Fifth Grade
Scope and Sequence
and
Curriculum Documents
Deer Valley Unified
School District
2017-2018
2 JC rev. 7/24/17
Contributors
Many thanks to our 2014-2015 K-5 Curriculum Document work team!
Teacher Position
Teacher Position
Angelina Bautista Kindergarten Teacher Laura Martinez 1st Grade Teacher
Jennifer Bender Reading Specialist Gayle Melvin Kindergarten Teacher
Megan Cameron 4th Grade Teacher Shelly Miller Kindergarten Teacher
Kim Caruso 2nd Grade Teacher Allyn Olson 5th Grade Teacher
Janet Cerjak Kindergarten Teacher Kim Piranio Gifted Teacher
Allison Chavez 5th Grade Teacher Melanie Poll 1st Grade Teacher
Karen Ciba 3rd Grade Teacher Kerri Scheffler Kindergarten Teacher
Tracy Conn Reading Specialist Mishelle Scragg Academic Facilitator
Wendy Dinsmore Special Education Teacher Beverly Shepard Reading Specialist
Lisa Foreman 2nd Grade Teacher April Smith 2nd Grade Teacher
Laura Heeb (Rodi) 1st Grade Teacher Gina Solomon 5th Grade Teacher
Lynn Hoernig 3rd Grade Teacher Veronica Teran Reading Specialist
Nancy Holly Reading Specialist Sara Troftgruben 2nd Grade Teacher
Lori Johnson Master Teacher Ashley Vickers 5th Grade Teacher
Anna Kramer 3rd Grade Teacher Mindi Wagner 3rd Grade Teacher
Pascale Lim-Monet Instructional Coach
Many thanks to our 2017-2018 K-5 Curriculum Document Revision work team!
Cindy Arthur 1st Grade Teacher Anna Kramer 3rd Grade Teacher
Jennifer Bender Reading Specialist Eileen Nguyen Teacher ELL Specialist
Kim Caruso 2nd Grade Teacher Nancy Scruggs Teacher ELL Specialist
Tasha Christean Kindergarten ELD Teacher Patti Wann ELL CIAS
Brittney Finch 1st/2nd Grade ELD Teacher
Color Coding Chart
Units covered during 1st Quarter Units covered during 2nd Quarter Units covered during 3rd Quarter Units covered during 4th Quarter
Recommendations:
Each week of instruction using Reading Street not to exceed a maximum of eight days.
Unit 6 may not be completed by the end of quarter 4. Focus should be on the AZCCRSS and not on the stories.
3 JC rev. 7/24/17
Fifth Grade Scope and Sequence
Assessments Administered Throughout the Year: Words Their Way Spelling Inventory, DRA, SRI, Reading Street Assessments, District Assessments
Unit 1: What kinds of challenges do people face and how do they meet them?
Story
Text-Based
Comprehension
Literary
Terms
Vocabulary/
Word Study/
Word Analysis
Speaking &
Listening;
Media Literacy
Conventions
Words
Their
Way
Writing
Focus
Interdisciplinary
Connection
Unit 1
Story 1
Main: Red Kayak Skill: Character
and Plot
Strategy: Monitor
and Clarify
Point of
View
Homographs /
Context Clues/
Suffix -ly
Interview Four Kinds of
Sentences
Ind
ivid
ua
lize
d W
ord
Stu
dy
Wri
te F
rom
Th
e B
eg
inn
ing
Pe
rso
na
l N
arr
ati
ve
s
Science:
CPR
Paired: What Will I Do in
an Emergency?
Sleuth: A Dream in her
Heart
Unit 1
Story 2
Main: Thunder Rose Skill: Cause and
Effect
Strategy:
Summarize
Hyperbole Homonyms /
Context Clues/
Greek and Latin
Roots
Storytelling Subjects and
Predicates
Science:
Unpredictable weather
and natural disasters Paired: Measuring
Tornadoes
Sleuth: Thunder,
Lightning, and Thor
Unit 1
Story 3
Main: Island of the Blue
Dolphins
Skill: Theme and
Setting
Strategy: Inferring
Imagery Unknown Words
/ Dictionary and
Glossary/
Compound
Words
How-To
Demonstration
Independent
and
Dependent
Clauses
Science:
Wilderness survival
Paired: Seven Survival
Questions
Sleuth: The World’s
Smallest Nation
Unit 1
Story 4
Main: Satchel Paige Skill: Fact and
Opinion
Strategy:
Questioning
Idioms Antonyms /
Context Clues/
Shades of
Meaning
Media
Literacy:
Sportscast
Compound and
Complex
Sentences
Social Studies:
Segregation and equal
rights Paired: Roberto Clemente
Sleuth: Major League
Dreams
Unit 1
Story 5
Main: Ten Mile Day Skill: Cause and
Effect
Strategy:
Text Structure
Sensory
Details
Multiple-
Meaning Words /
Context Clues/
Suffix -ing
Job Advertisement Common,
Proper
And Collective
Nouns
Social Studies:
Reasons for immigration
Paired: Working on the
Railroad
Sleuth: The Tree of
Heaven
Unit 1
Optional Unit Review/Assessment
4 JC rev. 7/24/17
Unit 2: What makes people want to do the right thing?
Story
Text-Based
Comprehension
Literary
Terms
Vocabulary/
Word Study/
Word Analysis
Speaking &
Listening;
Media Literacy
Conventions
Words
Their
Way
Writing
Focus
Interdisciplinary
Connection
Unit 2
Story 1
Main: At the Beach Skill:
Compare and
Contrast
Strategy:
Visualize
Imagery Unfamiliar
Words/
Context Clues/
Spanish Word
Origins
Media
Literacy:
Talk Show
Regular and
Irregular
Plural Nouns
Ind
ivid
ua
lize
d W
ord
Stu
dy
Wri
te F
rom
Th
e B
eg
inn
ing
Info
rma
tiv
e/E
xpla
na
tory
Social Studies:
Being honorable and
showing principles Paired: The Eagle and the
Bat
Sleuth: Jesse’s Perfect
Score
Unit 2
Story 2
Main: Hold the Flag High Skill:
Sequence
Strategy:
Inferring
Fore-
shadowing
Unfamiliar
Words/
Dictionary and
Glossary/
French Word
Origins
Informational
Speech
Possessive
Nouns
Social Studies: Showing
bravery and sacrifice to
ensure better lives for
others
Paired: How to Hold the
Flag
Sleuth: The Price of
Freedom
End of First Quarter
Unit 2
Story 3
Main: The Ch’i-lin Purse Skill:
Compare and
Contrast
Strategy:
Story Structure
Symbolism Greek and Latin
Roots/
Word Structure/
Suffixes -tion,
-ion
Readers’
Theater
Action and
Linking
Verbs
In
div
idu
ali
zed
Wo
rd S
tud
y
Wri
te F
rom
Th
e B
eg
inn
ing
In
form
ati
ve
/Exp
lan
ato
ry
Social Studies: Knowledge
of doing the right thing
and idea that favors may
be returned
Paired: The Story of Phan
Ku
Sleuth: Peanut Butter
Sandwiches
Unit 2
Story 4
Main: A Summer’s Trade Skill:
Author’s
Purpose
Strategy: Monitor
and Clarify
Point of
view
Unfamiliar
Words/
Context Clues/
Spanish Word
Origins
Panel
Discussion
Main and
Helping
verbs
Social Studies: Doing the
right thing, not the easy
thing
Paired: Thunderbird and
Killer Whale
Sleuth: The Swap
Unit 2
Story 5
Main: The Midnight Ride
of Paul Revere
Skill:
Author’s Purpose
Strategy:
Background
Knowledge
Rhyme,
Rhythm, and
Cadence
Endings –s, -ed,
-ing /
Word Structure/
Word Families
Media
Literacy:
Documentary
Subject-verb
Agreement
Science: Benefits and risks
of fighting for freedom
Paired: The Heroic Paul
Revere
Sleuth: On Loyalty to
Country
Unit 2 Optional Unit Review/Assessment
5 JC rev. 7/24/17
Unit 3: What do people gain from the work of inventors and artists?
Story
Text-Based
Comprehension
Literary
Terms
Vocabulary/
Word Study/
Word Analysis
Speaking &
Listening;
Media Literacy
Conventions
Words
Their
Way
Writing
Focus
Interdisciplinary
Connection
Unit 3
Story 1
Main: The Fabulous
Perpetual Motion
Machine
Skill: Sequence
Strategy:
Summarize
Fore-
shadowing
Multiple-
Meaning
Words /
Context Clues/
Shades of
Meaning
Play Review Past, Present,
and Future
Tenses
Ind
ivid
ua
lize
d W
ord
Stu
dy
Wri
te F
rom
Th
e B
eg
inn
ing
Info
rma
tiv
e/E
xpla
na
tory
Science:
Inventors and their
inspirations
Paired: The Toy Space
Shuttle is Here!
Sleuth: The Greatest
Invention?
Unit 3
Story 2
Main: Leonardo’s Horse Skill: Main Idea/
Supporting
Details
Strategy: Visualize
Tone Greek and Latin
Roots/
Word Structure/
Greek and Latin
Roots
Media
Literacy:
Newscast
Principal Parts
of
Regular verbs
Social Studies:
Impact of artists on future
generations Paired: A Job for
Michelangelo
Sleuth: Team “Sports”
Unit 3
Story 3
Main: Dinosaurs of
Waterhouse Hawkins
Skill: Fact and
Opinion
Strategy: Predict
and Set Purpose
Flashback Homonyms /
Context Clues/
Suffixes –tion
and -ion
Introduction Principal Parts
of
Irregular verbs
Science: Understanding
the past through work of
paleontologists and artists
Paired: A Model Scientist
Sleuth: The Bone and the
Tooth
Unit 3
Story 4
Main: Mahalia Jackson Skill: Main Idea
and Details
Strategy: Text
Structure
Imagery Antonyms /
Context Clues/
Suffix -ous
Give
Directions
Troublesome
Verbs
Social Studies:
Music as an inspiration
Paired: Perfect Harmony
Sleuth: A Week of the
Blues
Unit 3
Story 5
Main: Special Effects in
Film and TeleIIIision
Skill: Graphic
Sources
Strategy:
Important Ideas
Jargon Prefixes pre-,
re- /
Word Structure/
Compound
Words
Advertisement Prepositions
and
Prepositional
Phrases
Science:
Special effects in movies
Paired: Searching for
Animation
Sleuth: The Uncanny
IIIalley
Unit 3 Optional Unit Review/Assessment
End of Second Quarter
6 JC rev. 7/24/17
Unit 4: How do people and animals adapt to different situations?
Story
Text-Based
Comprehension
Literary
Terms
Vocabulary/
Word Study/
Word Analysis
Speaking &
Listening;
Media
Literacy
Conventions
Words
Their
Way
Writing
Focus
Interdisciplinary
Connection
Unit 4
Story 1
Main: Weslandia Skill: Draw
Conclusions
Strategy:
Questioning
Idioms Endings -ed, -ing, -s /
Word Structure/
Endings –ed, -ing, -s
How-to
Demonstration
Subject and
Object
Pronouns
Ind
ivid
ua
lize
d W
ord
Stu
dy
Wri
te F
rom
Th
e B
eg
inn
ing
Lite
rary
An
aly
sis
Social Studies:
Adapting to difficult
situations by being flexible
and courageous
Paired: Under the
Back Porch / Keziah
Sleuth: A Green
Island?
Unit 4
Story 2
Main: Tripping OIIIer
the Lunch Lady
Skill: Generalize
Strategy: Predict
and Set Purpose
Hyperbole Unfamiliar
Words/Context
Clues/ Suffixes –ly, -
ian
Persuasive
Speech
Pronouns and
Antecedents
Social Studies:
Overcoming obstacles
through new ideas, being
resilient, and adapting Paired: Square
Dancing
Sleuth: Helping
Hands
Unit 4
Story 3
Main: Exploding
Ants
Skill: Graphic
Sources
Strategy:
Important Ideas
Metaphor Synonyms/ Context
Clues/ Suffix -ize
Description Possessive
Pronouns
Science:
Animal adaptations for
protection, eating, and
survival. Paired: The Art of
Mimicry
Sleuth: A ‘Coat’ of
Many Colors
Unit 4
Story 4
Main: The Stormi
Giovanni Club
Skill: Generalize
Strategy: Story
Structure
Dialogue Unfamiliar Words/
Context Clues/
Prefixes com-, pro-,
epi-
Give Advice Indefinite and
Reflexive
Pronouns
Social Studies:
Adapting to new place
through courage and
determination
Paired: The Extra
Credit Club
Sleuth: The Big
Move
Unit 4
Story 5
Main: The Gymnast Skill: Draw
Conclusions
Strategy: Visualize
Figurative
Language -
Simile
Suffixes -ion, -ish /
Word Structure/
Idioms
Interview a
Classmate
Using Who and
Whom
Social Studies:
Improving yourself
through fitness, practice,
and knowledge
Paired: All About
Gymnastics
Sleuth: You’ll Just
Flip for Circus School
Unit 4 Optional Unit ReIIIiew/ Assessment
7 JC rev. 7/24/17
Unit 5: Who goes seeking adventure and why?
Story Text-Based
Comprehension
Literary
Terms
Vocabulary/
Word Study/
Word Analysis
Speaking &
Listening;
Media
Literacy
Conventions
Words
Their
Way
Writing
Focus
Interdisciplinary
Connection
Unit 5
Story 1
Main: The Skunk
Ladder
Skill: Character
and Plot
Strategy:
Background
Knowledge
Humor Greek and Latin
Roots / Word
Structure/
Prefix im- , ate-
Dramatization Contractions
and
Negatives
Ind
ivid
ua
lize
d
Wo
rd S
tud
y
W
rite
Fro
m
Th
e B
eg
inn
ing
Lit.
An
aly
sis
Social Studies:
Adventures happen due
to surroundings, actions,
initiative
Paired: Books and
Adventure
Sleuth: Welcome to
the Neighborhood?
End of Third Quarter
Unit 5
Story 2
Main: The
Unsinkable Wreck
of the R.M.S. Titanic
Skill: Graphic
Sources
Strategy: Inferring
Jargon Unknown Words/
Dictionary and
Glossary/ Acronyms
Media Literacy:
Newscast
Adjectives
and Articles
Ind
ivid
ua
lize
d W
ord
Stu
dy
Wri
te F
rom
th
e
Be
gin
nin
g
Lite
rary
An
aly
sis
Science:
Adventurers use
technology to explore
ocean floors, find
treasure, discover new
places
Paired: Shipwreck
Season
Sleuth: Technology
and Treasure
Unit 5
Story 3
Main: Talk with an
Astronaut
Skill: Author’s
Purpose
Strategy: Monitor
and Clarify
Idiom Multiple-Meaning
Words / Context
Clues/ Greek and
Latin Roots
Storytelling This, That,
These, and
Those
Science:
Adventures in space
mean learning about
spacecrafts, missions into
space, and understanding
weightlessness.
Paired: Women
Astronauts
Sleuth: Charlotte’s
Space Travel
Unit 5
Story 4
Main: Journey to
the Center of the
Earth
Skill: Cause and
Effect
Strategy:
Summarize
Figurative
Language –
Simile
Unfamiliar Words /
Context Clues/
Complex Spelling
Patterns –ous, -
ious, -eous
Interpret
Fiction
Comparative
and
Superlative
Adjectives
Science:
Adventures underground
teach us about caves and
Earth
Paired: The Sea
Battle
Sleuth: Escape from
the Mine
Unit 5 Story 5
Main: Ghost Towns
of the American
West
Skill: Generalize
Strategy:
Questioning
Sensory
Details
Prefixes over-, in- /
Word Structure/
Morphemes
Debate Adverbs Social Studies:
Western Expansion
included the California
Gold Rush in search of the
American Dream.
Paired: Gold
Dreams
Sleuth: The Ghost
Town
Unit 5 Optional Unit ReIIIiew/ Assessment
8 JC rev. 7/24/17
Unit 6: What can we learn from encounters with the unexpected?
Story
Text-Based
Comprehension
Literary
Terms
Vocabulary/
Word Study/
Word Analysis
Speaking &
Listening;
Media
Literacy
Conventions
Words
Their
Way
Writing
Focus
Interdisciplinary
Connection
Unit 6
Story 1
Main: The Truth
About Austin’s
Amazing Bats
Skill: Draw
Conclusions
Strategy:
Important Ideas
Sensory
Details
Unknown Words/
Dictionary and
Glossary/ Compound
Words
Debate Modifiers
Ind
ivid
ua
lize
d W
ord
Stu
dy
Wri
te F
rom
Th
e B
eg
inn
ing
Op
inio
n
Science:
Unexpected encounters
sometimes lead to
amazing inventions and
discoveries
Paired: The Animals
in My Life
Sleuth: A Matter of
Luck?
Unit 6
Story 2
Main: The Mystery
of Saint Matthew’s
Island
Skill: Main Idea
and Details
Strategy: Text
Structure
Word Choice Endings -s, -es /
Word Structure/
Russian Word
Origins
Interview Conjunctions Science:
Humans affect nature
both positively and
negatively. Paired: City Hawks
Sleuth: Fishy
Business
Unit 6
Story 3
Main: King Midas
and the Golden
Touch
Skill: Compare and
Contrast
Strategy: Story
Structure
Fore-
shadowing
Suffixes -less, -ful /
Word Structure
/ Complex Spelling
Patterns
Storytelling Commas Social Studies:
Results of our actions can
be both positive and
negative.
Paired:
Prometheus: The
Fire Bringer
Sleuth: Train Your
Dog
Unit 6
Story 4
Main: The
Hindenburg
Skill: Fact and
Opinion
Strategy: Predict
and Set Purpose
Symbolism Unfamiliar Words/
Context Clues/ Word
Families
Media Literacy:
Newscast
Quotations
and
Quotation
Marks
Social Studies:
Travel safety means using
safe vehicles, being aware
of where you are,
avoiding danger, being
prudent.
Paired: The Mystery
of the Hindenburg
Disaster
Sleuth: Birds and
Planes
Unit 6
Story 5
Main: Sweet Music
in Harlem
Skill: Sequence
Strategy:
Background
Knowledge
Point of
View
Homographs /
Context Clues/
Compound Words
Readers’
Theater
Punctuation Social Studies:
People are influenced by
careers, wealth/celebrity,
family/friends, and those
with talent.
Paired: Sweet
Music in Harlem:
Author’s Note
Sleuth: Making Up
Music
Unit 6 Optional Unit ReIIIiew/ Assessment
End of Fourth Quarter
9 JC rev. 7/24/17
Unit 1: Meeting Challenges Unit 1: AZCCRS
5th Grade Unit 1 Meeting Challenges
Arizona’s College and Career Ready Standards
(Grade.Unit.Week)
Reading Foundational Skills ELP Standards Alignment
Phonics and Word Recognition
5.RF.3 Know and apply phonics and word analysis skills in
decoding multisyllabic words in context and out of
context.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology to read unfamiliar multisyllabic words
in and out of context. ( 5.1.1)
III-R-2:LI-4
III-R-2:LI-5
III-R-2:LI-7
III-R-2:LI-8
Blending spoken phonemes with more than 3
sounds into one-syllable words, including
consonant blends and digraphs (/f/i/n/d/=find;
/fl/a/t/=flat).
Orally producing rhyming words in response to
given words (Cat rhymes with…hat).
Reading regularly spelled multisyllabic and
compound words, including consonant blends,
consonant/Vowel digraphs (th, sh, ck) and
dipthongs (ea, ee, ie) and r-controlled vowels.
Applying knowledge of syllabication rules when
decoding multi-syllabic and compound words.
Fluency
5.RF.4
Read with sufficient accuracy and fluency to support
accuracy. (5.1.1)
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression ( 5.1.1,
5.1.2, 5.1.3, 5.1.4, 5.1.5)
III-R-3:LI-1 Reading aloud passages from unfamiliar
content area with fluency (i.e., accuracy,
appropriate phrasing, and attention to
punctuation).
Reading Literature ELP Standards Alignment
Key Ideas and Details
5.RL.1
5.RL.2
5.RL.3
Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences from the
text. 5.1.1, 5.1.3)
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; summarizes the text. (5.1.1,5.1.3)
Compare and contrast two or more characters, settings, or
events in a story or drama. (5.1.1)
III-R-4:LI-2
III-R-4:LI-3
III-R-4:LI-4
III-R-4:LI-5
Predicting what might happen next in a reading
selection.
Answering literal (i.e., yes/no, who, what,
where, when, why, which, and how) and/or
personal response questions about the text.
Asking who, what, where, when, why, which,
and how questions about the text.
Retelling a story with beginning, middle, and
end in complete sentences.
10 JC rev. 7/24/17
III-R-4:LI-7
III-R-4:LI-12
III-R-4:LI-14
III-R-4:LI-16
III-R-4:LI-17
III-R-4:LI-18
III-R-4:LI-19
III-R-4:LI-22
Summarizing the main idea and supporting
details from the text.
Identifying the cause-effect relationship of two
related events in a literary selection.
Describing the characters’ traits and their
motivations within a fictional text.
Identifying the plot (specific events, problems
and solutions) from a fictional text.
Relating illustrations to fictional text.
Comparing and contrasting two characters from
a fictional text.
Comparing and contrasting two settings from a
fictional text.
Locating information for a specific purpose
(e.g., atlas, glossary, textbook, indexes,
websites, podcast, webinars, etc.).
