCDPI Wiki Space

ELA Fifth Grade Pacing Guide 2013-2014Pearson Leveled ReadersReading Street Sleuth

NRMS Wiki Space

Common Core Standard-Speaking & Listening 5th 6 Weeks Priority Standards Supporting StandardsSL.5.6-Report on a topic or text or present an opinion, sequencing ideas SL.5.4-Report on a topic or text or present an opinion, sequencing ideas

ELA Fifth Grade Pacing Guide 2013-2014logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Unpacking: SL.5.4-While adept at reporting on a topic or text, telling a story, or recounting an event, fifth graders will focus on doing so in an organized, logical manner. SL.5.6-Students in the fifth grade should be exposed to a numerous variety of speaking tasks so they may be able to distinguish between formal and informal discourse. Concepts (What students need to know)



Essential Questions

Details, FactsMain IdeaThemes

Report on a topic Present an opinion Speak clearly Use appropriate facts and details

to support ideas







Common Core Standard-Reading Foundational 5th 6 Weeks Supporting StandardsRF.5.3-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 (e.g., roots and affixes) to read accurately unfamiliar

ELA Fifth Grade Pacing Guide 2013-2014multisyllabic words in context and out of context.

RF.5.4 a, b-Read with sufficient accuracy and fluency to support comprehension. d. Read grade-level text with purpose and understanding.e. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. f. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Does that sound right? , Does that look right?, Does that make sense? , Look at the word, does it look like …? You said …does it look like …?

RF.5.4-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding.Concepts (What students need to know) Skills (What students

must be able to do)Essential



•Apply & decode grade level phonics and word analysis skills.•Read (accurately, fluently)






Common Core Standard-Reading Literature 6th 6 Weeks Priority StandardsRL.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.

ELA Fifth Grade Pacing Guide 2013-2014RL.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). RL.5.4-Determine the meaning for words and phrases as they are used in a text, including figurative languages such as metaphors and similes. Unpacking: RL.5.2- Determining a theme continues to be a focus and students should be giving more thought to characters’ actions in a text.RL.5.3-They are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings, or events. RL.5.4-Students will continue to tell the meaning of words and phrases in a text and focus on figurative language.Concepts (What students need to know)



Essential Questions

CharactersSettingsThemeDetails


Determine the theme of a text

Summarize the text Compare & contrast the

characters, setting, or events of a text

Determine the meaning of words and phrases used in texts

Metaphor, Simile, Figurative Language, setting,

-How are the characters traits, setting or events different and alike?-How can I identify similes and metaphors in the texts?-How can I identify other figurative language in texts?-How does narrator/speaker point of view influence how events are described?-How do I determine the theme of texts read?




ELA Fifth Grade Pacing Guide 2013-2014Common Core Standard-Reading Informational 6th 6 Weeks Priority StandardsRI.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.5.5-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.5.9-Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Unpacking: RI.5.1-Students at this level should be able to quote correctly from the text to explain what the text is about and when drawing conclusions. RI.5.2-Students must identify two or more main ideas and find the most important details that strengthen these main ideas. RI.5.5-Students must explain how the events, ideas, or concepts fit into the overall structure of a text by finding the similarities and differences in two or more texts. RI.5.7-Students at this level can use media efficiently to answer questions and to solve problems. RI.5.9-Students will combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject. Concepts (What students need to know)

Skills (What students must be able to do) Essential Vocabulary Essential Questions

Main IdeasDetailsStructure of TextDigital Sources

Quote accurately from a text Explain what the text says Draw inferences from the text Determine main ideas of text Summarize Locate answer to questions Integrate information from texts on the same topic

to utilize


-Given digital sources or print, how can I locate information to solve a problem?-Using a variety of information, how can I integrate the information to write or speak about the subject knowledgeably?-How will I use support from the texts to explain my answers?-How will I use evidence from the texts to support my answers?-How will I use evidence from the texts to explain my inferences?