Craft and Structure
5.RL.5
5.RL.6
Explain how a series of chapters, scenes, or stanzas fits
together to provide the overall structure of a story, drama,
or poem. (5.1.1)
Describe how a narrator’s or speaker’s point of view
influences how elements are described. (5.1.1)
III-R-4:LI-11
Identifying structural elements of poetry (e.g.,
repetition, rhyme, rhythm, verse, meter, and
imagery, etc.)
Integration of Knowledge and Ideas
5.RL.9
Compare and contrast stories in the same genre on their
approaches to similar themes and topics (5.1.1)
III-R-4:LI-6
Making connections to text while reading (text-
to-text, text-to-self, text-to-the-world)
Range of Reading and LeIIIel of Text Complexity
5.RL.10 By the end of the year, proficiently and independently read
and comprehend literature, including stories, dramas, and
poetry, in a text complexity range determined by
qualitative and quantitative measures appropriate to grade
5. (5.1.1)
III-R-3:LI-1
Reading aloud passages from unfamiliar
content area text with fluency (i.e., accuracy,
appropriate phrasing, and attention to
punctuation).
Reading Informational Text ELP Standards Alignment
Key Ideas and Details
5.RI.1
Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences from the
text. (5.1.2, 5.1.4)
III-R-4:LI-4
III-R-4:LI-5
Answering who, what, where, when, why,
which and how questions about a text.
Retelling a story or event with a beginning,
middle, and end in complete sentences.
11 JC rev. 7/24/17
5.RI.2
5.RI.3
Identify two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
(5.1.2,5.1.4)
Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information
in the text. (5.1.5)
III-R-4:LI-7
III-R-4:LI-13
III-R-4: LI-14
III-R-4:LI-16
III-R-4:LI-29
Summarizing the main idea and supporting
details from text in complete sentences.
Drawing conclusions from information implied
or inferred in a literary selection.
Describing the characters’ traits and their
motivations within a fictional text.
Identifying the plot (specific events, problems
and solutions) from a fictional text.
Interpreting information from functional
documents for a specific purpose (e.g., “Which
bus do I take to get home by 7 pm?”)
Craft and Structure
5.RI.4
5.RI.5
Determine the meaning of general academic and domain-
specific words and phrases in a text relevant to a grade 5
topic or subject area. (5.1.1)
Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect, and
problem/solution) of events, ideas, concepts, or
information in two or more texts. (5.1.5)
III-R-4:LI-6
III-R-4:LI-20
Making connections to text while reading (text-
to-text, text-to-self, text-to-the-world).
Applying understanding of content-area
vocabulary within math, science, and social
studies texts.
Integration of Knowledge and Ideas
5.RI.8
Explain how an author uses reasons and evidence to
support particular points in a text, identifying which
reasons and evidence support the point. (5.1.4)
III-R-4:LI-31 Distinguishing fact from opinion in persuasive
text (e.g., advertisements, product labels,
written communications, etc.)
Range of Reading and LeIIIel of Text Complexity
5.RI.10 By the end of the year, proficiently and independently
read and comprehend informational text, including
history/social studies, science, and technological text, in a
text complexity range determined by qualitative and
quantitative measures appropriate to grade 5. (5.1.1)
III-R-3:LI-1
Reading aloud passages from unfamiliar
content area with fluency. (i.e., accuracy,
appropriate phrasing, and attention to
punctuation)
Speaking and Listening ELP Standards Alignment
Comprehension and Collaboration
5.SL.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
III-LS-1:LI-4
III-LS-1:LI-5
Paraphrasing main ideas/concept and key
points/details of a presentation using
complete sentences.
Responding to academic discussions by asking
questions and sharing one’s view on facts,
12 JC rev. 7/24/17
5.SL.2
preparation and other information known about
the topic to explore ideas under discussion.
(5.1.1,5.1.2,5.1.3,5.1.4,5.1.5)
Summarize a written text read aloud or information
presented in diverse media and formats. (5.1.1)
III-LS-1:LI-6
ideas, and/or events using academic
vocabulary.
Responding to comprehension questions by
analyzing the content for relationships among
facts, ideas or events using appropriate
vocabulary (e.g., problem/solution,
cause/effect, compare/contrast, chronological
order, sequencing, etc.)
Presentation of Knowledge and Ideas
5.SL.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.
(5.1.1,5.1.2,5.1.3,5.1.4,5.1.5)
III-LS-1:LI-4
Paraphrasing main ideas/concept and key
points/details of a presentation using
complete sentences
Language ELP Standards Alignment
Conventions of Standard English
5.L.1
5.L.2
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
(5.1.1,5.1.2,5.1.3,5.1.4)
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing. (5.1.1,5.1.3,5.1.5)
e. Spell grade-appropriate words correctly,
consulting references as needed.
(5.1.1,5.1.2,5.1.3,5.1.4,5.1.5)
III-L-1(SC):LI-2
III-L-1(SC):LI-3
III-L-1(SC):LI-4
III-L-1(SC):LI-5
III-L-1(SC):LI-6
III-L-1(SC):LI-7
III-L-1(SC):LI-8
Producing sentences using subjects and verbs,
with subject-verb agreement (S-V).
Producing sentences in the negative S-V
construction (subject + auxiliary verb + not +
verb), with instructional support.
Producing sentences using S-V-C construction,
with instructional support.
Producing sentences with a noun as the
subject using S-V-C construction, with
instructional support.
Producing sentences with a plural noun as the
subject using S-V-C construction, with
instructional support.
Producing sentences with an adjective as the
complement using S-V-C construction, with
instructional support.
Producing sentences in the negative
construction with a subject + “to be” +
prepositional phrase, with instructional
support (S-V-P).
13 JC rev. 7/24/17
III-L-1(SC):LI-9
III-L-1(SC):LI-10
III-L-1(SC):LI-11
III-L-1(SC):LI-12
III-L-1(SC):LI-13
III-L-1(SC):LI-14
III-L-1(SC):LI-15
III-L-1(SC):LI-16
III-L-1(SC):LI-17
III-L-1(SC):LI-18
III-L-1(SC):LI-22
Producing sentences using subjects + “to be” +
prepositional phrase, with instructional
support. (S-V-P)
Producing sentences (S-V-O-P) using subjects,
verbs, and prepositional phrases, with
instructional support.
Producing sentences using “There” + “to be” +
subject + prepositional phrase, with
instructional support.
Producing sentences using subject + verb +
direct object (noun), with instructional
support.
Producing sentences using subject + verb +
object pronouns, with instructional support.
Producing sentences using adverbs to modify
verbs, with instructional support.
Producing imperative sentences with
instructional support (e.g., Put the markers in
the box.)
Producing compound sentences with
instructional support.
Producing sentences using subject + verb +
object (S-V-O), with instructional support.
Producing sentences using subject + verb +
object + indirect object (S-V-O-IO), with
instructional support.
Producing a compound sentence using an
independent clause + semicolon + conjunctive
adverb + independent clause, with
instructional support (e.g., “It has three sides;
therefore, it is a triangle.”)
Knowledge of Language
5.L.3
Use knowledge of language and its conventions when
writing, speaking, reading, or listening. (5.1.4)
III-L-2:LI-6
III-L-2:LI-8
Applying contractions in context with
instructional support.
Stating the words represented by
common/academic language abbreviations
and acronyms.
14 JC rev. 7/24/17
Vocabulary Acquisition and Use
5.L.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. (5.1.2,5.1.3,5.1.4)
b. Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of a
word or phrase. (Stories 5.1.1,5.1.2,5.1.4,5.1.5)
c. Use the relationship between particular words
(e.g., synonyms, antonyms, homographs) to better
understand each of the words. (Stories
5.1.1,5.1.2,5.1.4)
III-L-2:LI-4
III-L-2:LI-5
III-L-2:LI-7
III-L-2:LI-10
III-L-2:LI-12
III-L-2:LI-13
Explaining the meaning of grade-level
academic vocabulary and symbols with
instructional support.
Determining the meaning of compound words
using knowledge using individual words (e.g.,
lunchtime, daydream, etc.).
Using knowledge of base/root words and
affixes (prefixes and suffixes) to determine the
meaning of unknown grade-level content
words with instructional support.
Using context clues in a variety of context texts
to determine the intended meaning of grade-
level homonyms and multiple meaning words
with instructional support.
Using context clues in a variety of context texts
to determine the intended meaning of grade-
level content words, with instructional
support.
Explaining the meaning of grade-level
figurative language in a variety of texts.
Writing ELP Standards Alignment
Text Types and Purposes
5.W.2
Write informative/explanatory texts to examine a topic
and convey ideas and information clearly. (5.1.1, 5.1.2,
5.1.3,5.1.4, 5.1.5)
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. (5.1.3, 5.1.4,
5.1.5)
d. Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting,
illustrations, and multimedia when useful to aid in
comprehension (5.1.1)
III-W-1:LI-1
III-W-1:LI-4
III-W-1:LI-6
Writing one or more narrative paragraphs
based on imagined or real events that includes
characters, setting, and details to develop the
plot using appropriate transitional words and
varied sentence structure.
Writing expository essays and informational
reports that include topic sentences, main
ideas, and supporting details using transitions,
varied sentence structure and academic
vocabulary.
Writing a variety of functional text that
address audience, stated purpose, and context
letters, direction, graphs/tables, brochures.
15 JC rev. 7/24/17
5.W.3
Use precise language and domain-specific vocabulary to
inform about or explain the topic. (5.1.1)
Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details,
and clear event sequences. (5.1.1,5.1.2,5.1.3,5.1.4,5.1.5)
III-W-4:LI-1
III-W-4:LI-2
III-W-4:LI-3
Producing one or two paragraphs with an
identifiable main idea and supporting details
that reflect the purpose in a variety of genres.
Producing one or two paragraphs that reflect
an introductory statement, supporting details,
and a concluding statement, which are
connected by one-word transitions and
transitional phrases.
Choosing words, ideas, and details that reflect
audience and purpose (pragmatics) with
instructional support.
Production and Distribution of Writing
5.W.4
5.W.5
5.W.6
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience. (5.1.1, 5.1.3, 5.1.5)
With guidance develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new
approach. (5.1.1)
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 in
order to complete a writing task. (5.1.1)
III-W-3:LI-1
III-W-3:LI-2
III-W-3:LI-3
III-W-3:LI-4
III-W-3:LI-5
III-3:LI-6
III-W-3:LI-7
Generating and organizing ideas to include a
prewriting plan using multiple teacher-
selected methods (brainstorming, webbing,
writer’s notebook, journal, etc.).
Organizing ideas to reflect audience and
intended purpose.
Using a prewriting plan to draft a paragraph or
essay with an introductory statement, body,
traditions, and concluding statement.
Revising a student draft as a class or in small
groups for word choice, sequence of ideas
(introduction, body, conclusion),
adding/deleting supporting details, effective
transitions, sentence structure (complete and
varied sentences) using revision tools
(checklists, rubrics, and reference materials).
Reviewing student drafts for errors in
conventions as a class or in small groups using
editing tools (e.g., checklists, rubrics, computer
spell check, and other reference materials).
Publishing products in a variety of formats
(oral presentation, manuscript, multimedia,
etc.).
Using a teacher-established timelines to
publish products in a variety of formats (e.g.,
16 JC rev. 7/24/17
III-W-4:LI-4
III-W-4:LI-5
oral presentation, manuscript, multimedia,
etc.).
Substituting accurate and specific synonyms
for adjectives, verbs, and nouns and
attempting to use figurative language with
instructional support or resources.
Varying sentence beginnings, lengths, and
patterns.
Research to Build and Present Knowledge
5.W.8
5.W.9
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. (5.1.1)
Draw evidence from literary or informational texts to
support analysis, reflection, and
research. (5.1.1,5.1.2,5.1.3,5.1.4,5.1.5)
III-W-5:LI-1
Recording and organizing information,
observations, or questions on a topic of
student interest from one or two sources
(experiment, textbook, guest speaker, video,
Internet, podcasts, etc.) for report research
purposes.
Writing Foundational Skills ELP Standards Alignment
Sound-letter Basics and Handwriting
5.WF.1
Demonstrate and apply handwriting skills.
a. Read and write cursive letters, upper and lower
case.
b. Transcribe ideas legibly and fluently with
appropriate spacing and indentation.
III-W-2:LI-1
III-W-2:LI-2
III-W-2:LI-3
III-W-2:LI-4
III-W-2:LI-5
Legibly writing cursive upper and lower case
letters of the alphabet.
Spelling multi-syllable words using knowledge
of syllabication and spelling patterns.
Spelling grade-appropriate words (i.e., high
frequency, common, academic, homonyms,
and plurals).
Using capitalization for proper nouns (i.e.,
names, place names, dates, holidays,
languages), titles (including book and poem
titles), and abbreviations.
Using punctuation for sentence endings, semi-
colons in a series, introductory clauses,
dialogue and direct address, quotation marks
for dialogue and titles, colons to punctuate
business letter salutations, apostrophes to
punctuate contractions, and plural possessives.
17 JC rev. 7/24/17
Unit 1: Enduring Understandings, Essential Questions & Key Concepts
Enduring Understandings
What kinds of challenges do people face and how do they meet them?
Essential Questions (Grade.Unit.Week) Key Concepts (Grade.Unit.Week)
5.1.1 Red Kayak
• What inspires people to act courageously?
5.1.2 Thunder Rose
• How can nature challenge us?
5.1.3 Island of the Blue Dolphins
• How do people survive in the wilderness?
5.1.4 Satchel Paige
• How do we face personal challenges?
5.1.5 Ten Mile Day
• What challenges do immigrants encounter?
Text-Based Comprehension Vocabulary Concepts/ Word
Analysis
Skills:
• 5.1.1 - Character and
Plot
• 5.1.2 - Cause and Effect
• 5.1.3- Theme and
Setting
• 5.1.4- Fact and Opinion
• 5.1.5 - Cause and Effect
Strategies:
• 5.1.1 - Monitor and
Clarify
• 5.1.2- Summarize
• 5.1.3- Inferring
• 5.1.4- Questioning
• 5.1.5 -Text Structure
Skills:
• 5.1.1- Homographs
• 5.1.2 - Homonyms
• 5.1.3 - Unknown Words
• 5.1.4- Antonyms
• 5.1.5 - Multiple-Meaning Words
Strategies:
• 5.1.1- Context Clues
• 5.1.2- Context Clues
• 5.1.3- Dictionary/Glossary
• 5.1.4 - Context Clues
• 5.1.5 - Context Clues
Word Analysis:
• 5.1.1 - Suffix -ly
• 5.1.2 – Greek / Latin Roots
• 5.1.3 - Compound Words
• 5.1.4 - Shades of Meaning
• 5.1.5 - Suffix -ing
18 JC rev. 7/24/17
Unit 1: Student Friendly Objectives
Student Friendly Objectives
Use the objectives/standards provided on the page above and begin with student directed phrases such as:
The student will…
I can…
You can also access “Student Friendly” language through the following website:
http://www.thecurriculumcorner.com/2012/12/03/i-can-common-core-standards-k-5/
• I can accurately quote from a text. 5.RL.1 (Stories 1, 3)
• I can draw inferences when reading. 5.RL.1 (Stories 1,3)
• I can find the theme in a story. 5.RL.2 (Stories 1,3)
• I can tell how characters respond to problems. 5.RL.2 (Stories 1,3)
• I can quote accurately from a text. 5.RI.1 (Stories 1,3)
• I can find the main idea. 5.RI.2 (Story 2)
• I can find how the main idea is supported by details. 5.RI.2 (Story 2)
• I can summarize what I have read. 5.RL.2 (Story 2)
• I can tell how people, events, ideas or concepts are related. 5.RI.3 (Story 5)
• I can compare and contrast texts. 5.RI.5 (Story 5)
• I can read fluently and accurately 5.RF.4 (Stories 1,2,3,4,5)
• I can write to teach. 5.W.2 (Stories 1,3,4)
• I can write to tell a story. 5.W.3 (Story 2)
• I can write for different purposes, audiences, and topics. 5.W.4 (Stories 1,3)
• I can use the four types of sentences correctly in my speaking and writing 5.L.1 (Stories 1,2,3,4)
• I can spell fifth grade words correctly. 5.L.2 (Stories 1,2,3,4,5)
• I can use context clues to help me understand new words. 5.L.4 (Stories 1,2,3,4,5)
• I can use the relationship of synonyms, antonyms, and homographs to help me understand each word. 5.L.5 (Stories 1,2,4)
19 JC rev. 7/24/17
Unit 1: Vocabulary
Vocabulary (Grade.Unit.Week)
Selection Vocabulary Academic Vocabulary
5.1.1 Red Kayak: compressions, grumbled, insistently, intentionally,
minute, neutral, normally
5.1.2 Thunder Rose: branded, constructed, daintily, devastation,
lullaby, pitch, resourceful, thieving, veins
5.1.3 Island of the Blue Dolphins: gnawed, headland, kelp, lair,
ravine, shellfish, sinew
5.1.4 Satchel Paige: confidence, fastball, mocking, outfield, unique,
weakness, windup
5.1.5 Ten Mile Day: barren, deafening, lurched, previous, prying,
surveying
5.1.1 Red Kayak: character, plot, monitor and clarify, declarative
sentence, interrogative sentence, imperative sentence, exclamatory
sentence, realistic fiction, how-to text
5.1.2 Thunder Rose: cause, effect, summarize, tall tale, hyperbole
5.1.3 Island of the Blue Dolphin : inferring, setting, theme,
independent clause, dependent clause, novel
5.1.4 Satchel Paige: fact, opinion, biography, complex sentences,
idiom
5.1.5 Ten Mile Day: text structure, proper noun, sensory details,
expository text, alliteration, author’s viewpoint
Amazing Words – Oral Vocabulary
5.1.1 Red Kayak: terrified, treacherous, bravery, heroine, revive, expedition, anticipate, trepidation, ferocity, audacity
5.1.2 Thunder Rose: roaring, stationed, meteorologist, twister, stamina, precipice, agriculture, disaster, unpredictable, wildfire
5.1.3 Island of the Blue Dolphins: gutted, quartz, flint, blazing, pursuit, prey, shipwreck, famished, wilderness, resourceful
5.1.4 Satchel Paige: barrier, hardships, hostility, endured, ambition, strive, vigor, devotion, resist, discipline
5.1.5 Ten Mile Day: immigration, Ellis Island, belongings, anxiously, allegiance, emblem, sustenance, adversity, established, homeland
20 JC rev. 7/24/17
Unit 1: DOK
Depth of Knowledge
Sample Unit Activities
Showing Progression of Thinking from DOK 1-4
DOK1 – Recall DOK2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Use a Circle Map to
brainstorm a list of items
needed to survive in the
outdoors.
Use a Tree Map to categorize
the items by importance and
location (water, wilderness,
desert, etc.).
Formulate a possible survival
problem and research
solutions that justify your
listed survival items.
Create a survival guide for travelers
that outlines how to survive in the
outdoors. Use a problem solution
structure to organize your writing. Use
specific text features such as titles,
captions, labels, headings, bold text,
and bullets.
Additional DOK Activities
DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Look back at “What Will I Do in an Emergency?” and “Seven
Survival Questions.” Both texts discuss the steps to take in
emergency situations. Being prepared for emergencies can
make the difference between surviving and not surviving. Write
a public safety advertisement designed to convince hikers to
prepare for possible emergencies when planning wilderness
hikes. Use evidence from each text to support your opinion, or
claim. (Writing to Sources More Connect to Text, p. 198)
Research the topic of outdoor survival. Create open ended questions to
guide the research. Make a list of things that you would need to survive
in the wilderness. Create a survival guide for travelers that outlines
how to survive in the wilderness. Use a problem solution structure to
organize your writing. Use specific text features such as titles, captions,
labels, headings, bold text, and bullets.
Look back at Island of the Blue Dolphins and “Seven Survival
Questions.” Did Karana follow any of the survival information
under the question “What makes a place safe?” In a short
explanatory essay, clarify if Karana uses any of this advice as she
builds her home. Carefully reread both texts to find facts,
concrete details, and accurate quotations to support your
explanation. (Write to Sources, p. 17)
Using a Circle map brainstorm a list of challenges that people are facing
today. Reflect on the different ways people overcame their particular
challenges in this unit. Select a current challenge and research the issues
related to that problem. Identify two or three ways this challenge can be
overcome. Create a presentation to demonstrate your understanding.
21 JC rev. 7/24/17
Unit 1: Assessment
Assessment
Screeners Diagnostic Formative Summative
SRI
Previous Standardized Test
Scores
DRA
Reading Street Baseline Test
Words Their Way Spelling
Inventory
SRI
SRI
CCI Cycle Data
Reading Street Monitor Progress
ELA05-DIII
Weekly Story Tests
Reading Street Unit Tests
Reading Street End of Year
ELA05-DIII
State Standardized Assessments
Assessment Rubric
Formative Summative
DIIIUSD Scoring Rubric
Write from the Beginning and Beyond Analytical Rubric
Reading Street Retell Rubric
DIIIUSD Scoring Rubric
22 JC rev. 7/24/17
Unit 1: Sample Performance Task
Sample Performance Tasks
5.1.1 Red Kayak
1. After reading A Dream in Her Heart (Sleuth), write a paragraph discussing Jessica’s voyage. Do you feel her voyage was more
courageous or reckless? Use at least 3 details from the text to support your viewpoint.
2. After reading “Red Kayak”, write a paragraph in which you discuss how people can be inspired to act courageously. Support your
position with evidence from the text.
5.1.2 Thunder Rose
1. After reading Thunder, Lightning, and Thor (Sleuth), write a paragraph that identifies how the Norse people used the story of Thor
to explain what caused thunder and lightning. Support your ideas with evidence from the text.
2. After reading “Thunder Rose”, think about the special traits and characteristics of the tall tale character Thunder Rose. Write a
journal entry asking yourself what kind of problem a character might get into because of his or her special traits.
5.1.3 Island of the Blue Dolphins
1. After reading The World’s Smallest Island Nation (Sleuth), identify the economic and environmental problems facing Nauru.
Decide which is the most serious challenge facing the people of Nauru. Defend your position with evidence from the text.
2. After reading “Island of the Blue Dolphins” and identifying the theme, what clues does the text provide to support the theme?
5.1.4 Satchel Paige
1. After reading Major League Dreams (Sleuth), write a paragraph in which you discuss if there is ever a time to give up on a dream
and evaluate why or why not. Provide evidence from the text to support your position.
2. After reading “Satchel Paige”, use a Double Bubble Map to compare and contrast a player’s life in the Negro leagues to the white
leagues. Make an inference about which life was more challenging. Defend your inference with evidence from your Thinking
Map.
5.1.5 Ten Mile Day
1. After reading The Tree of Heaven, (Sleuth), decide if you think the parents or the children are more likely to be excited about
making the move. Record your evidence in a Thinking Map.
2. After reading “Ten Mile Day”, pretend you are an immigrant working on the Transcontinental Railroad. Create a journal entry
that describes a day in your life, using examples from the text to support your entry.
23 JC rev. 7/24/17
Unit 1: Thinking Maps and the Common Core
24 JC rev. 7/24/17
Unit 1: Suggested Activities
Suggested Activities
5.1.1 Red Kayak
• Create a concept map listing ways that people act courageously (p.20) DOK1
• Create a Flow Map to show the sequence in events in how Brady tries to keep Ben alive and then use the Flow Map to write a
summary using examples from the text. DOK2
• Create a Double Bubble to compare and contrast the instructions in the how to text What Will I Do in an Emergency with the
steps Brady used to revive Ben. Write a short summary to compare and contrast the information. DOK3
5.1.2 Thunder Rose
• Reread the section on pp. 63–73 and summarize Thunder Rose’s adventures with the longhorn herd and the tornadoes. Create a
list of metaphors and similes. Then write a one-paragraph explanation of what three or four of these metaphors and similes
mean. Use domain-specific vocabulary to explain how the figurative language adds to the tall tale’s meaning and tone. Support
your explanation with specific examples
from the text, including quotations. (Writing to Sources p. 12) DOK3
• Read “Thunder, Lightning, and Thor” (Sleuth). Partners should compile details from the text to explain how thunder and lightning
were created. Research how tornados are actually formed. Use a tree map to organize your information and write a brief
summary. DOK2
• Look back at Thunder Rose and “Measuring Tornadoes.” Using the Fujita scale, decide both the rating and the damage level of the
tornadoes described in Thunder Rose. Then write a short essay that explains your choices. Carefully reread both texts to find
facts, concrete details, and accurate quotations to support your explanation. (Write to Sources p.13) DOK3
5.1.3 Island of the Blue Dolphins
• Use a Multi-Flow map to organize the problems Karana faced in the wilderness and how she solved them. Use this information to
write a paragraph discussing how Karana overcame the challenges she faced in the wilderness. DOK2
• Read the “World’s Smallest Island Nation” (Sleuth). Create a Tree Map of the life of the Nauru children. Compare and contrast
the life of a Nauru child to your own. DOK3
5.1.4 Satchel Paige
• Reread the section on pp. 124–128 and summarize the sequence of events in which Satchel Paige and Josh Gibson face each
other on the baseball field. Write a paragraph that examines the relationship between these individuals based on specific
information from the text. Use domain-specific vocabulary to develop your explanation with examples from the text, including
facts, concrete details, and accurate quotations.(Writing to Sources p. 21) DOK3
• Read “Major League Dreams” (Sleuth) and create a Bubble Map illustrating the characteristics of a good baseball player. Use
evidence from the text to support your answer. DOK2
• Create a list of questions a coach might ask to interview players that want to attend a baseball camp. DOK2
• Read “Roberto Clemente.” Use dates, ages, and clue words to create a timeline of Roberto Clemente’s life. DOK2
25 JC rev. 7/24/17
Suggested Activities Continued
5.1.5 Ten Mile Day
• Reread “Ten Mile Day” on pp. 146–159 and summarize the sequence of events. Take notes on how the illustrations correspond
with different parts of the text. Then use precise language to write a one-paragraph explanation that focuses on how the
illustrations clarify and contribute to the text’s meaning and tone. Support your explanation with examples from the text,
including specific facts, definitions, and
concrete details.(Writing to Sources, p. 23) DOK2
• Use the leveled readers and create a Tree Map distinguishing the facts from opinions in the text. DOK1
• Read “The Tree of Heaven” (Sleuth) and compare the experiences of the immigrants in “Ten Mile Day” to the experiences of Mei
Li’s family. Write a brief summary describing the challenges immigrants faced in both texts. DOK3
Poetry
• Teachers and students will engage in Close Reading of Poetry and examine alliteration, rhyme scheme, and author’s point of
view. DOK2
26 JC rev. 7/24/17
Unit 1: Necessary Vocabulary / Phrases for Writing
Unit 1: WFTBB / Writing Suggestions
Necessary Vocabulary/Phrases for Writing
Narrative: Opinion:
• effective technique • organizational structure/logically ordered reasons
• descriptive details/sensory details • writer’s purpose
• orient the reader/clear event sequence • point of view
• convey experiences • sample linking words/transitions: consequently, specifically
• use precise language
• narrative techniques (dialogue, description, and pacing)
Research: Informative/Explanatory:
• investigation of different aspects of the topic • explain how an author uses reasons and evidence
• relevant evidence • general observation and focus
• summarize • facts
• paraphrase • concrete details
• sources: cite sources/use multiple sources • quotations
• domain specific vocabulary/precise language
Response to Literature: • sample linking words/transitions: in contrast, especially
• draw evidence from literary or informational texts
• support analysis, reflection, research
• compare/contrast
• claims
27 JC rev. 7/24/17
Unit 1: WFTBB
Write from the Beginning and Beyond
Write from the Beginning: Modeling the Basic Personal Chronological Narrative (Yellow Binder beginning on page 290)
Step 1 - Brainstorm: Have students brainstorm their ideas using a Circle Map.
Step 2 - Sequence for Writing: Using a Flow Map have students construct a sequence of 3 main ideas/events. Write an opening paragraph
that tells who, did what, when, where, and why.
Step 3 – Extend with Details: Ask students to tell the reader more about each of the main ideas/events that you are going to write about.
Add three details for each idea/step to their Flow Map.
Step 4 – Select Transition Words and Phrases: Have students add transition words or phrases to tell the order of each idea/event. Add
these words to the top of the boxes of the Flow Map.
Step 5 – Write a Closing Paragraph: Students will add a closing paragraph of 1-2 sentences that could tell how they felt, their opinion, what
they felt, etc.
Step 6 – Orally Rehearse using the Flow Map: Students will get together with two or three other people, using their Flow/Flee Map to tell
what they are going to write about.
Step 7 – Write: Write your story by taking your information off of the Flow/Flee Map.
Mini Lessons: By using Write from the Beginning (Yellow Binder - pages: 323-356) teachers can provide mini-lessons related to a focus based
on the needs of students related to the topics of:
• Motivation
• Basic Structure
• Transition
• Feelings/Emotions
• Step by Step Replay
• Inner Thoughts/Dialogue
• Well Thought Out Leads
• Suspense, Humor, and Drama
• Strong verbs
• Figurative Language
• Supporting Details
• Authentic voice
28 JC rev. 7/24/17
Write from the Beginning and Beyond Continued
� Final Writing pieces can be assessed using the provided DIIIUSD Scoring Rubric found on the DIIIUSD Portal. (Departments/Curriculum,
Instruction, & Assessment/ELA Reading)
� Use feedback and various rubrics including those from the Write from the Beginning (Yellow Binder - pages: 358-363) as checkpoints
through the writing process.
Other Writing Activities (AZCCRS-like verbiage in bold)
Narrative Informative/Explanatory Literary Analysis
Convey your experience of a trip you went
on with your class using descriptive and
sensory details. (Example progression
provided in WFTB Yellow Binder p. 290)
Using precise language, write about a time
you faced a challenge that seemed
impossible to overcome.
From your point of View, where is the
best place to go on a class trip? Provide
logical reasons of why you think so.
(Example progression provided in WFTB
Expository/Informative p. 129)
Select a previously read story to complete.
How does (name of character) remind you of
someone you know? Draw evidence from
literary text to support your analysis.
29 JC rev. 7/24/17
Unit 1: Resources
DIIIUSD Adopted Resources Additional Resources
• Learn 360
Pearson Digital Resources
o www.pearsonrealize.com
o www.mypearsontraining.com
o www.pearsonschool.com
Common Core Resources
o www.commoncore.pearsoned.com
o www.corestandards.org
o www.parcconline.org
• NBC Learn
• Scholastic University
• Write From the Beginning / Write From the Beginning and
Beyond
Common Core Standards Appendix A- Glossary & Examples
http://www.corestandards.org/assets/Appendix_A.pdf
Common Core Standards Appendix B - All example stories
http://www.corestandards.org/assets/Appendix_B.pdf
Common Core Standards Appendix C - Samples of Student
Writing
http://www.corestandards.org/assets/Appendix_C.pdf
• Scoop It
• Edhelper.com
• National Geographic
• Read Works
• Read Write Think
• Scholastic Storyworks
• Online Leveled Readers
• Pinterest for Educators
• Teachers Pay Teachers
• Tween Tribune (differentiated current events and blogs)
• Newsela.com (differentiated current events)
• Brain Pop
• Scoot Pad (individualized skill study)
• Biblionasium.com
• Learn Zillion (ELA & Math support)
• IXL.com (ELA & Math support)
• RAZkids.com
• Time for Kids (current events and activities)
• Thinking Maps
• Great Source
• Write from the Beginning and Beyond
• Bridge to Common Core (pearsonsuccessnet.com)
• TechToolkit.com
• www.textproject.org
30 JC rev. 7/24/17
Unit 1: Interdisciplinary Connections
Interdisciplinary Connections
5.1.1 Red Kayak
Leveled Readers:
Advanced: The Signs
Connection: Social Studies
Activity: Students can use the library or the Internet to learn more about The Gila River Indian Community and the Maricopa and Pima
tribes. Have students prepare an oral presentation on what they learn and present it to the class.
On Level: The Long Trip Home
Connection: Science
ActiIIIity: Have students research wildlife found in rural Maine. Ask students to make a list of animals that they learned about.
Below Level: Jenna and the High Dive
Connection: Social Studies
Activity: Have students write a letter from Jenna to her family telling about her final impressions of her week at Camp Green Lake.
Review and have students follow the format of a friendly letter
5.1.2 Thunder Rose
Leveled Readers:
Advanced: Weather Forecasting
Connection: Science
Activity: Have students research the differences between the causes and effects of tornados and hurricanes.
On Level: Storm Chasing Challenges
Connection: Science
Activity: Have students research Hurricane Hunters, people who fly into the eye of a hurricane to study it.
Below Level: Dangerous Storms
Connection: Science
Activity: Have students research the causes/effects of a typhoon or monsoon. They can then create a list of ways to protect you in a
storm.
31 JC rev. 7/24/17
Interdisciplinary Connections Continued
5.1.3 Island of the Blue Dolphins
Leveled Readers:
Advanced: The Medicine Harvest
Connection: Science
Activity: Students can learn more about the healing benefits of plants by researching them on the Internet or library. Use a circle map
to list plants they have learned about and their healing benefits.
On Level: Toby’s California Vacation
Connection: Social Studies
Activity: Research an endangered animal and find out how people are trying to preserve them. Students can get involved by
supporting the cause.
Below Level: Our Village
Connection: Social Studies
Activity: Select a Native American tribe and research how they live, what they eat, and what they traded.
5.1.4 Satchel Paige
Leveled Readers:
Advanced: The Journey of African American Athletes
Connection: Social Studies
Activity: Students can research an athlete of choice and share how he or she overcame challenges.
On Level: Famous Women in Sports
Connection: Social Studies
Activity: Have students pick one of the women from this book or any accomplished female sports figure, or research and compare
women’s sports of the past to what they know of women’s sports today.
Below Level: Rube Foster and the Chicago American Giants
Connection: Social Studies
Activity: Do research on one of the characters from the book, or another African American who played in the Negro League.
32 JC rev. 7/24/17
Interdisciplinary Connections Continued
5.1.5 Ten Mile Day
Leveled Readers:
Advanced: The Land of Opportunity
Connection: Social Studies
Activity: Encourage students to learn more about how immigrants become citizens today by finding a book or Internet article about
the subject. Encourage them to find samples of the test that immigrants must take to become citizens.
On Level: A Railroad Over the Sierra
Connection: Social Studies
Activity: Research the life of an immigrant group in the United States. Identify the problems they had in their former country, and the
kinds of challenges they face in the United States.
Below Level: The Golden Spike
Connection: Social Studies
Activity: Research the life of an immigrant group in the United States. Identify the problems they had in their former country, and the
kinds of challenges they face in the United States.
33 JC rev. 7/24/17
Unit 1: Disability Awareness
Disability Awareness
Possible Read Alouds
5.1.1 Red Kayak: What inspires people to act courageously?
Lears, Laurie. Becky the Brave. Morton Grove, IL: Whitman, 2002. Summary: Becky is Sarah’s big sister. In many ways they are
alike, but as Sarah says, "Becky is brave…and I am not." Becky walks Sarah to her classroom each day. She is brave about going
to a new school, about standing up to a big dog, and even about having epilepsy.
Acting Courageously from Get Into It/Special Olympics
https://getintoit.specialolympics.org/educators/3-5
5.1.2 Thunder Rose: How do we face personal challenges?
Rotner, Shelley and Sheila Kelley. The A.D.D. Book for Kids. Brookfield, CT: Millbrook Press,
2000. Summary: In their own words, children explain what it’s like dealing with attention-deficit disorder. Bright, upbeat
photographs personalize their explanations.
Disability, Jillian Powel (DVUSD Library)
Discusses disabilities, who has them, the physical and social challenges faced by disabled people, how they can work and play,
and what kinds of help are available, with an emphasis on physical disabilities.
Rules by Cynthia Lord (2007) 4-7th Grade
Story of a 12 year old girl with an 8 year old brother with autism who wants her family to be normal. The rules of the title are
life skills Catherine is trying to teach him. When she meets someone else who cannot speak, she realizes the importance of
caring for people and family who are different. (DVUSD)
O'Connor, Barbara. Me and Rupert Goody. New York, NY: Farrar, Straus and Giroux, 1999. Summary: Jennalee's world is
turned upside-down when a stranger names Rupert comes to town. Rupert has a mental disability, and Jennalee must adjust to
sharing her friends and family with him. (DVUSD)
34 JC rev. 7/24/17
Unit 2: Doing the Right Thing Unit 2: AZCCRS
5th Grade Unit 2 Doing the Right Thing
Arizona’s College and Career Ready Standards
(Grade.Unit.Week)
Reading Foundational Skills ELP Standards Alignment
Phonics and Word Recognition
5.RF.3
Know and apply grade-level phonics and word analysis skills
in decoding words. (5.2.1)
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context
and out of context. (5.2.5)
III-R-2:LI-4
III-R-2:LI-5
III-R-2:LI-7
III-R-2:LI-8
Blending spoken phonemes with more than 3
sounds into one-syllable words, including
consonant blends and digraphs
(/f/i/n/d/=find;
/fl/a/t/=flat).
Orally producing rhyming words in response
to given words (Cat rhymes with…hat).
Reading regularly spelled multisyllabic and
compound words, including consonant
blends, consonant/Vowel digraphs (th, sh, ck)
and dipthongs (ea, ee, ie) and r-controlled
vowels.
Applying knowledge of syllabication rules
when decoding multi-syllabic and compound
words.
Fluency
5.RF.4
Read with sufficient accuracy and fluency to support
comprehension. (5.2.3, 5.2.4)
a. Read grade-level text with purpose and
understanding. (5.2.4)
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings. (5.2.1, 5.2.5, 5.2.3, 5.2.5)
III-R-3:LI-1 Reading aloud passages from unfamiliar
content area with fluency (i.e., accuracy,
appropriate phrasing, and attention to
punctuation).
Reading Literature ELP Standards Alignment
Key Ideas and Details
5.RL.1
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
(5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)
III-R-4:LI-2
Predicting what might happen next in a
reading selection.
35 JC rev. 7/24/17
5.RL.2
5.RL.3
Determine a theme of a story, drama, or poem from details
in the text, including how characters in story or drama
respond to challenges, how the speaker in a poem reflects
upon a topic, and a summary of the text.
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). (5.2.1, 5.2.3)
III-R-4:LI-3
III-R-4:LI-4
III-R-4:LI-5
III-R-4:LI-7
III-R-4:LI-12
III-R-4:LI-14
III-R-4:LI-16
III-R-4:LI-17
III-R-4:LI-18
III-R-4:LI-19
III-R-4:LI-22
Answering literal (i.e., yes/no, who, what,
where, when, why, which, and how) and/or
personal response questions about the text.
Asking who, what, where, when, why, which,
and how questions about the text.
Retelling a story with beginning, middle, and
end in complete sentences.
Summarizing the main idea and supporting
details from the text.
Identifying the cause-effect relationship of
two related events in a literary selection.
Describing the characters’ traits and their
motivations within a fictional text.
Identifying the plot (specific events, problems
and solutions) from a fictional text.
Relating illustrations to fictional text.
Comparing and contrasting two characters
from a fictional text.
Comparing and contrasting two settings from
a fictional text.
Locating information for a specific purpose
(e.g., atlas, glossary, textbook, indexes,
websites, podcast, webinars, etc.)
Craft and Structure
5.RL.4
5.RL.5
5.RL.6
Determine the meanings of words and phrases as they are
used in text, including figurative language.
a. Use context as a clue to a meaning of a word or
phrase. (5.2.1)
b. Use common, grade appropriate Greek and Latin
affixes and roots as clues to the meaning of word.
(5.2.3)
Explain how a series of chapters, scenes, or stanzas fits
together to provide the overall structure of a particular story,
drama, or poem. (Story 3)
Describe how a narrator’s point of view influences how
events are described. (5.2.1)
III-R-4:LI-13
III-R-4:LI-34
Drawing conclusions from information
implied or inferred in a literary selection.
Identifying structural elements of poetry.
(e.g., repetition, rhyme, rhythm, verse, meter,
and imagery, etc.)
36 JC rev. 7/24/17
Integration of Knowledge and Ideas
5.RL.7
5.RL.9
Analyze how visual and multimedia elements contribute to
the meaning, tone, or beauty of a text. (5.2.3)
Compare and contrast stories in the same genre on their
approaches to similar themes and topics. (5.2.3)
III-R-4:LI-6
III-R-4:LI-17
Making connections to text (i.e., text-to-text
and text-to-self).
Relating illustrations to fictional text.
Range of Reading and Level of Text Complexity
5.RL.10 By the end of the year, proficiently and independently read
and comprehend literature, including stories, dramas, and
poetry, in a text complexity range determined by qualitative
and quantitative measures appropriate to grade 5.
III-R-3:LI-1 Reading aloud passages from unfamiliar
content area text with fluency. (i.e., accuracy,
appropriate phrasing, and attention to
punctuation)
Reading Informational Text ELP Standards Alignment
Key Ideas and Details
5.RI.1
5.RI.2
5.RI.3
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
(5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)
Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
(5.2.2)
Explain the relationships or interactions between 2 or more
individuals, ideas, events, or concepts in a historical,
scientific, or technical text based on specific information in
the text. (5.2.2)
III-R-4:LI-2
III-R-4:LI-3
III-R-4:LI-4
III-R-4:LI-5
III-R-4:LI-7
III-R-4:LI-12
III-R-4: LI-14
III-R-4:LI-16
III-R-4:LI-17
III-R-4:LI-18
III-R-4:LI-19
III-R-4:LI-22
Predicting what might happen next in a
reading selection.
Answering literal (i.e., yes/no, who, what,
where, when, why, which, and how) and/or
personal response questions about the text.
Asking who, what, where, when, why, which,
and how questions about the text.
Retelling a story with beginning, middle, and
end in complete sentences.
Summarizing the main idea and supporting
details from the text.
Identifying the cause-effect relationship of
two related events in a literary selection.
Describing the characters’ traits and their
motivations within a fictional text.
Identifying the plot (specific events, problems
and solutions) from a fictional text.
Relating illustrations to fictional text.
Comparing and contrasting two characters
from a fictional text.
Comparing and contrasting two settings from
a fictional text.
Locating information for a specific purpose
(e.g., atlas, glossary, textbook, indexes,
websites, podcast, webinars, etc.).
37 JC rev. 7/24/17
Craft and Structure
5.RI.4
Determine or clarify the meaning of unknown words and
phrases in a text relevant to grade 5 topic or subject area.