Common Core Standard-Writing 6th 6 Weeks

ELA Fifth Grade Pacing Guide 2013-2014Priority Standards Supporting Standards

W.5.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.


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.

Unpacking: W.5.3-Fifth grade students write real and imaginative stories. Students are expected to use description to show characters‟ thoughts and feelings as well as the details of characters‟ interaction through dialogue. As students develop characters and use dialogue, they will need to understand how to introduce characters and how to engage characters in conversation in their writing. W.5.6-Students in fifth grade are developing strategies with peers and adults to use digital tools. At this level, they should not only use technology for producing and publishing writing, but also to collaborate with others. Fifth grade students are required to be proficient in keyboarding skills (typing at least two pages in a single setting). W.5.8-Students learn how to locate information from print and digital sources as well as integrate information from their own experiences. A list of sources they used should be included. At this level, students take notes, organize their information into categories, and list their sources.Concepts (What students need to know) Skills (What students

must be able to do)Essential Vocabulary Essential Questions

NarrativesExperiencesEventsTechniqueDetailsSequences

Print & Digital Sources

Write narratives Produce & publish

writing Use technology Publish Recall relevant

dialogue, technique, sensory detail, concrete detail, transitional word/phrase/clause, collaborative discussion, research, word process,

-How can I use descriptive detail to write a real or imaginative narrative?-How can I use multi-media to publish writing?-How will I summarize and paraphrase information from various sources to create a document?

ELA Fifth Grade Pacing Guide 2013-2014information

Summarize information

publish, summarize, paraphrase, cite




Common Core Standard-Language 6th 6 Weeks Supporting Standards

ELA Fifth Grade Pacing Guide 2013-2014L.5.4 -Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.5.5--Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

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).Unpacking: L.5.4-The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes.L.5.5- Learning words at this stage includes understanding and interpreting the meaning of similes, metaphors, idioms, adages, and proverbs; demonstrating understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus). L.5.6-“Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.” “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” “Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.” Concepts (What students need to know) Skills (What students must be

able to do)Essential Vocabulary Essential Questions

Multiple‐Meaning Words/PhrasesRange of Strategies

Greek & Latin affixes and roots

•Determine/clarify the meaning of unknown and multiple meaning words or phrases•Acquire & use grade appropriate vocabulary Acquire Use

multiple-meaning wordscause/effectcomparisonGrade level vocabulary across disciplines

-How can I use context clues to determine/clarify unknown and multiple meaning words?-How can I use reference material to determine pronunciation and meaning?-How can I demonstrate knowledge of new content based vocabulary?

ELA Fifth Grade Pacing Guide 2013-2014-How can I define and use Greek and Latin affixes and roots?




ELA Fifth Grade Pacing Guide 2013-2014Common Core Standard-Speaking & Listening 6th 6 Weeks Priority StandardsSL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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.

SL.5.6-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.Unpacking: SL.5.2-Fifth grade students will also summarize a written text read aloud or information presented in multiple formats.

SL.5.4-While adept at reporting on a topic or text, telling a story, or recounting an event, fifth graders will focus on doing so in an organized, logical manner. SL.5.6-Students in the fifth grade should be exposed to a numerous variety of speaking tasks so they may be able to distinguish between formal and informal discourse. Concepts (What students need to know)



Details, FactsMain IdeaThemes

Summarize information or texts

Report on a topic Present an opinion Sequence ideas logically Speak Clearly

summarize reportsequencing fact opinion relevantdescriptive detailsupportmain idea


-How do I present a summary?





Common Core Standard-Reading Foundational 6th 6 Weeks

ELA Fifth Grade Pacing Guide 2013-2014Supporting StandardsRF.5.3-Know and apply grade-level phonics and word analysis skills in decoding words.


RF.5.4 a, b, c-Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding.b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.



RF.5.4-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding.Concepts (What students need to know) Skills (What students

must be able to do)Essential



•Apply & decode grade level phonics and word analysis skills.•Read (accurately, fluently)






pacing... · web viewuse combined knowledge of all letter-sound correspondences, syllabication...

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