(5.2.2)
III-R-4:LI-20 Applying understanding of content-area
vocabulary within math, science, and social
studies texts
Integration of Knowledge and Ideas
5.RI.7
5.RI.9
Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question
quickly or solve a problem efficiently. (5.2.1)
Integrate information from several texts on the same topic in
order to write or speak knowledgeably. (5.2.1)
III-R-4:LI-22
III-R-4:LI-24
Locating information for a specific purpose.
(e.g., atlas, glossary, textbook, indexes,
websites, podcast, webinars, etc.)
Interpreting information from external text in
nonfiction text for a specific purpose. (e.g.,
"According to the population map, most
people live in the Northeast.")
Range of Reading and Level of Text Complexity
5.RI.10 By the end of the year, proficiently and independently read
and comprehend informational text, including history/social
studies, science and technological texts, in a text complexity
range determined by qualitative and quantitative measures
appropriate to grade 5. (5.2.2)
III-R-3:LI-1 Reading aloud passages from unfamiliar
content area text with fluency. (i.e., accuracy,
appropriate phrasing, and attention to
punctuation)
Speaking and Listening ELP Standards Alignment
Comprehension and Collaboration
5.SL.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. Follow agreed-upon rules for discussions and carry
out assigned roles. (5.2.4)
b. Pose and respond to specific questions by making
comments that contribute to the discussion and
elaborate on remarks of others. (5.2.1)
III-LS-1-LI-4
III-LS-1:LI-5
III-LS-1:LI-6
Paraphrasing main ideas/concept and key
points/details of a presentation using
complete sentences.
Responding to academic discussions by asking
questions and sharing one’s view on facts,
ideas, and/or events using academic
vocabulary.
Responding to comprehension questions by
analyzing the content for relationships among
facts, ideas or events using appropriate
vocabulary (e.g., problem/solution,
cause/effect, compare/contrast,
chronological order, sequencing, etc.)
Presentation of Knowledge and Ideas
5.SL.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. (5.2.5)
III-LS-1:LI-4 Paraphrasing main ideas/concept and key
points/details of a presentation using
complete sentences
38 JC rev. 7/24/17
5.SL.6
Adapt speech to a variety of contexts and tasks, using formal
English when appropriate to task and situation. (See grade 5
Language standards 1 and 3 on pages 28 and 29 for specific
expectations.) (5.2.1, 5.2.2, 5.2.3)
Language ELP Standards Alignment
Conventions of Standard English
5.L.1
5.L.2
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
(5.2.1, 5.2.2, 5.2.3,5.2.4, 5.2.5)
c. Use verb tenses to convey various times,
sequences, states, and conditions. (5.2.3)
Demonstrate command of conventions of standard English
capitalization, punctuation, and spelling when writing
(5.2.1)
e. Spell grade-appropriate words correctly, consulting
references as needed. (5.2.1, 5.2.2, 5.2.3, 5.2.4,
5.2.5)
III-L-1(SC):LI-2
III-L-1(V):LI-5
III-L-1(V):LI-6
III-L-1(V):LI-7
III-L-1(V):LI-9
III-L-1(V):LI-10
III-L-1(V):LI-11
Producing sentences using subjects and
verbs, with subject-verb agreement (S-V).
Using simple present tense irregular verbs to
be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences with instructional support.
Producing declarative, negative, and
interrogative simple sentences using simple
present tense verbs (subject-verb agreement)
with instructional support.
Producing declarative, negative, and
interrogative simple sentences using present
progressive tense verbs (subject-verb
agreement) with instructional support.
Producing declarative, negative, and
interrogative simple sentences using simple
past tense regular verbs (subject-verb
agreement) with instructional support.
Using simple past tense irregular verbs to be,
to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences (subject-verb agreement)
with instructional support using simple past
tense irregular verbs to be, to have, to do,
and to go to produce declarative, negative,
and interrogative simple sentences (subject-
verb agreement) with instructional support.
Producing declarative, negative, and
interrogative simple sentences using irregular
simple past tense verbs (subject-verb
agreement) with instructional support.
39 JC rev. 7/24/17
III-L-1(V):LI-12
III-L-1(V):LI-13
III-L-1(V):LI-22
Producing declarative, negative, and
interrogative simple sentences using the
simple future tense (will) (subject-verb
agreement) with instructional support.
Differentiating between past, present and
future verb tenses.
Differentiating between the use of simple
past tense and the present perfect tense by
responding to a prompt.
Knowledge of Language
5.L.3
Use knowledge of language and its conventions when
writing, speaking, reading, or listening. (5.2.1, 5.2.2)
a. Expand, combine, and reduce sentences for
meaning, reader/listener interest, and style. (5.2.1)
b. Compare and contrast the varieties of English (e.g.,
dialects, registers) used in stories, dramas, or
poems. (5.2.1)
III-L-1:LI-6
III-L-1:LI-8
Applying contractions in context with
instructional support.
Stating the words represented by
common/academic language abbreviations
and acronyms.
Vocabulary Acquisition and Use
5.L.4
5.L.5
5.L.6
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. (
5.2.1, 5.2.2, 5.2.4, 5.2.5)
a. Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word
(e.g., photograph, photosynthesis). (5.2.3)
b. Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of a
word or phrase. (5.2.1,5.2.4)
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. (5.2.2)
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. (5.2.1)
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,
III-L-2:LI-4
III-L-2:LI-5
III-L-2:LI-7
III-L-2:LI-10
III-L-2:LI-12
III-L-2:LI-13
Explaining the meaning of grade-level
academic vocabulary and symbols with
instructional support.
Determining the meaning of compound
words using knowledge using individual
words (e.g., lunchtime, daydream, etc.).
Using knowledge of base/root words and
affixes (prefixes and suffixes) to determine
the meaning of unknown grade-level content
words with instructional support.
Using context clues in a variety of context
texts to determine the intended meaning of
grade-level homonyms and multiple meaning
words with instructional support.
Using context clues in a variety of context
texts to determine the intended meaning of
grade-level content words, with instructional
support.
Explaining the meaning of grade-level
figurative language in a variety of texts.
40 JC rev. 7/24/17
similarly, moreover, in addition). (5.2.1, 5.2.2, 5.2.3, 5.2.3,
5.2.4, 5.2.5)
III-L-2:LI-14 Using a dictionary to identify meanings, spellings, and pronunciations of grade-level content words with instructional support.
Writing ELP Standards Alignment
Text Types and Purposes
5.W.2
5.W.3
Write informative/explanatory texts to examine a topic and
convey ideas and information clearly. (5.2.1, 5.2.2, 5.2.3,
5.2.3, 5.2.4, 5.2.5)
Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and
clear event sequences. (5.2.1, 5.2.2, 5.2.4)
a. Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize
an event sequence that unfolds naturally. (5.2.3,
5.2.5)
b. Use narrative techniques, such as dialogue and
description to develop experiences and events or
show the responses of characters to situations.
(5.2.1)
d. Use concrete words and phrases and sensory
details to convey experiences and events precisely.
(5.2.1, 5.2.2, 5.2.4, 5.5 5)
III-W-1:LI-1
III-W-4:LI-1
III-W-4:LI-2
III-W-4:LI-3
III-W-4:LI-4
III-W-4:LI-5
III-W-4:LI-6
III-W-4:LI-7
Writing a narrative or short story that
includes characters, setting, and sequence of
events, with instructional support.
Writing student-generated text that
expresses a main idea, with instructional
support.
Writing relevant details that support the main
idea in a student-generated text, with
instructional support.
Organizing student-generated text to include
a clear beginning, middle, and end, with
instructional support.
Organizing student-generated text to include
transitional words to indicate a beginning,
middle, and end, with instructional support.
Organizing a student-generated text in a
select format (e.g., friendly letter, narrative,
expository text, etc.) with instructional
support.
Selecting words to use in a student-generated
text to create a picture in the reader’s mind
and to convey the intended meaning (e.g.,
shades of meaning/big, large, enormous, etc.)
with instructional support.
Selecting expressive or descriptive short
phrases/sentences to use in student-
generated text, with instructional support.
Production and Distribution of Writing
5.W.4
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, audience. (5.2.3)
III-W-3:LI-1
Generating and organizing ideas to include a
prewriting plan using multiple teacher-
selected methods (brainstorming, webbing,
writer’s notebook, journal, etc.).
41 JC rev. 7/24/17
5.W.5
5.W.6
With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
With guidance from adults, use technology to produce and
publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding
skills to type a minimum of two pages in a single sitting.
III-W-3:LI-2
III-W-3:LI-3
III-W-3:LI-4
III-W-3:LI-5
III-3:LI-6
III-W-3:LI-7
III-W-4:LI-4
III-W-4:LI-5
Organizing ideas to reflect audience and
intended purpose.
Using a prewriting plan to draft a paragraph
or essay with an introductory statement,
body, traditions, and concluding statement.
Revising a student draft as a class or in small
groups for word choice, sequence of ideas
(introduction, body, conclusion),
adding/deleting supporting details, effective
transitions, sentence structure (complete and
varied sentences) using revision tools
(checklists, rubrics, and reference materials).
Reviewing student drafts for errors in
conventions as a class or in small groups using
editing tools (e.g., checklists, rubrics,
computer spell check, and other reference
materials).
Publishing products in a variety of formats
(oral presentation, manuscript, multimedia,
etc.).
Using a teacher-established timelines to
publish products in a variety of formats (e.g.,
oral presentation, manuscript, multimedia,
etc.).
Substituting accurate and specific synonyms
for adjectives, verbs, and nouns and
attempting to use figurative language with
instructional support or resources.
Varying sentence beginnings, lengths, and
patterns.
Research to Build and Present Knowledge
5.W.7
5.W.8
Conduct short research projects that use several sources to
build knowledge through investigation of different aspects
of a topic and to answer a specific question. (5.2.2)
Recall relevant information from experiences or gather
relevant information from print and digital sources;
summarize information in notes and finished work and
provide a list of sources.
III-W-5:LI-1
III-W-5:LI-2
Formulating and writing questions about a
topic or event in order to gather research for
a report with instructional support.
Gathering information to ask questions about
a topic or event for a report, with
instructional support.
42 JC rev. 7/24/17
5.W.9
Draw evidence from literary or informational texts to
support analysis, reflection, and research. (5.2.1, 5.2.2,
5.2.3, 5.2.3, 5.2.4, 5.2.5)
III-W-5:LI-3 Writing phrases and simple sentences in a
one paragraph report based on collected data
about objects, people, or events with
instructional support.
Range of Writing
5.W.10 Write routinely over extended time frames and shorter
time frames for a range of discipline-specific tasks,
purposes, and audiences (5.2.1)
III-W-5:LI-3 Writing phrases and simple sentences in a
one paragraph report based on collected data
about objects, people, or events with
instructional support.
Writing Foundational Skills ELP Standards Alignment
Sound-letter Basics and Handwriting
5.WF.1
Demonstrate and apply handwriting skills.
a. Read and write cursive letters, upper and lower
case.
b. Transcribe ideas legibly and fluently with
appropriate spacing and indentation.
III-W-2:LI-1
III-W-2:LI-2
III-W-2:LI-3
III-W-2:LI-4
III-W-2:LI-5
Legibly writing cursive upper and lower case
letters of the alphabet.
Spelling multi-syllable words using knowledge
of syllabication and spelling patterns.
Spelling grade-appropriate words (i.e., high
frequency, common, academic, homonyms,
and plurals).
Using capitalization for proper nouns (i.e.,
names, place names, dates, holidays,
languages), titles (including book and poem
titles), and abbreviations.
Using punctuation for sentence endings,
semi-colons in a series, introductory clauses,
dialogue and direct address, quotation marks
for dialogue and titles, colons to punctuate
business letter salutations, apostrophes to
punctuate contractions, and plural
possessives
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Unit 2: Enduring Understandings, Essential Questions & Key Concepts
Enduring Understandings
What makes people want to do the right thing?
Essential Questions (Grade. Unit. Week) Key Concepts (Grade. Unit. Week)
5.2.1: At the Beach
• Why is honesty important?
5.2.2: Hold the Flag High
• What are the risks in helping others?
5.2.3: The Ch i-lin Purse
• What are the rewards for helping others?
5.2.4 A Summer’s Trade
• Why do people make sacrifices for others?
5.2.5 The Midnight Ride of Paul Revere
• How can people promote freedom?
Text-Based Comprehension Vocabulary Concepts/
Word Analysis
Skills:
• 5.2.1 Compare and
Contrast
• 5.2.2 Sequence
• 5.2.3 Compare and
Contrast
• 5.2.4 Author’s Purpose
• 5.2.5 Author’s Purpose
Strategies:
• 5.2.1 Visualize
• 5.2.2 Inferring
• 5.2.3 Structure
• 5.2.4 Monitor and
Clarify
• 5.2.5 Background
Knowledge
Skills:
• 5.2.1 Unfamiliar Words
• 5.2.2 Unknown Words
• 5.2.3 Greek and Latin Roots
• 5.2.4 Unfamiliar Words
• 5.2.5 Endings –s, -ed, -ing
Strategies:
• 5.2.1 Context Clues
• 5.2.2 Dictionary/Glossary
• 5.2.3 Word Structure
• 5.2.4 Context Clues
• 5.2.5 Word Structure
Word Analysis:
• 5.2.1 Spanish Word Origins
• 5.2.2 French Word Origins
• 5.2.3 Suffixes –tion,-ion
• 5.2.4 Spanish Word Origins
• 5.2.5 Word Families
44 JC rev. 7/24/17
Unit 2: Student Friendly Objectives
Student Friendly Objectives
Use the objectives/standards provided on the page above and begin with student directed phrases such as:
The student will…
I can…
You can also access “Student Friendly” language through the following website:
http://www.thecurriculumcorner.com/2012/12/03/i-can-common-core-standards-k-5/
• I can compare and contrast characters, setting or events. 5.RL.3 (5.2.1,5.2.3)
• I can quote accurately from a text. 5.RI.1 (5.2.2, 5.2.4, 5.2.5)
• I can find the main idea. 5.RI.2 (5.2.2)
• I can find how the main idea is supported by details. 5.RI.2 (5.2.2)
• I can summarize what I have read. 5.RL.2 (5.2.2)
• I can read and understand fifth grade fiction 5.RI.10 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)
• I can read and understand fifth grade nonfiction 5.RI.10 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)
• I can read fluently and accurately 5.RF.4 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)
• I can write to tell a story. 5.W.3 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)
• I can engage effectively in discussions. 5.SL.1 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)
• I can follow rules for discussions and complete my role. 5.SL.1 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)
• I can give a report in a logical sequence. 5.SL.4 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)
• I can compare and contrast English used in writing. 5.L.3 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)
• I can use affixes and roots to help me learn new words. 5.L.4 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)
• I can use dictionaries, glossaries, thesauruses to help me understand and pronounce new words. 5.L.4 (5.2.1, 5.2.2, 5.2.3, 5.2.4,
5.2.5)
• I can use fifth grade words. 5.L.6 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)
45 JC rev. 7/24/17
Unit 2: Vocabulary
Vocabulary (Grade. Unit. Week)
Selection Vocabulary Academic Vocabulary
5.2.1 At the Beach: algae, concealed, driftwood,
hammocks, lamented, sea urchins, sternly, tweezers
5.2.2 Hold the Flag High: canteen, confederacy, glory,
quarrel, rebellion, stallion, union
5.2.3 The Ch i-lin Purse: astonished, behavior, benefactor,
distribution, gratitude, procession, recommend, sacred,
traditions
5.2.4 A Summer’s Trade: bandana, bracelet, Hogan,
jostled, mesa, Navajo, turquoise
5.2.5 The Midnight Ride of Paul Revere: fate, fearless,
glimmer, lingers, magnified, somber, steed
5.2.1 At the Beach::compare, contrast, Visualize, irregular plural nouns, imagery,
realistic fiction, legend
5.2.2 Hold the Flag High: sequence, possessive nouns, foreshadowing, literary
nonfiction, voice
5.2.3 The Ch i-lin Purse: compare, contrast, linking verbs, poetic techniques,
sensory language, symbolism, folk tale, stereotype, alliteration, assonance,
onomatopoeia
5.2.4 A Summer’s Trade: appropriate phrasing, author’s purpose, helping verbs,
personal narrative, point of view, realistic fiction, origin myth
5.2.5 The Midnight Ride of Paul Revere: background knowledge, subject-verb
agreement, cadence, poetry, rhyme, rhythm, drama, endings, internal rhyme,
rhyme scheme, author’s viewpoint
Amazing Words – Oral Vocabulary
5.2.1 At the Beach: integrity, frank, honorable, moral, oath, principled, candid, guilt, justice, deceit
5.2.2 Hold the Flag High: poses, officers, unwavering, maneuver, cooperation, nation, trembling, sacrifice, audacity, brazen
5.2.3 The Ch i-lin Purse: stranded favor, panic, distress, praise, nurture, aid, selflessness, social worker, victim
5.2.4 A Summer’s Trade: committed, consequences, donated, underprivileged, gratifying, charitable, forfeit, relinquish, altruism, noble
5.2.5 The Midnight Ride of Paul Revere: battlefield, freedom, beloved, battle, vote, acquire, representation, revolution, liberty, government
46 JC rev. 7/24/17
Unit 2: DOK
Depth of Knowledge
Sample Unit Activities
Showing Progression of Thinking from DOK 1-4
DOK1 – Recall DOK2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Brainstorm in a Circle Map
different examples of non-
profit organizations which
benefit or help others.
Describe a present day need
or problem where a non-
profit would be necessary.
Create your own non-profit
organization that will
address a present-day need
or problem.
Design a brochure that persuades people
to donate to your organization. The
brochure should include a clear
explanation of how your organization is
working to solve the problems you have
identified.
Additional DOK Activities
DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
In The Chí-lin Purse and A Summer’s Trade, the main characters
give up something of their own to help someone else. Write a
nomination letter telling why Hsiang-ling and Tony should be
honored with awards for their actions. Use evidence from the
texts to support your argument. (Writing to Sources More
Connect to Text, p. 200)
In a Circle Map, brainstorm different examples of non-profit organizations
which benefit or help others. Create your own non-profit organization that
will address a present-day need or problem. Design a brochure that
persuades people to donate to your organization. The brochure should
include a clear explanation of how your organization is working to solve
the problems you have identified.
Reread At the Beach and “Eagle and the Bat.” Look at the
character traits of Fernando and the Eagle. Create a double-
bubble map comparing their character traits. Make sure to use
evidence from the text. Evaluate the traits and determine
which character you feel is more admirable. Based on your
choice, participate in a class debate.
Reflect on the different reasons why people sacrificed themselves for others
in this unit. Write a hypothesis predicting your results. Create a survey to
determine the most influential factor as to why people sacrifice themselves
for others. Use to survey to collect data from students, family, and friends
outside the classroom. Analyze the data and create a graph to display your
results. Write a summary discussing your results.
47 JC rev. 7/24/17
Unit 2: Assessment
Assessment
Screeners Diagnostic Formative Summative
SRI
Previous Standardized Test
Scores
Reading Street Baseline Test
DRA
SRI
Words Their Way Spelling
Inventory
SRI
Reading Street Monitor Progress
ELA05-DIII
CCI Cycle Data
Weekly Story Assessments
Reading Street Unit/End of Year
Tests
ELA05-DIII
State Standardized Assessment
Assessment Rubric
Formative Summative
DIIIUSD Scoring Rubric
Write from the Beginning and Beyond Analytical Rubric
Reading Street Retell Rubric
DIIIUSD Scoring Rubric
48 JC rev. 7/24/17
Unit 2: Sample Performance Task
Sample Performance Tasks
5.2.1 At the Beach
1. After reading Jesse’s Perfect Score (Sleuth), use a double bubble map to compare and contrast Jesse and Anton. Cite evidence from
the text to support similarities and differences.
2. After reading “At the Beach”, write a paragraph in which you discuss why it is important to always be honest. Support your position
with evidence from the text.
5.2.2 Hold the Flag High
1. After reading The Price of Freedom (Sleuth), create a flow map sequencing the events of Harriet Tubman’s goal to help those left
behind.
2. After reading “Hold the Flag High”, go back to pages 210 and 211. Identify hints and clues about events that will happen later in the
story (foreshadowing.) Cite text evidence to support your answer.
5.2.3 The Ch’i-lin Purse
1. After reading Peanut Butter Sandwiches (Sleuth), what conclusion can you draw about Jake’s character? How did he feel about
volunteering at the food pantry. List specific details to convince someone that your conclusion is correct.
2. After reading “ The Ch’i-lin Purse,” use a double bubble map to compare Hsiang-ling with girls in the U.S. today.
5.2.4 A Summer’s Trade
1. After reading The Swap (Sleuth), write a paragraph in which you discuss if Daniela’s actions were mainly foolish or mainly wise.
Support your answer with evidence from the story.
2. After reading “A Summer’s Trade,” identify the author’s reason for writing the story. Students should understand that there is more
than one main purpose (entertain and inform pages 268-269.) Create a tree map with the 2 main purposes and the text evidence to
support.
5.2.5 The Midnight Ride of Paul Revere
1. After reading On Loyalty to Country (Sleuth), decided whether you would have been a Loyalist or a Patriot. List three convincing
reasons and draw evidence from the text to support your choice in a paragraph.
2. After reading “The Midnight Ride,” pretend you are a colonist and create a journal entry that describes your reaction to Paul’s ride
and warning, using examples from the text to support your entry.
49 JC rev. 7/24/17
Unit 2: Thinking Maps and the Common Core
50 JC rev. 7/24/17
Unit 2: Suggested Activities
Suggested Activities (Grade. Unit. Week)
5.2.1 At the Beach
• Create a concept map differentiating traits comparing the difference between an honest person versus dishonest person (p.
176) DOK2
• Reread the section on pp. 188 – 192 and retell the sequence of events using a flow map. Make notes on the characters, setting,
and events. Then write a short skit based on details from the story. Introduce the story’s characters to orient readers. Use
dialogue to develop experiences and events. Make sure that the sequence of events unfolds naturally. (Writing to Sources
p.38) DOK1
• Reread At the Beach and the legend “The Eagle and the Bat” and focus on the lessons the characters learn about honorable
behavior. Create a tree map comparing the honorable behaviors discussed in each story. Use details from both texts to write a
short newspaper article that retells the events from both stories with emphasis on their differing outcomes. (Write to Sources
p. 40) DOK2
5.2.2 Hold the Flag High
• Reread the section on pp. 213 – 216 and retell the sequence of events using a flow map. Use details from the text to write a
one-paragraph fantasy retelling the experiences from the flag’s perspective. Establish the situation in the story and organize
the events in a natural way. Make sure to include pacing similar to that of the original text in your narrative. (Writing to
Sources p. 42) DOK3
• Read “The Price of Freedom.” Discuss students’ impressions of what it was like to travel on the Underground Railroad. Create a
circle map identifying the worries that slave would probably have had while traveling on the Underground Railroad. DOK1
• Reread Hold the Flag High and “How to Fold the American Flag” and pay attention to the facts and details both texts give about
how to treat the American flag. Create a comic strip about a fictional character who carries the flag and folds it up after he or
she is finished. Carefully reread both texts and include details from both texts in your narrative as you describe the events and
processes. DOK2
5.2.3 Ch’i-lin Purse
• Read paragraphs one through three on p. 238. Create a double-bubble map com compare Hsiang-ling with the girls in the
United States today.(p.238) DOK1
• Using the Leveled Readers, create a flow map of the important story events. Use the map to write a paragraph summarizing
the details of the story. (p. 230) DOK2
• Look back at The Chí-lin Purse and “The Story of Phan Ku” and consider what Hsiang-ling would say to Phan Ku if they met.
Compare and contrast each character’s story. Then write a one- or two-paragraph dialogue between Hsiang-ling and Phan Ku
that demonstrates how each character makes sacrifices. Include details from both texts to create your narrative. Carefully
reread both stories to find specific facts and sensory descriptions to include in your narrative. (Write to Sources p. 48) DOK3
51 JC rev. 7/24/17
Suggested Activities (Grade. Unit. Week)
5.2.4 A Summer’s Trade:
• Create a concept map listing various reasons people make sacrifices for others. (p. 258) DOK1
• Reread the story on pp. 266–277 and retell the sequence of events. Use details from the text to write a one-paragraph
journal entry retelling the experiences from Tony’s perspective, using first-person point of view. Introduce the narrator from
the story and organize the events logically. In the journal entry, make sure to include descriptions that show the characters’
responses to situations in the story. (Write to Sources p. 52) DOK3
• Look back at A Summer’s Trade and “Thunderbird and Killer Whale” and consider what Tony and Killer Whale might say
about sacrifices. Compare and contrast each character’s story. Then write a short dialogue between Tony and Killer Whale
that reveals how each character saved something important. Include details from both texts to create your dialogue.
Carefully reread both texts to find specific facts and sensory details to include in your dialogue. (Write to Sources p. 52)
DOK3
5.2.5 The Midnight Ride of Paul Revere:
• Create a concept map listing discussing how people can promote freedom. (p. 288) DOK1
• Using leveled readers, students will write a short paragraph that tells the author’s purpose and gives details that support
their thinking. DOK2
• Look back at The Midnight Ride of Paul Revere and “The Heroic Paul Revere.” Compare and contrast both versions of the
story and the way both texts organize and present similar information. Then write a one-paragraph letter from Paul
Revere’s perspective. Include details from both texts to create your narrative. Carefully reread the selections to find specific
facts and sensory descriptions to include in your narrative. (Writing to Sources p. 56) DOK2
Poetry
• Teachers and students will engage in close reading of poetry focusing on internal rhyme, rhyme scheme, and author’s
viewpoint. DOK3
52 JC rev. 7/24/17
Unit 2: Necessary Vocabulary / Phrases for Writing
Necessary Vocabulary/Phrases for Writing
Narrative: Opinion:
• effective technique • organizational structure/logically ordered reasons
• descriptive details/sensory details • writer’s purpose
• orient the reader/clear event sequence • point of view
• convey experiences • sample linking words/transitions: consequently, specifically
• use precise language
• narrative techniques (dialogue, description, and pacing)
Research: Informative/Explanatory:
• investigation of different aspects of the topic • explain how an author uses reasons and evidence
• relevant evidence • general observation and focus
• summarize • facts
• paraphrase • concrete details
• sources: cite sources/use multiple sources • quotations
• domain specific vocabulary/precise language
Response to Literature: • sample linking words/transitions: in contrast, especially
• draw evidence from literary or informational texts
• support analysis, reflection, research
• compare/contrast
• claims
53 JC rev. 7/24/17
Unit 2: WFTBB / Additional Writing Suggestions
Write from the Beginning and Beyond
Write from the Beginning: Modeling to Explain Why Basic Structure (Write From the Beginning and Beyond Expository/Informative
page 135)
Step 1 – Analyze the prompt: Help the students understand the prompt by focusing on key words. Stress the importance of
selecting only one topic and focuses attention on the purpose of the prompt: to explain why.
Step 2 - Brainstorm: Have students use a Circle Map to brainstorm a list of topics of different fields such as, sports, business,
government, and entertainment that have worked together to achieve a goal. Have students select two or three of his or her best
reasons and create a flow map.
Step 3 - Sequence for Writing: Using the flow map have students place their two or three reasons in the boxes of the map. Write
an opening paragraph that states an opinion and contains at least two sentences.
Step 4 – Extend with Details to clarify: Ask students to tell the students to add words or phrases that will form a sentence to clarify
how they worked together. Add three details for each event to their flow map.
Step 5 – Orally Rehearse using the Flow Map: Students will get together with two or three other people, using their flow map to
tell what they are going to write about and rehearse possible transition words and phrases.
Step 6 – Select Transition Words and Phrases: Have students add transition words or phrases that move the reader from one
reason to the next.
Step 7 – Write a Closing Paragraph: Students will add a closing paragraph of 1-2 sentences summarizing their opinion about the
prompt or restating their reasons.
Step 8 – Write: Write your expository piece by taking your information off of the Flow Map. Remember to edit for spelling,
grammar, punctuation, and capitalization.
54 JC rev. 7/24/17
Write from the Beginning and Beyond Continued
Mini Lessons: By using the Write from the Beginning Expository/Informational (Red Book - pages: 152-215) Teachers can provide
mini-lessons related to a focus based on the needs of students related to the topics of:
• Quality Reasons to Support your Opinion
• Multiple and varied Transition Words and Phrases
• Clarification Statements
• Personal Examples
• Well Thought Out Opening
• Well Thought Out Closing
� Final Writing pieces can be assessed using the provided DIIIUSD Scoring Rubric found on the DIIIUSD Portal.
(Departments/Curriculum, Instruction, & Assessment/ELA Reading)
� Use feedback and various rubrics including those from the Write from the Beginning (Yellow Binder - pages: 358-363) as
checkpoints through the writing process.
Other Writing Activities (AZCCRS-like verbiage in bold)
Narrative Explanatory/Informative Literary Analysis
Convey an experience you have had that
would be hard to forget using descriptive
and sensory details. Think about what
makes it so hard to forget.
Using precise/clear and concise
language, write about a time when you
have done the right thing (even if it
wasn’t what you wanted.)
Who is your hero? From your point
of view what makes a hero? What
character traits do heroes possess?
Support each trait with quality
reasons and examples.
Select a previously read story from Unit 2
and identify the lesson the author feels the
reader should learn. When you write your
essay, remember to show your
understanding of the story and draw
evidence from literary text to support your
analysis. (Refer to WFTB Response to
Literature page 131.)
55 JC rev. 7/24/17
Unit 2: Resources
DIIIUSD Adopted Resources Additional Resources
• Learn 360
• www.pearsonrealize.com
• www.mypearsontraining.com
• www.pearsonschool.com
• www.commoncore.pearsoned.com
• www.corestandards.org
• NBC Learn
• Scholastic University
• Write From the Beginning / Write From the Beginning and
Beyond
Common Core Standards Appendix A- Glossary & Examples
http://www.corestandards.org/assets/Appendix_A.pdf
Common Core Standards Appendix B - All example stories
http://www.corestandards.org/assets/Appendix_B.pdf
Common Core Standards Appendix C - Samples of Student
Writing
http://www.corestandards.org/assets/Appendix_C.pdf
• Scoop It
• Write From the Beginning-WFTBB
• Edhelper.com
• National Geographic
• Read Works
• Read Write Think
• Scholastic Storyworks
• Online Leveled Readers
• Pinterest for Educators
• Teachers Pay Teachers
• Tween Tribune (differentiated current events and blogs)
• Newsela.com (differentiated current events)
• Brain Pop
• Scoot Pad (individualized skill study)
• Biblionasium.com
• Learn Zillion (ELA & Math support)
• IXL.com (ELA & Math support)
• RAZkids.com
• Time for Kids (current events and activities)
• www.textproject.org
56 JC rev. 7/24/17
Unit 2: Interdisciplinary Connections
Interdisciplinary Connections (Grade. Unit. Week)
5.2.1 At the Beach
Leveled Readers:
Advanced Level: Our Essential Oceans
Connection: Social Studies
Activity: Students can learn more about ocean wind farms by going to the library or using the Internet. Have them find out where some
wind farms are actually located. Ask: How much electricity do these wind farms actually provide? Challenge them to find out what
ecological risks wind farms pose. Some students may wish to draw pictures of wind farms at sea.
On Level: Sea Life
Connections: Science
Activity: Students can learn more about hydrothermal vents and the sea life found around them by going to the library or using the
Internet. Have them research scientists who are exploring these deep sea places and the forms of life found there. Ask them why these
forms of life are considered so important.
Have them tell their findings to the class.
Below Level: The Oceans’ Treasures
Connection: Science
Activity: Students can learn more about what scientists are doing today to protect coral reefs at the library or on the Internet. Have
them look for reasons why coral reefs are threatened and ways that scientists are trying to protect them. Have them tell their findings
to the class.
5.2.2: Hold the Flag High
Leveled Readers:
Advanced Level: The Most Dangerous Woman in America
Connection: Social Studies
Activity: Have students use the internet and print sources to briefly research related topics such as the life and work of Eugene Debs
and Samuel Gompers, early and current child labor laws, and labor unions.
On Level: A Spy in Disguise
Connection: Social Studies
Activity: Provide a blank map of the eastern United States. Have students locate and label the places Emma Edmonds traveled and
trace the route she followed on the map.
57 JC rev. 7/24/17
Interdisciplinary Connections (Grade. Unit. Week)
Below Level: Slave Soldiers
Connection: Social Studies
Activity: Have students use internet or print sources to locate the text of the Emancipation Proclamation, as well as background
information about the document. Read sections of the proclamation together with students, pausing to discuss unfamiliar words and
concepts.
5.2.3: The Ch’i- lin Purse
Leveled Readers
Advanced: Moving to Mali
Connection: Social Studies
Activity: Ask students to brainstorm a list of ways they can help others in their own communities. Help them use the Internet or library to
find organizations that welcome student volunteers.
On Level: Abuela’s Gift
Connection: Social Studies
Activity: Review with students that celebrating the Three Kings is an important tradition in Lupe’s family. Ask students to research and
report on an important tradition that their own families celebrate.
Below Level: China: Today and Yesterday
Connection: Social Studies
Activity: Students can learn on the Internet or at the library about how Western cultures have borrowed aspects of Chinese culture.
Suggest they begin their research with the journey of Marco Polo.
5.2.4: A Summer’s Trade
Leveled Readers
Advanced: The Talker
Connection: Art
Activity: Have students research the photograph and sculpture depicting the raising of the flag on Iwo Jima. They can create a tableau of
the scene and share information about the event with classmates.
On Level: Helping Others
Connection: Music
Activity: Have students create a rap or song in which they detail ways of helping others. They can work with small groups to prepare,
practice and present their work to the class.
58 JC rev. 7/24/17
Interdisciplinary Connections (Grade. Unit. Week)
Below Level: A Visit to the Navajo Nation
Connection: Social Studies
Activity: Students may be interested in researching other Native Americans
who live in the southwestern United States. Have them use online and print sources to investigate topics such as geography, history,
and traditions of these other groups.
5.2.5: The Midnight Ride of Paul Revere
Leveled Readers
Advanced: The National Guard: Today’s Minutemen
Connection: Social Studies
Activity: Suggest to students that they may wish to go to the library to do additional research on the Minutemen. Ask: What questions
do you have about the Minutemen that were not answered by this book?
On Level: Paul Revere and The American Revolutionary War
Connection: Social Studies
Activity: Encourage students to find out information about the Boston Tea Party that describes the drama of the event. Suggest that
they check the Internet or the library to see whether any short stories, poems, or plays have been written about it.
Below Level: Paul Revere’s Ride
Connection: Social Studies
Activity: Encourage students to use the library or the Internet to find out more about people who worked for the freedom of Americans
during Revolutionary times. Suggest that students find information about people who are not well-known and share stories about them
with their classmates.
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Unit 2: Disability Awareness
Disability Awareness
Possible Read Alouds
5.2.1 At the Beach - Why is honesty so important?
5.2.2 Hold the Flag High - What are the risks of helping others?
** Anti-bullying
http://whatdoyouchoose.org/
**Grade level lesson plans and resources to Stop Bullying from a disability resource PACER
http://www.pacer.org/bullying/resources/toolkits/classroom/
** I AM NORM Student driven group to including all students
www.Iamnorm.com Redefining normal
**volunteering- Project Unify in Special Olympics
5.2.3 The Ch’i-lin Purse – What are the rewards in helping others?
Special People, Special Ways Maguire, Arlene and Sheila Bailey Ages 9-12 New Jersey List
his funny and endearing book centers around four sixth graders and a paraplegic teacher who form a junior high Academic Bowl
team that sweeps away the competition. In a story composed of interwoven puzzles, each character has a tale to tell—in the
course of which all four witness acts of kindness and respect that teach them to find those qualities in themselves. "Eminently
worthwhile."—Kirkus
5.2.4 A Summer’s Trade - Why do people make sacrifices for others?
O'Connor, Barbara. Me and Rupert Goody. New York, NY: Farrar, Straus and Giroux, 1999. Summary: Jennalee's world is turned
upside-down when a stranger names Rupert comes to town. Rupert has a mental disability, and Jennalee must adjust to sharing
her friends and family with him. (DVUSD) (Lexile 680)
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Unit 3: Inventors and Artists Unit 3: AZCCRS
5th Grade Unit 3 Inventors and Artists
Arizona’s College and Career Ready Standards
(Grade. Unit. Week)
Reading Foundational Skills ELP Standards Alignment
Fluency
5.RF.4
Read with sufficient accuracy and fluency to support
comprehension. (5.3.1, 5.3.2, 5.3.3)
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings. (5.3.1, 5.3.2, 5.3.3,
5.3.4,5.3.5)
III-R-3:LI-1 Reading aloud passages from unfamiliar content
area with fluency (i.e., accuracy, appropriate
phrasing, and attention to punctuation).
Reading Literature ELP Standards Alignment
Craft and Structure
5.RL.5 Explain how a series of chapters, scenes, or stanzas fits
together to provide the overall structure of a particular
story, drama, or poem. (5.3.1)
III-R-3:LI-1 Identifying structural elements of poetry (e.g.,
repetition, rhyme, rhythm, verse, meter, and
imagery, etc.)
Reading Informational Text ELP Standards Alignment
Key Ideas and Details
5.RI.1
5.RI.2
5.RI.3
Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences from
the text. (5.3.1, 5.3.2, 5.3.3, 5.3.4)
Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the
text. (5.3.1, 5.3.2, 5.3.4, 5.3.5)
Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific
information in the text. (5.3.1, 5.3.4)
III-R-4:LI-2
III-R-4:LI-3
III-R-4:LI-4
III-R-4:LI-5
III-R-4:LI-7
III-R-4:LI-12
III-R-4:LI-14
Predicting what might happen next in a reading
selection.
Answering literal (i.e., yes/no, who, what, where,
when, why, which, and how) and/or personal
response questions about the text.
Asking who, what, where, when, why, which, and
how questions about the text.
Retelling a story with beginning, middle, and end
in complete sentences.
Summarizing the main idea and supporting details
from the text.
Identifying the cause-effect relationship of two
related events in a literary selection.
Describing the characters’ traits and their
motivations within a fictional text.
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III-R-4: LI-16
III-R-4:LI-17
III-R-4:LI-18
III-R-4:LI-19
III-R-4:LI-22
Identifying the plot (specific events, problems and
solutions) from a fictional text.
Relating illustrations to fictional text.
Comparing and contrasting two characters from a
fictional text.
Comparing and contrasting two settings from a
fictional text.
Locating information for a specific purpose (e.g.,
atlas, glossary, textbook, indexes, websites,
podcast, webinars, etc.).
Speaking and Listening ELP Standards Alignment
Presentation of Knowledge and Ideas
5.SL.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.
(5.3.1, 5.3.2, 5.3.3, 5.3.4,5.3.5)
III-LS-1:LI-4 Paraphrasing main ideas/concept and key
points/details of a presentation using complete
sentences
Language ELP Standards Alignment
Conventions of Standard English
5.L.1
5.L.2
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
(5.3.2, 5.3.3, 5.3.4)
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences. (5.3.5)
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
c. Use a comma to set off the words yes and no
(e.g., Yes, thank you), to set off a tag question
from the rest of the sentence (e.g., It’s true,
isn’t it?), and to indicate direct address (e.g., Is
that you, Steve?). (5.3.1)
e. Spell grade-appropriate words correctly,
consulting references as needed. (5.3.1-5.3.5)
III-L-1(PREP):LI-1
III-L-1(PREP):LI-2
III-L-1(PREP):LI-3
III-L-1(PREP):LI-4
III-L-1(PREP):LI-5
III-L-1(PREP):LI-6
III-L-1(PREP):LI-7
III-L-1(PH/CL):LI-2
Using prepositions of location with instructional
support.
Using prepositions of direction with instructional
support.
Using prepositions of time with instructional
support.
Differentiating among prepositions of location,
direction and time with instructional support.
Selecting a preposition of action and movement
(including compound prepositions, in front of,
next to, on top of) to complete a given sentence.
Selecting a preposition of opposition to complete
a given sentence.
Selecting a preposition of exception (i.e., despite,
except) to complete a given sentence.
Defining and differentiating correlative
conjunctions both/and and either/or with
instructional support.
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III-L-1(PH/CL):LI-3
III-L-1(PH/CL):LI-2
III-L-1(PH/CL):LI-5
III-L-1(PH/CL):LI-6
III-L-1(SC):LI-2
III-L-1(SC):LI-16
III-L-1(SC):LI-6
Defining and differentiating correlative
conjunctions not only…but also with instructional
support.
Using a joined noun phrase in a complete
sentence.
Using a joined verb phrase in a complete
sentence.
Using a prepositional phrase in a complete
sentence with instructional support.
Producing sentences using subjects and verbs,
with subject-verb agreement (S-V).
Producing compound sentences with
instructional support.
Producing sentences with a plural noun as the
subject using S-V-C construction, with
instructional support.
Knowledge of Language
5.L.3
Use knowledge of language and its conventions when
writing, speaking, reading, or listening. (5.3.1, 5.3.5)
III-L-2:LI-14
Using a dictionary to identify meanings,
spellings, and pronunciations of grade-level
content words with instructional support.
Vocabulary Acquisition and Use
5.L.4
5.L.5
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. (5.3.1)
a. Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of
a word or phrase. (5.3.1, 5.3.3, 5.3.4)
b. Use common, grade-appropriate Greek and
Latin affixes and roots as clues to the meaning
of a word (e.g., photograph, photosynthesis).
(5.3.2, 5.3.5)
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
c. Use the relationship between particular words
(e.g., synonyms, antonyms, homographs) to
better understand each of the words. (5.3.4)
III-L-2:LI-7
III-L-2:LI-9
III-L-2:LI-10
III-L-2:LI-11
III-L-2:LI-12
Using knowledge of base/root words and affixes
(prefixes and suffixes) to determine the meaning
of unknown grade-level content words with
instructional support.
Explaining word pair/analogous relationships
(e.g., bravery courage : smooth sleek, etc).
Using context clues in a variety of content texts
to determine the intended meaning of grade-
level homonyms and multiple-meaning words
with instructional support.
Pronouncing a homograph in context based on
meaning with instructional support.
Using context clues in a variety of content texts
to determine the intended meaning of grade-
level content words with instructional support.
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5.L.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). (5.3.1,
5.3.2, 5.3.3, 5.3.4, 5.3.5)
III-L-2:LI-13 Explaining the meaning of figurative language
including in a variety of grade-level texts.
Writing ELP Standards Alignment
Text Types and Purposes
5.W.1
5.W.2
5.W.3
Write opinion pieces on topics or texts, supporting a
point of view with reasons and information. (5.3.1,
5.3.2, 5.3.3, 5.3.4, 5.3.5)
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. (5.3.2, 5.3.4)
b. Provide logically ordered reasons that are
supported by facts and details. (5.3.2, 5.3.3)
Write informative/explanatory texts to examine a topic
and convey ideas and information clearly. (5.3.5)
b. Develop the topic with facts, definitions,
concrete details, quotations, or other
information and examples related to the topic.
(5.3.4)
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
(5.3.4)
Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences. (5.3.1,
5.3.2, 5.3.3, 5.3.4, 5.3.5)
a. Orient the reader by establishing a situation and
introducing a narrator and/or characters;
organize an event sequence that unfolds
naturally.(5.3.1)
b. Use narrative techniques, such as dialogue and
description to develop experiences and events
or show the responses of characters to
situations. (5.3.1)
III-W-1:LI-1
III-W-1:LI-4
III-W-1:LI-5
III-W-1:LI-6
III-W-1:LI-7
Writing one or more narrative paragraphs based
on imagined or real events that includes
characters, setting, and details to develop the
plot using appropriate transitional words and
varied sentence structure.
Writing expository essays and informational
reports that include topic sentences, main ideas,
and supporting details using transitions, varied
sentence structure and academic vocabulary.
Writing a summary paragraph containing only
key ideas and relevant content vocabulary
summarizing a variety of text with instructional
support. (e.g., word bank, outline, etc.).
Writing a variety of functional text that address
audience, stated purpose, and context Letters,
Directions, Graphs/Tables, Brochures.
Writing one or more persuasive paragraphs, with
instructional support, that state a clear position
with supporting details using persuasive
vocabulary/strategies (e.g., loaded/emotional
words, exaggeration, euphemisms, bandwagon,
peer pressure, repetition, etc.).
64 JC rev. 7/24/17
d. Use concrete words and phrases and sensory
details to convey experiences and events
precisely. (5.3.1, 5.3.5)
Production and Distribution of Writing
5.W.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.)
(5.3.5)
III-W-1:LI-6
Writing a variety of functional text that address
audience, stated purpose, and context Letters,
Directions, Graphs/Tables, Brochures.
Research to Build and Present Knowledge
5.W.9 Draw evidence from literary or informational text to
support analysis, reflection, and research. (5.3.1, 5.3.2,
5.3.3, 5.3.4, 5.3.5)
III-W-5:LI-1 Recording and organizing information,
observations or questions on a topic of student
interest from one or two sources (experiment,
textbook, guest speaker, video, Internet,
interview, podcasts, etc.) for report/research
purposes.
Writing Foundational Skills ELP Standards Alignment
Sound-letter Basics and Handwriting
5.WF.1
Demonstrate and apply handwriting skills.
a. Read and write cursive letters, upper and lower
case.
b. Transcribe ideas legibly and fluently with
appropriate spacing and indentation.
III-W-2:LI-1
Legibly writing cursive upper and lower case
letters of the alphabet.
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Unit 3: Enduring Understandings, Essential Questions & Key Concepts
Enduring Understandings
What do people gain from the work of inventors and artists?
Essential Questions (Grade. Unit. Week) Key Concepts (Grade. Unit. Week)
5.3.1: The Fabulous Perpetual Motion Machine
• How do inventors inspire our imaginations?
5.3.2: Leonardo’s Horse
• How do artists inspire future generations?
5.3.3:The Dinosaurs of Waterhouse Hawkins
• How can paleontologists help us understand the
past?
5.3.4: Mahalia Jackson
• How does an artist use music to inspire others?
5.3.5: Special Effects in Film and Television
• How do artists create special effects to entertain
us?
Text Based Comprehension Vocabulary Concepts/ Word
Analysis
Skills:
• 3.3.1 - Sequence
• 3.3.2 – Main Idea &
Supporting Details
• 3.3.3- Fact & Opinion
• 3.3.4- Main Idea &
Supporting Details
• 3.3.5 - Graphic
Sources
Strategies:
• 5.3.1 - Summarize
• 5.3.2- Visualize
• 5.3.3- Predict & Set
Purpose
• 5.3.4- Text Structure
• 5.3.5 – Important Ideas
Skills:
• 5.3.1- Multiple-Meaning Words
• 5.3.2 – Greek & Latin Roots
• 5.3.3 - Homonyms
• 5.3.4- Antonyms
• 5.3.5 -Affixes: Prefixes pre-, re-
Strategies:
• 5.3.1- Context Clues
• 5.3.2- Word Structure
• 5.3.3- Context Clues
• 5.3.4 – Context Clues
• 5.3.5 – Word Structure
Word Analysis:
• 5.3.1 – Shades of Meaning
• 5.3.2 – Greek & Latin Roots
• 5.3.3 – Suffixes –tion, -sion
• 5.3.4 – Suffix -ous
• 5.3.5 – Compound Words
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Unit 3: Student Friendly Objectives
Student Friendly Objectives
Use the objectives/standards provided on the page above and begin with student directed phrases such as:
The student will…
I can…
You can also access “Student Friendly” language through the following website:
http://www.thecurriculumcorner.com/2012/12/03/i-can-common-core-standards-k-5/
• I can accurately quote from a text. 5.RL.1 (Stores 3,5)
• I can draw inferences when reading. 5.RL.1 (Stories 1,3)
• I can find the theme in a story. 5.RL.2 (Stories 1,3)
• I can tell how characters respond to problems. 5.RL.2 (Stories 1,3)
• I can quote accurately from a text. 5.RI.1 (Stories 1,3)
• I can find the main idea. 5.RI.2 (Story 2)
• I can find how the main idea is supported by details. 5.RI.2 (Story 2)
• I can summarize what I have read. 5.RI.2 (Story 2)
• I can tell how people, events, ideas or concepts are related. 5.RI.3 (Story 5)
• I can compare and contrast texts. 5.RI.5 (Story 5)
• I can read fluently and accurately 5.RF.4 (Stories 1,2,3,4,5)
• I can write to teach. 5.W.2 (Stories 1,3,4)
• I can write to tell a story. 5.W.3 (Story 2)
• I can write for different purposes, audiences, and topics. 5.W.4 (Stories 1,3)
• I can use the four types of sentences correctly in my speaking and writing 5.L.1 (Stories 1,2,3,4)
• I can spell fifth grade words correctly. 5.L.2 (Stories 1,2,3,4,5)
• I can use context clues to help me understand new words. 5.L.4 (Stories 1,2,3,4,5)
• I can use the relationship of synonyms, antonyms, and homographs to help me understand each word. . 5.L.5 (Stories 1,2,4)
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Unit 3: Vocabulary
Vocabulary (Grade. Unit. Week)
Selection Vocabulary Academic Vocabulary
5.3.1 The Fabulous Perpetual Motion Machine
applauds, browsing, fabulous, inspecting, project
5.3.2 Leonardo’s Horse
achieved, architect, bronze, cannon, depressed, fashioned, midst,
philosopher, rival
5.3.3 The Dinosaurs of Waterhouse Hawkins
erected, foundations, mold, occasion, proportion, tidied, workshop
5.3.4 Mahalia Jackson
appreciate, barber, choir, released, religious, slavery, teenager
5.3.5 Special Effects in Film & Television
background, landscape, miniature, prehistoric, reassembled
5.3.1 The Fabulous Perpetual Motion Machine
paraphrase, sequence, summarize, verb tenses, schwa, tone of voice,
drama, persuasive text, product review
5.3.2 Leonardo’s Horse
main idea, details, Greek & Latin Roots, present participle, past
participle, tone
5.3.3 The Dinosaurs of Waterhouse Hawkins
predict & set purpose, irregular verb, morphemes, flashback,
biography, schedule, sound reasoning, interview
5.3.4 Mahalia Jackson
main idea, supporting details, troublesome verbs, precise words,
imagery, expository text, elaboration, rhyme
5.3.5 Special Effects in Film & Television
graphic sources, important ideas, prefix, prepositional phrases,
headings, expository text, transitional words, prefix, rhyme, scheme,
alliteration, symbolism
Amazing Words – Oral Vocabulary
5.3.1 The Fabulous Perpetual Motion Machine:
experiment, theory, suggested, device, vehicle, enterprise, design, improvement, innovation, entrepreneur
5.3.2 Leonardo’s Horse
easel, charcoal, canvas, gallery, marble, sculpture, projector, medium, muse, inspire
5.3.3 The Dinosaurs of Waterhouse Hawkins
paleontologists, fossils, uncanny, sandstone, remains, model, extinct, illustration, replica, archaic
5.3.4 Mahalia Jackson
steady, jam session, beat, fiddle, symphony, digital music, melody, harmonize, tempo, movement
5.3.5 Special Effects in Film & Television
Illusion, digital effects, props, gruesome, realistic, three-dimensional, image, re-create, simulation, graphics
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Unit 3: DOK
Depth of Knowledge
Sample Unit Activities
Showing Progression of Thinking from DOK 1-4
DOK1 – Recall DOK2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
In your own words, define
“What is ART?”
Create a Tree Map
categorizing different forms of
art.
Develop a logical argument
which supports the claim that
art is inspirational. Be sure to
support your ideas with
details and evidence from the
texts.
Create a piece of “art” (picture, poem,
sculpture, song, film, multimedia
product) that you feel would be
inspirational to our youth today.
Include a reflective piece arguing why
you feel your particular piece of “art”
is inspirational.
Additional DOK ActiIIIities
DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Leonardo Da Vinci and Benjamin Waterhouse Hawkins each
faced the task of sculpting a large statue of
an animal. In preparation for the task, both took great care in
studying the animal they wanted to sculpt. Write a persuasive
essay in which you explain which sculptures you believe are
better and why. Use details from both selections to support
your claim. (Writing to Sources p. 214)
Conduct a research investigation on three artists you consider to be
“inspirational.” Based on your research, identify the traits of an artist
that make him or her an “inspiration.” Think about common themes
you find in their personal lives, work ethic, and the message of their
art. Create a media presentation that depicts the artists, samples of
their work, and the traits you have identified as “inspirational.”
Look back at The Dinosaurs of Waterhouse Hawkins and “A
Model
Scientist.” Based on your reading, which man shows more
dedication to research before he builds his models? Make sure
to use evidence from the text to support your position. Use your
research to participate in a class debate.
Think about problems that students face today. Reflect on what you have
read in this unit about the ways that artists have inspired people. Create
a piece of “art” (picture, poem, sculpture, song, film, multimedia
product) that you feel would be inspirational to our youth today. Include
a reflective piece arguing why you feel your particular piece of “art” is
inspirational.
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Unit 3: Assessment
Assessment
Screeners Diagnostic Formative Summative
SRI
Previous Standardized Test
Scores
DRA
Reading Street Baseline Test
Words Their Way Spelling
Inventory
SRI
SRI
CCI Cycle Data
Reading Street Monitor
Progress
ELA05-DIII
Weekly Story Tests
Reading Street Unit Tests
Reading Street End of Year
ELA05-DIII
State Standardized Assessments
Assessment Rubric
Formative Summative
DIIIUSD Scoring Rubric
Write from the Beginning and Beyond Analytical Rubric
Reading Street Retell Rubric
DIIIUSD Scoring Rubric
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Unit 3: Sample Performance Tasks
Sample Performance Tasks
5.3.1 The Fabulous Perpetual Motion Machine
1. After reading The Greatest Invention (Sleuth), write a paragraph in which you address the question and argue that the printing
press is the best invention. Support your opinion with evidence from the text.
2. After reading, “The Fabulous Perpetual Motion Machine,” create an invention out of raw materials, using precise language
explain how your creation was made using concrete details.
5.3.2 Leonardo’s Horse
1. After reading Team “Sports” (Sleuth), write a paragraph in which you discuss whether Alec or Joey changed more from the
beginning to the end of the story. Support your opinion with evidence from the text.
2. After reading Leonardo’s Horse, create a Double Bubble Map comparing the similarities and differences of today’s society verses
that in which Leonardo da Vinci lived.
5.3.3 The Dinosaurs of Waterhouse Hawkins
1. Read pp. 36 – 37 of “The Bone and the Tooth” in Sleuth. Which explanation is most likely to be accurate? Alice drew her
conclusions about the tooth from an allosaurus, Paula’s theory that an allosaurus killed and ate a stegosaurus, or a different theory
that wasn’t mentioned. Use details from the text to justify your answer in a paragraph.
2. After reading “The Dinosaurs of Waterhouse Hawkins,” create a graphic organizer that depicts how the author uses facts to show
the impact of the grand opening on the public. Support your answers with textual evidence.
5.3.4 Mahalia Jackson
1. After reading “A Week of the Blues” (Sleuth), write a paragraph in which you argue if it would be more helpful to choose a
summer camp for
your child based on talking to last year’s campers or the parents of last year’s campers. Give at least two convincing reasons to
support your choice using textual evidence.
2. Mahalia Jackson describes the voice of a talented singer. Think about music or another unique sound and create a circle map to
describe the
sound using vivid sensory words. Using your circle map, create a paragraph to describe this unique sound.
5.3.5 Special Effects in Film & Television
1. After reading The Uncanny Valley (Sleuth), write a paragraph which describes a movie or a video game character that you think
would be
frightening according to the uncanny valley theory. Support your opinion with evidence from the text.
2. After reading, “Special Effects in Film & Television,” create a film strip in which you summarize how animation works. Include
the main ideas of the text in an order that makes sense, citing textual evidence.
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Unit 3: Thinking Maps and the Common Core
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Unit 3: Suggested Activities
Suggested Activities
5.3.1 The Fabulous Perpetual Motion Machine
• Create a concept map to explain how inventors inspire our imaginations. (p. 324) DOK1
• Reread The Fabulous Perpetual Motion Machine and take careful notes about the construction and outcome of the project. Do
you agree or disagree that the perpetual motion machine should be called “fabulous”? Create a circle map identifying evidence
that supports your opinion. Write a paragraph that states your opinion, and support your claim with relevant evidence and
details from the text. Use linking phrases, such as for instance, in order to, and in addition, to make your reasoning clear.
(Writing to Sources p. 70) DOK2
5.3.2 Leonardo’s Horse
• Reread Leonardo’s Horse and then look at p. 374, which states that Leonardo da Vinci wrote “I have wasted my hours” in one
of his notebooks. Do you agree or disagree with the artist’s statement? Write a paragraph that states your opinion. Use facts
and details from the text to support your claim. Use linking phrases, such as for instance, in order to, and in addition, to make
your reasoning clear. (Write to Sources p. 74) DOK2
• Look back at Leonardo’s Horse and “A Job for Michelangelo.” Compare and contrast the information about both artists. Which
one showed more dedication to achieving his goals? In a short essay, state your opinion. Use details and facts from both texts
to support your claim. Group your ideas in an organizational structure that clarifies your opinion and support. (Write to Source
p. 76) DOK3
• Using the leveled reader, create a comic strip sequencing the story’s events. (p. 354) DOK2
5.3.3 The Dinosaurs of Waterhouse Hawkins
• Create a concept map that lists how paleontologists help us understand the past (p. 388) DOK1
• Reread the descriptions of how Waterhouse Hawkins builds dinosaur models on pp. 398–403. Then compare and contrast the
illustrations on these pages. Which illustration best clarifies the information in the text? Write a paragraph that states your
opinion. Support your opinion with relevant evidence, concrete details, and accurate descriptions and quotations. Conclude
your paragraph with a sentence that summarizes your opinion. (Write to Sources p. 78) DOK2
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Suggested Activities
5.3.4 Mahalia Jackson
• After reading Mahalia Jackson, create a timeline which sequences the major events in Mahalia’s life. Students can get into small
groups/partners and compare their timelines, defending they chose to include specific events. DOK2
• Reread Mahalia Jackson and the poems in “Perfect Harmony.” Use a tree map to compare and contrast how the speakers or
narrators describe singing. Which text best describes how it feels to sing? Write your opinion in a paragraph. Use concrete
details, including quotations, from the expository text and the poems to support your opinion. Use linking words and phrases to
make your reasoning clear. (Write to Sources p. 84)DOK2
• Read “A Week of the Blues” in Sleuth. Play a blues song for the students. Have students discuss what they heard. Create a
double-bubble map to compare blues music to other types of music. DOK2
5.3.5 Special Effects in Film and Television
• Reread Special Effects in Film and Television and make careful notes on the text’s facts and details. In your opinion, which two
steps in the miniature model making process are the most important? Write a paragraph that states your opinion, and support
your claim with reasons and details from the text. Use linking phrases, such as for instance, in order to, and in addition, to make
your reasoning clear. (Write to Sources p. 86) DOK2
• Reread Special Effects in Film and Television and the online article “Searching for Animation.” Create a tree map listing the
important information about special effects from both articles. In your opinion, after reading the longer text, did the online
source give you useful new information about special effects? In one paragraph, state your opinion, give reasons, and use facts
and details from both texts to support your reasons. Conclude your paragraph with a sentence that clarifies your opinion. (Write
to Source p. 88) DOK3
• Using the leveled readers, create a tree map identifying the main idea and list at least 3 supporting details. Use your tree map to
create a paragraph which describes the main idea and important details from your reading. DOK1
Poetry
• Teachers and students will engage in close reading of poetry, focusing on rhyme scheme, alliteration, and symbolism. DOK2
74 JC rev. 7/24/17
Unit 3: Necessary Vocabulary / Phrases for Writing
Necessary Vocabulary/Phrases for Writing
Narrative: Opinion:
• effective technique • organizational structure/logically ordered reasons
• descriptive details/sensory details • writer’s purpose
• orient the reader/clear event sequence • point of view
• convey experiences • sample linking words/transitions: consequently, specifically
• use precise language
• narrative techniques (dialogue, description, and pacing)
Research: Informative/Explanatory:
• investigation of different aspects of the topic • explain how an author uses reasons and evidence
• relevant evidence • general observation and focus
• summarize • facts
• paraphrase • concrete details
• sources: cite sources/use multiple sources • quotations
• domain specific vocabulary/precise language
Response to Literature: • sample linking words/transitions: in contrast, especially
• draw evidence from literary or informational texts
• support analysis, reflection, research
• compare/contrast
• claims
75 JC rev. 7/24/17
Unit 3: WFTBB / Additional Writing Suggestions
Write from the Beginning and Beyond
Mini Lessons: By using the Write from the Beginning (Yellow Binder - pages: 323-356) teachers can provide mini-lessons related to a
focus based on the needs of students related to the topics of:
• Motivation
• Basic Structure
• Transition
• Feelings/Emotions
• Step by Step Replay
• Inner Thoughts/Dialogue
• Well Thought Out Leads
• Suspense, Humor, and Drama
• Precise Language
• Strong verbs
• Figurative Language
• Supporting Details
• Authentic voice
� Final Writing pieces can be assessed using the provided DIIIUSD Scoring Rubric found on the DVUSD Portal.
(Departments/Curriculum, Instruction, & Assessment/ELA Reading)
� Use feedback and various rubrics including those from the Write from the Beginning (Yellow Binder - pages: 358-363) as
checkpoints through the writing process.
Other Writing Activities (AZCCRS-like verbiage in bold)
Narrative Explanatory/Informative Literary Analysis
Using precise language, write about an
invention that you could not live without
and support your viewpoint with concrete
details.
From your point of view, which form
of entertainment do you prefer:
watching a movie or watching a
television program? Compare and
contrast the two and provide logical
reasons of why you prefer one over
the other.
Select a previously read story to complete.
Is (_______________) title of story, a suitable
title for this piece of writing? Draw evidence
from the text to support your response.
76 JC rev. 7/24/17
Unit 3: Resources
DIIIUSD Adopted Resources Additional Resources
• Learn 360
Pearson Digital Resources
o www.pearsonrealize.com
o www.mypearsontraining.com
o www.pearsonschool.com
Common Core Resources
o www.commoncore.pearsoned.com
o www.corestandards.org
o www.parcconline.org
• NBC Learn
• Scholastic University
• Write From the Beginning / Write From the Beginning and
Beyond
Common Core Standards Appendix A- Glossary & Examples
http://www.corestandards.org/assets/Appendix_A.pdf
Common Core Standards Appendix B - All example stories
http://www.corestandards.org/assets/Appendix_B.pdf
Common Core Standards Appendix C - Samples of Student
Writing
http://www.corestandards.org/assets/Appendix_C.pdf
• Scoop It
• Edhelper.com
• National Geographic
• Read Works
• Read Write Think
• Scholastic Storyworks
• Online Leveled Readers
• Pinterest for Educators
• Teachers Pay Teachers
• Tween Tribune (differentiated current events and blogs)
• Newsela.com (differentiated current events)
• Brain Pop
• Scoot Pad (individualized skill study)
• Biblionasium.com
• Learn Zillion (ELA & Math support)
• IXL.com (ELA & Math support)
• RAZkids.com
• Time for Kids (current events and activities)
• Thinking Maps
• Great Source
• Write from the Beginning and Beyond
• Bridge to Common Core (pearsonsuccessnet.com)
• www.textproject.com
77 JC rev. 7/24/17
Unit 3: Interdisciplinary Connections
Interdisciplinary Connections
Below Level: The Designs of Da Vinci
Connection: Social Studies
Activity: Encourage students to look at other works of art by da Vinci. As a class or individually, have students find photos in a library
book or on the Internet.
5.3.3: The Dinosaurs of Waterhouse Hawkins
Leveled Readers:
Advanced Level: What’s New with Dinosaur Fossils?
Connection: Science
Activity: Invite students to read fantasy fiction or to watch a fictional film about dinosaurs. Then have them choose one of the
dinosaurs from the book or movie to research. Afterwards, have students compare what their research showed with how the book or
movie portrayed the dinosaur.
On Level: Searching for Dinosaurs?
Connection: Science
Activity: Have students further research dinosaurs and dinosaur fossils. Then invite them to use modeling clay to recreate a chosen
dinosaur or dinosaur
fossil. Have students label and display their creations.
Below Level: Paleontology: Digging for Dinosaurs and More
Connection: Social Studies
Activity: Have students pick one of the dinosaurs mentioned in the book and do more research on it. Create a diorama showing a
possible scene from the dinosaur’s life.
5.3.4: Mahalia Jackson
Leveled Readers:
Advanced Level: The Blues Evolution
Connection: Social Studies
Activity: Invite students to find out more about the roots of the blues. Have them do research to find out more about how African
music and culture influenced the blues. Then, have students create art to illustrate their written information.
78 JC rev. 7/24/17
Interdisciplinary Connections
On Level: Blues Legends
Connection: Social Studies
Activity: Ask students to find out more about other famous blues musicians and to write a brief biography of one of them. Post the
biographies on the bulletin board.
Below Level: The Root of the Blues
Connection: Social Studies
Activity: Invite students to find out more about the people who make the music talked about in Roots of the Blues. Students can do
research on rap, jazz, gospel, or blues musicians.
5.3.5: Special Effects in Film and Television
Leveled Readers
Advanced Level: Special Effects in Hollywood
Connection: Science
Activity: Have students use the Internet or library books to research The Jazz Singer, Frankenstein, Singin’ in the Rain, or any of the
other movies or special effects techniques discussed in the book. Have students prepare short reports, using at least two graphic
sources each, to present to the class.
On Level: Computers in Filmmaking: Very Special Effects
Connection: Science
Activity: Have students use the Internet to research movie studios that are using computer animation, such as Pixar, which has a
Web site with a detailed time line that explains the company’s humble beginnings and traces its development. Have students
prepare short reports on their findings.
Below Level: The Magic of Makeup: Going Behind the Mask
Connection: Social Studies
Activity: Have students use the Internet or library to research the process, created during the reign of Louis XIIII, of ventilating to
create wigs. Encourage students to find images to supplement their research. Students may also enjoy researching famous makeup
artists from the film industry.
79 JC rev. 7/24/17
Unit 3: Disability Awareness
Disability Awareness
Possible Read Alouds
5.3.1 The Fabulous Perpetual Motion Machine: How do artists and inventors inspire our imagination?
Link to Dad who invented something to help daughter walk
5.3.4 Mahalia Jackson: How does an artist use music to inspire others?
Niagara Falls, or Does It? (4.3) (2003) Grosset & Dunlap Henry Winkler and Lin Oliver
Hank Zipster's fourth-grade experience just gets worse and worse until a music teacher recognizes his learning difficulties and
suggests that he be tested (DVUSD)
80 JC rev. 7/24/17
Unit 4: Adapting Unit 4: AZCCRS
5th Grade Unit 4 Adapting
Arizona’s College and Career Ready Standards
(Grade. Unit. Week)
Reading Foundational Skills ELP Standards Alignment
Phonics and Word Recognition
5.RF.3
Know and apply phonics and word analysis skills in
decoding multisyllabic words in context and out of context.
(5.4.1)
a. Use combined knowledge of all letter-sound
correspondences to accurately read unfamiliar
multisyllabic words. (5.4.1)
b. Apply knowledge of the six syllable patterns to read
grade level words accurately. (5.4.1)
c. Use combined knowledge of morphology to read
grade level words accurately. (5.4.1)
d. Know and apply common, grade-appropriate Greek
and Latin affixes and roots to accurately read
unfamiliar words. (5.4.1)
III-R-2:LI:-4
III-R-2:LI:-5
III-R-2:LI-7
IIII-R-2:LI-8
Blending spoken phonemes with more than 3
sounds into one-syllable words, including
consonant blends and digraphs
(/f/i/n/d/=find;/fl/a/t/=flat).
Orally producing rhyming words in response
to given words (Cat rhymes with…hat).
Reading regularly spelled multisyllabic and
compound words, including consonant
blends, consonant/Vowel digraphs (th, sh, ck)
and dipthongs (ea, ee, ie) and r-controlled
vowels.
Applying knowledge of syllabication rules
when decoding multi-syllabic and compound
words.
Fluency
5.RF.4
Read with sufficient accuracy and fluency to support
comprehension. (5.4.1,5.4.5)
a. Read grade-level text with purpose and
understanding. (5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
(5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)
III-R-3:HI-1 Reading aloud passages from unfamiliar
content area text with fluency. (i.e., accuracy,
appropriate phrasing, and attention to
punctuation)
Reading Literature ELP Standards Alignment
Key Ideas and Details
5.RL.1
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
(5.4.1,5.4.2,5.4.4)
III-R-4:LI-8
Locating sequential/ chronological order
signal words (i.e., first, next, finally today,
now, meanwhile, not long ago) in text.
81 JC rev. 7/24/17
III-R-4:LI-9
III-R-4:LI-10
III-R-4:LI-32
III-R-4:LI-33
Locating signal words that indicate
comparison/contrast. (i.e., similarly, on the
other hand, however, yet, in spite of)
Locating signal words that indicate cause and
effect. (i.e., as a result of, consequently, so
that, because of, since).
Identifying words (i.e., nouns and adjectives)
that the author selects in a literary selection to
create a graphic visual image with
instructional support.
Identifying words that the author selects to
create a rich auditory experience in a literary
selection with instructional support.
Craft and Structure
5.RL.5
Explain how a series of chapters, scenes, or stanzas fits
together to provide the overall structure of a particular
story, drama, or poem. (5.4.1)
III-R-4:LI-28 Identifying specific information by using the
organizational features of a book, a dictionary
and a newspaper. (i.e., title, author, table of
contents and glossary)
Range of Reading and LeIIIel of Text Complexity
5.RL.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. (5.4.1)
III-R-3:LI-1 Reading aloud passages from unfamiliar
content area text with fluency. (i.e., accuracy,
appropriate phrasing, and attention to
punctuation).
Reading Informational Text ELP Standards Alignment
Key Ideas and Details
5.RI.1
5.RI.2
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
(5.4.3,5.4.5)
Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the text.
(5.4.3)
III-R-4:LI-2
III-R-4:LI-3
III-R-4:LI-5
III-R-4:LI-7
III-R-4:LI-13
Predicting what might happen next in a
reading selection.
Answering literal (i.e., Yes/No, who, what,
where, when, why, which and how) and/or
personal response questions about text.
Retelling a story or event with a beginning,
middle, and end in complete sentences.
Summarizing the main idea and supporting
details from text.
Drawing conclusions from information
implied or inferred in a literary selection.
82 JC rev. 7/24/17
Speaking and Listening ELP Standards Alignment
Comprehension and Collaboration
5.SL.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. (5.4.5)
III-LS-2:LI-5 Asking and responding to academic questions
(who, what, where, when, why, how, which,
whose) in complete sentences (e.g., making
comparisons, describing events, agreeing/
disagreeing with others, etc.).
Presentation of Knowledge and Ideas
5.SL.4
5.SL.5
5.SL.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. (5.4.2,5.4.4)
Include multimedia components (e.g., graphics, sound) and
visual displays in presentations when appropriate to
enhance the development of main ideas or themes. (5.4.1)
Adapt speech to a variety of contexts and tasks, using
formal English when appropriate to task and
situation. (5.4.3)
III-LS-2:LI-8 Presenting a variety of oral reports (e.g.,
expository, cause and effect, persuasive, etc.)
containing specific and accurate academic
vocabulary, an introduction, body,
conclusion, transitions and visual aids, with
instructional support.
Language ELP Standards Alignment
Conventions of Standard English
5.L.1
5.L.2
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
(5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing. (5.4.3)
e. Spell grade-appropriate words correctly, consulting
references as needed. (5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)
III-L-1(SC):LI-2
III-L-1(V):LI-5
III-L-1(V):LI-6
III-L-1(V):LI-7
Producing sentences using subjects and
verbs, with subject-verb agreement (S-V).
Using simple present tense irregular verbs to
be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences with instructional support.
Producing declarative, negative, and
interrogative simple sentences using simple
present tense verbs (subject-verb agreement)
with instructional support.
Producing declarative, negative, and
interrogative simple sentences using present
progressive tense verbs (subject-verb
agreement) with instructional support.
83 JC rev. 7/24/17
III-L-1(V):LI-9
III-L-1(V):LI-10
III-L-1(V):LI-11
III-L-1(V):LI-12
III-L-1(V):LI-13
III-L-1(V):LI-22
Producing declarative, negative, and
interrogative simple sentences using simple
past tense regular verbs (subject-verb
agreement) with instructional support.
Using simple past tense irregular verbs to be,
to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences (subject-verb agreement)
with instructional support using simple past
tense irregular verbs to be, to have, to do,
and to go to produce declarative, negative,
and interrogative simple sentences (subject-
verb agreement) with instructional support.
Producing declarative, negative, and
interrogative simple sentences using irregular
simple past tense verbs (subject-verb
agreement) with instructional support.
Producing declarative, negative, and
interrogative simple sentences using the
simple future tense (will) (subject-verb
agreement) with instructional support.
Differentiating between past, present and
future verb tenses.
Differentiating between the use of simple
past tense and the present perfect tense by
responding to a prompt.
Knowledge of Language
5.L.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. (5.4.2)
III-L-2:LI-14 Using a dictionary to identify meanings,
spellings, and pronunciations of grade-level
content words with instructional support.
Vocabulary Acquisition and Use
5.L.4
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 5 reading and
content, choosing flexibly from an array of strategies.
(5.4.2,5.4.4,5.4.5)
III-L-2:LI-4
Explaining the meaning of grade-specific
academic vocabulary and symbols with
instructional support.
84 JC rev. 7/24/17
5.L.5
5.L.6
b. Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of a
word or phrase. (5.4.2,5.4.3,5.4.4,5.4.5)
Demonstrate understanding of figurative language, word
relationships and nuances in word meanings.
c. Use the relationship between particular words
(e.g., synonyms, antonyms, homographs) to better
understand each of the words. (5.4.3)
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).
(5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)
III-L-2:LI-5
III-L-2:LI-7
III-L-2:LI-9
III-L-2:LI-10
III-L-2:LI-12
III-L-2:LI-13
Determining the meaning of compound
words using knowledge of individual words.
(e.g., lunchtime, daydream).
Using knowledge of base/root words and
affixes (prefixes and suffixes) to determine
the meaning of unknown grade-level content
words with instructional support.
Explaining word pair/analogous relationships
(e.g., bravery courage : smooth sleek, etc).
Using context clues in a variety of content
texts to determine the intended meaning of
grade-level homonyms and multiple-meaning
words with instructional support.
Using context clues in a variety of content
texts to determine the intended meaning of
grade-level content words with instructional
support.
Explaining the meaning of figurative language
including in a variety of grade-level texts.
Writing ELP Standards Alignment
Text Types and Purposes
5.W.2
5.W.3
Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
(5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)
Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and
clear event sequences. (5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)
a. Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize
an event sequence that unfolds naturally.
(5.4.1,5.4.2,5.4.5)
b. Use narrative techniques, such as dialogue and
description to develop experiences and events or
show the responses of characters to situations.
(5.4.4)
d. Use concrete words and phrases and sensory
details to convey experiences and events precisely.
(5.4.4,5.4.5)
III-W-1:LI-1
III-W-1:LI-3
III-W-1:LI-4
Writing on or more narrative paragraphs
based on imagined or real events that
includes characters, setting, and details to
develop the plot using appropriate
transitional words and varied sentence
structure.
Taking notes using teacher or student
selected formats based upon knowledge of
oral or written text structures with
instructional support (e.g., Student selects
Venn Diagram for comparing and contrasting
text).
Writing expository essays and informational
reports that include topic sentences, main
ideas, and supporting details using
transitions, varied sentence structure and
academic vocabulary.
85 JC rev. 7/24/17
III-W-1:LI-5 Writing a summary paragraph containing only
key ideas and relevant content vocabulary
summarizing a variety of text with
instructional support. (e.g., word bank,
outline, etc.).
Production and Distribution of Writing
5.W.4
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience. (5.4.1,5.4.3)
III-W-3:LI-1
III-W-3:LI-2
III-W-3:LI-3
Generating and organizing ideas to create a
prewriting plan using multiple teacher
selected methods (brainstorming, webbing,
writer’s notebook, journal, etc.).
Organizing ideas to reflect the audience and
intended purpose.
Using a prewriting plan to draft a paragraph
or essay with an introductory statement,
body, transitions and concluding statement.
Research to Build and Present Knowledge
5.W.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
(5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)
III-W-5:LI-1 Recording and organizing information,
observations or questions on a topic of
student interest from one or two sources
(experiment, textbook, guest speaker, video,
Internet, interview, podcasts, etc.) for
report/research purposes.
Writing Foundational Skills ELP Standards Alignment
Sound-letter Basics and Handwriting
5.WF.1
Demonstrate and apply handwriting skills.
a. Read and write cursive letters, upper and lower
case.
b. Transcribe ideas legibly and fluently with
appropriate spacing and indentation.
III-W-2:LI-1 Legibly writing cursive upper and lower case
letters of the alphabet.
86 JC rev. 7/24/17
Unit 4: Enduring Understandings, Essential Questions & Key Concepts
Enduring Understandings
How do people and animals adapt to different situations?
Essential Questions (Grade.Unit.Week) Key Concepts (Grade.Unit.Week)
5.4.1 Weslandia
• How do people adapt to difficult situations?
5.4.2 Tripping Over the Lunch Lady
• How do people overcome obstacles?
5.4.3 Exploding Ants
• How do animals adapt to survive?
5.4.4 The Stormi Giovanni Club
• How do people adapt to new places?
5.4.5 The Gymnast
• Why do people try to change themselves?
Text-Based Comprehension Vocabulary Concepts/ Word Analysis
Skills:
• 5.4.1 – Draw
Conclusions
• 5.4.2 - Generalize
• 5.4.3- Graphic Sources
• 5.4.4- Generalize
• 5.4.5 – Draw
Conclusions
Strategies:
• 5.4.1 - Questioning
• 5.4.2- Predict and Set
Purpose
• 5.4.3- Important Ideas
• 5.4.4- Story Structure
• 5.4.5 -Visualize
Skills:
• 5.4.1 – Endings –ed, -ing, -s
• 5.4.2 – Unfamiliar Words
• 5.4.3 - Synonyms
• 5.4.4- Unfamiliar Words
• 5.4.5 – Suffixes –ion, -ish
Strategies:
• 5.4.1 – Word Structure
• 5.4.2- Context Clues
• 5.4.3- Context Clues
• 5.4.4 – Context Clues
• 5.4.5 – Word Structure
Word Analysis:
• 5.4.1 – Endings –ed, -ing
• 5.4.2 – Suffixes -ly, -ian
• 5.4.3 – Suffix -ize
• 5.4.4 – Prefixes com-, pro-,epi-
• 5.4.5 - Suffixes –ion, -ish
87 JC rev. 7/24/17
Unit 4: Student Friendly Objectives
Student Friendly Objectives
Use the objectives/standards provided on the page above and begin with student directed phrases such as:
The student will…
I can…
You can also access “Student Friendly” language through the following website:
http://www.thecurriculumcorner.com/2012/12/03/i-can-common-core-standards-k-5/
• I can draw inferences when reading. 5.RL.1 (Stories 1,2,4)
• I can accurately quote from a text. 5.RL.1. (Stories 1,2,4)
• I can understand the structures of stories, plays and poems. 5.RL.5 (Story 4)
• I can read and understand fifth grade fiction. 5.RL.10 (Story 5)
• I can draw inferences when reading. 5.RI.1 (Stories 3,5)
• I can accurately quote from a text. 5.RI.1. (Stories 3,5)
• I can find the main idea. 5.RI.2 (Story 3)
• I can use phonics to help me read fifth grade words. 5.RF.3 (Story 1)
• I can read with accuracy and fluency (Stories 1,2,3,4,5)
• I can write to teach. 5.W.2 (Story 3)
• I can write to tell a story. 5.W.3 (Stories 1,2,4,5)
• I can write for different purposes, audiences, and topics. 5.W.4 (Stories 1,3)
• I can use stories and nonfiction to research. 5.W.9 (Story 2)
• I can come to discussions prepared to share my ideas. 5.SL.1 (Story 5)
• I can give a report in a logical sequence. 5.SL.4 (Stories 2,4)
• I can use displays to help my presentations. 5.SL.5 (Story 1)
• I can use formal English when appropriate. 5.SL.6 (Story 3)
• I can use subject and object pronouns correctly. 5.L.1 (Stories 1,2,3,4,5)
• I can spell fifth grade words correctly. 5.L.2 (Stories 1,2,3,4,5)
• I can expand, combine and reduce sentences to make them more interesting. 5.L.3 (Story 2)
• I can use context clues to help me understand new words. 5.L.4 (Stories 2,3,4,5)
• I can use the relationship of synonyms, antonyms, and homographs to help me understand each word. . 5.L.5 (Story 3)
• I can use fifth grade words. 5.L.6 (Stories 1,2,3,4,5)
88 JC rev. 7/24/17
Unit 4: Vocabulary
Vocabulary
Selection Vocabulary (Grade. Unit. Week) Academic Vocabulary (Grade. Unit. Week)
5.4.1 Weslandia: blunders, civiIization, complex, envy, fleeing,
inspired, rustling, strategy
5.4.2 Tripping Over the Lunch Lady: Dalmation, frilly, promenading,
sprained, substitute
5.4.3 Exploding Ants: critical, enables, mucus, scarce, specialize,
sterile
5.4.4 The Stormi Giovanni Club: cavities, combination,
demonstrates, episode, profile, strict
5.4.5 The Gymnast: bluish, cartwheels, gymnastics, hesitation,
limelight, skidded, somersault, throbbing, wincing
5.4.1 Weslandia : draw conclusions, punctuation cues, object
pronoun, subject pronoun, fiction, instruction manual
5.4.2 Tripping Over the Lunch Lady: generalize, antecedent, friendly
letter, climax, compound sentences, essay
5.4.3 Exploding Ants: conventions, formal letters, figurative
language, metaphor, synonym, informational article
5.4.4 The Stormi Giovanni Club: story structure, indefinite pronoun,
reflexive pronoun, dialogue, drama, brochure
5.4.5 The Gymnast: suffix, simile, autobiography, bold text, graph,
voice, internal rhyme, alliteration, metaphor
Amazing Words – Oral Vocabulary (Grade. Unit. Week)
5.4.1 Weslandia : discovered, courage, determination, practice, exploration, customize, flexibility, transformation, advancement, dynamic
5.4.2 Tripping Over the Lunch Lady: confront, predicament, ingenious, triumphant, application, resilient, modify, conquer, acclimate,
persistence
5.4.3 Exploding Ants: adaptations, predators, defenses, fearsome, mimicry, camouflage, spiny, survival, protrude, formidable
5.4.4 The Stormi Giovanni Club: opportunities, courageous, obstacles, perseverance, familiarize, relocate, engrossed, adjust, surroundings,
wanderlust
5.4.5 The Gymnast : competitive, champion, develop, perfected, routine, rehearse, condition, enhance, fitness, aspire
89 JC rev. 7/24/17
Unit 4: DOK
Depth of Knowledge
Sample Unit Activities
Showing Progression of Thinking from DOK 1-4
DOK1 – Recall DOK2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Brainstorm a list of ways
using a Circle Map that
different animals adapt in
their environments.
Organize (using a Tree Map)
the animals and their
adaptations by habitat or
classification.
Select two animals from your
Tree Map and design a “super
animal” that combines the
traits of two different animals
and their adaptations.
Using your design, create a
“super animal” using recycled
materials, including the
environment in which the
animal could survive. Give
your animal a name, explain
the new habitat, and how
your animal will survive.
Additional DOK Activities
DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Look back at Weslandia and Tripping Over the Lunch Lady.
Wesley and Jinx both have traits that make them different from
the people around
them. Both come to happily accept their differences. Use
details from the two stories to write a persuasive speech about
the importance of realizing that it is okay to be different. (CSS
Writing to Sources, More Connect to Text page 202)
Think about a situation that might come up for a student in a
new school or place. Create a play that depicts how children in
fifth grade might adapt to this new school or place.
Brainstorm a list of challenges students face when moving to a
new school or place. Create a survey with these challenges for
other fifth grade students to complete that asks which challenge
was most difficult to overcome. Create a visual representation
of your data and
share your findings with your class.
Take everything you have learned about how animals adapt to
survive. Select two animals and combine their best traits to
create a “super animal” that can survive in a new environment.
90 JC rev. 7/24/17
Unit 4: Assessment
Assessment
Screeners Diagnostic Formative Summative
SRI
Previous Standardized Test
Scores
DRA
Reading Street Baseline
Test
Words Their Way Spelling
Inventory
SRI
SRI
CCI Cycle Data
Reading Street Monitor
Progress
ELA05-DIII
Weekly Tests
Reading Street Unit Tests
Reading Street End of
Year
ELA05-DIII
State Standardized Tests
Assessment Rubric
Formative Summative
DIIIUSD Scoring Rubric
WFBB Analytical Rubric
Reading Street Retell Rubric
DIIIUSD Scoring Rubric
91 JC rev. 7/24/17
Unit 4: Sample Performance Task
Sample Performance Tasks
5.4.1 Weslandia
1. After reading A Green Island? (Sleuth), write a paragraph in which you address the question “Should the U.S. government
pass a national law to require individuals and businesses to recycle plastic?” List two convincing reasons to explain and
support your viewpoint.
2. After reading “Weslandia,” write a paragraph that tells what you have concluded from this selection about how people
adapt to difficult situations. Provide evidence from the text to support your conclusion.
5.4.2 Tripping Over the Lunch Lady
1. After reading Helping Hands (Sleuth), write a paragraph in which you compare the service of capuchin monkeys and dogs.
Which one makes a better service animal? Cite three reasons from the text to support your argument.
2. After reading “Tripping Over the Lunch Lady,” make a generalization about the people around Jinx. Create a Tree Map that
lists the character, the generalization made about that character, and evidence from the text that supports the
generalization.
5.4.3 Exploding Ants
1. Suppose you were doing a presentation on animal camouflage to first graders. After reading A “Coat” of Many Colors
(Sleuth), what conclusion would you want first graders to draw about this subject? Select one type of animal camouflage
discussed in the article. Create a graphic representation that helps the first grader reach this conclusion.
2. After reading “Exploding Ants,” identify an important idea from the section, “Why do animals do gross things?” How do the
photographs in this section add to your understanding?
5.4.4 The Stormi Giovanni Club
1. After reading The Big Move (Sleuth), write a paragraph in which you argue if it would be harder for someone your age to
move from the city to the country or from the country to the city. Support your position with evidence from the text.
2. After reading “The Stormi Giovanni Club,” create a Bubble Map listing Stormi’s characteristics. Provide evidence from the
text to support those characteristics. What generalization can you make about Stormi and her adaptability to new places?
5.4.5 The Gymnast
1. After reading You’ll Just Flip for Circus School (Sleuth), use a Thinking Map to list the pros and cons of becoming an acrobat.
Write a paragraph to discuss whether or not becoming an acrobat is worth the risks. Defend your position using text
evidence.
2. After reading “The Gymnast,” write a paragraph that discusses how the author really feels about his cousin. What clues in
the story help you reach that conclusion?
92 JC rev. 7/24/17
Unit 4: Thinking Maps and the Common Core
93 JC rev. 7/24/17
Unit 4: Suggested Activities
Suggested Activities
5.4.1 Weslandia
• Create a Concept Map that discusses “How do people adapt to difficult situations?” DOK1
• Reread the story on pp. 32–37 and summarize the things Wesley makes from “swist.” Then write a one-paragraph explanation
that tells how Wesley uses the plant to create his civilization, Weslandia. Use concrete details, such as facts and examples, from
the text to explain what makes up Wesley’s civilization. DOK2
• Look back at Weslandia, “Under the Back Porch,” and “Keziah.” Find evidence that explains why Wesley and the poems’
speakers want their own special places. Then write a short explanatory essay that compares and contrasts the speakers’ and
character’s perspectives and the challenges they face in finding their special places. Include details and imagery from all three
texts to support your explanation. DOK3
5.4.2 Tripping Over the Lunch Lady
• Create a Concept Map that discusses “How do people overcome obstacles?” DOK1
• Reread Tripping Over the Lunch Lady on pp. 52–67 and focus on the illustrations. Take notes on how the illustrations
correspond to different parts of the story. Then write a one-paragraph explanation that focuses on how the illustrations
contribute to the meaning and tone of the text. Support your explanation with examples from the text, including concrete
details and precise language that describes the illustrations. DOK2
• Read “Square Dancing” and use a Circle Map to identify generalizations within the text. Create a persuasive paragraph that
exaggerates what is good about something they like to do. DOK2
5.4.3 Exploding Ants
• Create a Concept Map exploring “How do animals adapt to survive?” DOK1
• Reread the information on ants on pp. 86–89. Write down the main ideas, and make a list of the evidence Joanne Settel uses to
support these particular points. Then write a paragraph that explains how the structure of the section helps readers process
the information. Include examples of technical vocabulary and concrete details based on the original text. Also include accurate
quotations and facts to support your explanation. DOK2
• Create a Double Bubble Map comparing and contrasting the information presented in Exploding Ants and “The Art of Mimicry.”
DOK2
• Using the main ideas from “Exploding Ants”, students will research a particular animal and how it has adapted to survive in its
environment. Students will then present their findings in the form of a poster or other multi-media format that includes
graphics. DOK3
94 JC rev. 7/24/17
Suggested Activities
5.4.4 The Stormi Giovanni Club
• Create a Concept Map discussing “How do people adapt to new places?” DOK1
• Create a Tree Map to identify the literary elements of The Stormi Giovanni Club. DOK1
• Look back at The Stormi Giovanni Club and “The Extra Credit Club.” Find evidence that explains why Stormi and Eduardo
Cabrera started their clubs and the purpose of each group. Then write a short explanatory essay that shows how the
perspective of each founder influences the description of the club’s events. Carefully reread both texts to find facts, concrete
details, and accurate quotations to support your explanation. DOK3
5.4.5 The Gymnast
• Create a Concept Map discussing “Why do people want to try to change themselves?” DOK1
• Reread the autobiography on pp. 144–151 and focus on the key events regarding gymnastics. Create a list of the events in
chronological order. Then write a paragraph that explains how the narrator’s viewpoint toward the sport changes. Include
transitions, such as first, next, and then to show the chronology of events. Also include accurate quotations and concrete
details based on the original text in your explanation. DOK2
• Look back at The Gymnast and “All About Gymnastics.” Based on information from both texts, explain why gymnastics requires
a lot of training. In a short explanatory essay, clarify the information from the online reference source for gymnastics and
explain why the narrator of The Gymnast fails to complete a backflip. Carefully reread both texts to find facts, concrete details,
and accurate quotations to support your explanation. DOK3
• Think about a goal you achieved or an improvement you made in your life. Write an autobiographical sketch about that
experience. DOK3
Poetry
• Teachers and students will engage in close reading of poetry, focusing on internal rhyme, alliteration, and metaphors. DOK2
95 JC rev. 7/24/17
Unit 4: Necessary Vocabulary / Phrases for Writing
Necessary Vocabulary/Phrases for Writing
Narrative: Opinion:
• effective technique • organizational structure/logically ordered reasons
• descriptive details/sensory details • writer’s purpose
• orient the reader/clear event sequence • point of view
• convey experiences • sample linking words/transitions: consequently, specifically
• use precise language
• narrative techniques (dialogue, description, and pacing)
Research: Informative/Explanatory:
• investigation of different aspects of the topic • explain how an author uses reasons and evidence
• relevant evidence • general observation and focus
• summarize • facts
• paraphrase • concrete details
• sources: cite sources/use multiple sources • quotations
• domain specific vocabulary/precise language
Response to Literature: • sample linking words/transitions: in contrast, especially
• draw evidence from literary or informational texts
• support analysis, reflection, research
• compare/contrast
• claims
96 JC rev. 7/24/17
Unit 4: WFTBB / Additional Writing Suggestions
Write from the Beginning and Beyond
Write From the Beginning and Beyond Response to Literature Modeling Formal Written Response to Literature (page 120-125)
Step 1: Look at all parts of the writing task. Keep these parts in your mind as you read the story.
Step 2: Plan the organizational structure of your essay. Be sure to include all the “parts” that are mentioned in the prompt.
Step 3: Write an opening paragraph. Be sure to name the piece of literature and to tell what it is about in a “nutshell” statement.
Step 4: Address the first question or direction in the prompt.
Step 5: Address the next question or directive in the prompt.
Step 6: Write a closing that makes connections to the author’s message.
Step 7: Read over your essay to make sure that you have included textual support and have answers or have written about every
question/directive in the prompt.
Mini Lessons: By using the Write from the Beginning (Yellow Binder - pages: 323-356) teachers can provide mini-lessons related to a
focus based on the needs of students related to the topics of:
• Motivation
• Basic Structure
• Transition
• Feelings/Emotions
• Step by Step Replay
• Inner Thoughts/Dialogue
• Well Thought Out Leads
• Suspense, Humor, and Drama
• Precise Language
• Strong verbs
• Figurative Language
• Supporting Details
• Authentic voice
97 JC rev. 7/24/17
Write from the Beginning and Beyond
� Final Writing pieces can be assessed using the provided DIIIUSD Scoring Rubric found on the DVUSD Portal.
(Departments/Curriculum, Instruction, & Assessment/ELA Reading)
� Use feedback and various rubrics including those from the Write from the Beginning (Yellow Binder - pages: 358-363) as
checkpoints through the writing process.
Other Writing Activities (AZCCRS-like verbiage in bold)
Narrative Explanatory/Informational Literary Analysis
Using precise language, tell about a time
when you adapted to a new situation.
Based upon general observation, write
about a person, animal, or object in nature
that changes. Use concrete details and
specific evidence to explain the change
and how and why it happens.
Select a previously read story to complete.
How do the events in (story) remind you of the e
in another book or story? Draw evidence from literary
texts to support your analysis.
98 JC rev. 7/24/17
Unit 4: Resources
DVUSD Adopted Resources Additional Resources
• Learn 360
Pearson Digital Resources
o www.pearsonrealize.com
o www.mypearsontraining.com
o www.pearsonschool.com
Common Core Resources
o www.commoncore.pearsoned.com
o www.corestandards.org
o www.parcconline.org
• NBC Learn
• Scholastic University
• Write From the Beginning / Write From the Beginning and
Beyond
Common Core Standards Appendix A- Glossary & Examples
http://www.corestandards.org/assets/Appendix_A.pdf
Common Core Standards Appendix B - All example stories
http://www.corestandards.org/assets/Appendix_B.pdf
Common Core Standards Appendix C - Samples of Student
Writing
http://www.corestandards.org/assets/Appendix_C.pdf
• Scoop It
• Edhelper.com
• National Geographic
• Read Works
• Read Write Think
• Scholastic Storyworks
• Online Leveled Readers
• Pinterest for Educators
• Teachers Pay Teachers
• Tween Tribune (differentiated current events and blogs)
• Newsela.com (differentiated current events)
• Brain Pop
• Scoot Pad (individualized skill study)
• Biblionasium.com
• Learn Zillion (ELA & Math support)
• IXL.com (ELA & Math support)
• RAZkids.com
• Time for Kids (current events and activities)
• www.textproject.org
99 JC rev. 7/24/17
Unit 4: Interdisciplinary Connections
Interdisciplinary Connections
5.4.1 Weslandia
Leveled Readers:
Advanced: Cheaper, Faster, and Better
Connection: Social Studies
Activity: Have students identify a problem for which they would like to find a high-tech solution. They should research possible ideas
and create solution sharing a picture or model of their ideas.
On Level: Journey to the New World
Connection: Social Studies
Activity: Write a journal entry from the point of view of one of the characters from the story. Use factual information to support your
writing.
Below Level: Playing the Game
Connection: Social Studies
Activity: Have students write a paragraph about the first thing they would do to get comfortable in a new place. What skill or talent do
you have that would help you make friends? What kind of club could you join?
5.4.2 Tripping Over the Lunch Lady
Leveled Readers:
Advanced: Operation Inspiration
Connection: Social Studies
Activity: Have students research a global or local problem. Write a persuasive paper encouraging others to help make a difference.
On Level: Wilma Rudolph: Running to Win
Connection: Social Studies
Activity: Students can research a hero or heroine and list challenges and successes the person faced, or they can write about a
particular challenge they had to overcome.
100 JC rev. 7/24/17
Interdisciplinary Connections
Below Level: Land of Plenty
Connection: Social Studies
Activity: Students can research a country they would like to live in, and create a poster that promotes their country including things
that are plentiful.
5.4.3 Exploding Ants
Leveled Readers:
Advanced: Can Human’s Make a Home in Outer Space?
Connection: Science
Activity: Students can research space travel and write an argumentative paper about whether we should or should not pursue
space travel.
On LeIIIel: Changing for Survival: Bird Adaptations
Connection: Science
Activity: Students can use the factual information in the text to create a poem about a bird of their choice.
Below Level: Surviving the Elements: Animals in Their Environments
Connection: Science
Activity: Research an endangered animal. Include information about the animal’s habitat and how that habitat may be changing.
Can the animal make a comeback? Why or why not?
5.4.4 The Stormi Giovanni Club
Leveled Readers:
Advanced: Nathaniel Comes to Town
Connection: Social Studies
Activity: Students should review Three Famous Failures (p.28) and research one of the people in the text.
On Level: The New Kid in School
Connection: Social Studies
Activity: Students can brainstorm a list of things a new student would need to know about their school. They can create a welcome
kit to give to each new student that comes to class.
Below Level: Moving
Connection: Social Studies
Activity: Investigate a city that you would like to live in. Write a letter to a friend describing the language(s) spoken, the customs,
weather, and schools.
101 JC rev. 7/24/17
Interdisciplinary Connections
5.4.5 The Gymnast
Leveled Readers:
Advanced: What Makes Great Athletes?
Connection: Social Studies
Activity: Research the training requirements for a particular sport. Create a training schedule and a meal schedule for an athlete to train
for the event.
On Level: Strange Sports with Weird Gear
Connection: Social Studies
Activity: Research additional information about one of the sports in the text. Then write a brief description of what it would be like to
play the sport.
Below Level: Let the Games Begin: History of the Olympics?
Connection: Social Studies
Activity: Research the life of an immigrant group in the United States. Identify the problems they had in their former country, and the
kinds of challenges they face in the United States.
102 JC rev. 7/24/17
Unit 4: Disability Awareness
Disability Awareness
Possible Read Alouds
5.4.1 Weslandia: How do people adapt to difficult situations?
Hugo, Victor. The Hunchback of Notre Dame, 5.8 New York, NY: Penguin Books Ltd.
Summary: Set in fifteenth-century Paris, Hugo's powerful novel evokes medieval life as it tells of the doomed love of Quasimodo,
the grotesque bell-ringer at the Cathedral of Notre Dame, for Esmeralda, the beautiful gypsy. (DVUSD)
Views From Our Shoes: Growing up with a Brother or Sister with Special Needs
Edited by Daniel Meyer (DVUSD Library)
A collection of essays in which siblings share their experiences as the brother of sister of someone with a disability. Children
between the ages of four and eighteen relate the good and bad things about having a sibling with a special need such as autism,
cerebral palsy, ADD, and Down syndrome.
5.4.2 Tripping Over the Lunch Lady: How do people overcome obstacles?
Hamilton, Bethany, Soul Surfer, A True Story of Faith, Life and Fighting To Get Back on the Board
Bethany is a competitive surfer who lost her arm in a shark attack and nearly died. This is the inspirational story of all she had to
overcome to return to competitive surfing. (DIIIUSD)
Abraham, Philip. Christopher Reeve. New York, NY: Scholastic Library Publishing, 2002.
Summary: An easy-to-read biography of the actor Christopher Reeve, noting the accident that left him paralyzed. (DIIIUSD)
Stephen Hawking, Revolutionary Physicist, Melissa Mc Daniel (DIIIUSD Library) 9.4
Text and accompanying photographs describe the life of the renowned theoretical physicist who has taken the study of cosmology
further than most in his field, despite his need for wheelchair and computer to travel and communicate.
Winkler , Henry, and Lin Oliver ,Niagra Falls, or Does It? 4.3 (2003) Grosset & Dunlap,
Hank Zipster's fourth-grade experience just gets worse and worse until a music teacher recognizes his learning difficulties and
suggests that he be tested (DIIIUSD)
Able to Play, Glenn Stout (DIIIUSD library)
The inspiring stories of four baseball players: Mordecai (Three Finger) Brown, Ron Santo, Jim Abbott, and Curtis Pride. They faced
physical challenges other players did not have, but with determination and guts, they didn't just overcome; they excelled. This
book is a celebration of differences.
103 JC rev. 7/24/17
Disability Awareness
Possible Read Alouds
My Brother Made Me Do It, Peg Kehred (DVUSD library)
In letters to an elderly pen pal, eleven-year-old Julie describes how her mischievous younger brother is always getting her in trouble,
how she is dealing with painful juvenile rheumatoid arthritis, and how she struggles to finish a fund-raising race on crutches.
5.4.5 The Gymnast: Why to people try to change themselves?
(Improve behavior or do better in school)
Gehret, Jeanne. Learning Disabilities and the Don't Give Up Kid. Fairport, NY: verbal Images
Press, 1990. Summary: A dyslexic boy wants to grow up to be an inventor like Thomas Edison but is constantly frustrated by problems
at school. He switches into a small special education class of children with auditory processing difficulties. The teacher gives him more
personal attention, using an example from Edison's life to inspire him. (DIIIUSD)
104 JC rev. 7/24/17
Unit 5: Adventures Unit 5: AZCCRS
5th Grade Unit 5 Adventurers
Arizona’s College and Career Ready Standards
(Grade. Unit. Week)
Reading Foundational Skills ELP Standards Alignment
Phonics and Word Recognition
5.RF.3
Know and apply grade-level phonics and word analysis skills
in decoding words.
b. 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 (5.5.5)
III-R-2:LI-4
III-R-2:LI-5
III-R-2:LI-7
III-R-2:LI-8
Blending spoken phonemes with more than 3
sounds into one-syllable words, including
consonant blends and digraphs
(/f/i/n/d/=find;/fl/a/t/=flat).
Orally producing rhyming words in response
to given words (Cat rhymes with…hat).
Reading regularly spelled multisyllabic and
compound words, including consonant
blends, consonant/Vowel digraphs (th, sh, ck)
and dipthongs (ea, ee, ie) and r-controlled
vowels.
Applying knowledge of syllabication rules
when decoding multi-syllabic and compound
words.
Fluency
5.RF.4
Read with sufficient accuracy and fluency to support
comprehension. (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings. (5.5.1, 5.5.2, 5.5.3, 5.5.4,
5.5.5)
III-R-3:LI-1 Reading aloud passages from unfamiliar
content area text with fluency. (i.e., accuracy,
appropriate phrasing, and attention to
punctuation).
Reading Literature ELP Standards Alignment
Key Ideas and Details
5.RL.1
5.RL.2
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the
text. (5.5.1)
Determine a theme of a story, drama, or poem from details
in the text, including how characters in a story or drama
III-R-4:LI-8
III-R-4:LI-9
Locating sequential/ chronological order
signal words (i.e., first, next, finally today,
now, meanwhile, not long ago) in text.
Locating signal words that indicate
comparison/contrast. (i.e., similarly, on the
other hand, however, yet, in spite of)
105 JC rev. 7/24/17
5.RL.3
respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text. (5.5.1)
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). (5.5.1)
III-R-4:LI-10
III-R-4:LI-18
III-R-4:LI-19
III-R-4:LI-32
III-R-4:LI-33
Locating signal words that indicate cause and
effect. (i.e., as a result of, consequently, so
that, because of, since).
Comparing and contrasting two characters
within a fictional text..
Comparing and contrasting two settings within
a fictional text.
Identifying words (i.e., nouns and adjectives)
that the author selects in a literary selection to
create a graphic visual image with
instructional support.
Identifying words that the author selects to
create a rich auditory experience in a literary
selection with instructional support.
Integration of Knowledge and Ideas
5.RL.7 Analyze how visual and multimedia elements contribute to
the purpose, meaning, or tone of the text (e.g., graphic
novel, multimedia presentation of fiction, folktale, myth,
and poem). (5.5.1)
Reading Informational Text ELP Standards Alignment
Key Ideas and Details
5.RI.1
5.RI.2
5.RI.3
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text (
5.5.2, 5.5.3, 5.5.4, and 5.5.5) Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the text
(5.5.4 and 5.5.5)
Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in
the text (5.5.4)
III-R-4:LI-8
III-R-4:LI-9
III-R-4:LI-10
III-R-4:LI-30
III-R-4:LI-32
Locating sequential/ chronological order
signal words (i.e., first, next, finally today,
now, meanwhile, not long ago) in text.
Locating signal words that indicate
comparison/contrast. (i.e., similarly, on the
other hand, however, yet, in spite of)
Locating signal words that indicate cause and
effect. (i.e., as a result of, consequently, so
that, because of, since).
Identifying words (i.e., nouns and adjectives)
that the author selects in a literary selection to
create a graphic visual image with
instructional support.
Comparing and contrasting two items within
an expository text.
106 JC rev. 7/24/17
III-R-4:LI-33 Identifying words that the author selects to
create a rich auditory experience in a literary
selection with instructional support.
Integration of Knowledge and Ideas
5.RI.7
5.RI.8
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.(5.5.2)
Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and
evidence support which point(s). (5.5.3 and 5.5.5)
Speaking and Listening ELP Standards Alignment
Comprehension and Collaboration
5.SL.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 (5.5.1)
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. (5.5.4)
b. Follow agreed-upon rules for discussions and carry
out assigned roles. (5.5.5)
III-LS-2:LI-4
III-LS-2:LI-5
Participating in formal and informal socio-
functional communication tasks using
complete sentences (e.g., comparing personal
information and experiences; providing
alternate solutions to a problem; and
extending invitations to others, etc.) with
instructional support.
Asking and responding to academic questions
(who, what, where, when, why, how, which,
whose) in complete sentences (e.g., making
comparisons, describing events, agreeing/
disagreeing with others, etc.)
Presentation of Knowledge and Ideas
5.SL.4
5.SL.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. (5.5.2)
Adapt speech to a variety of contexts and tasks, using
formal English when appropriate to task and situation. (See
grade 5 Language standards 1 and 3 on pages 28 and 29 for
specific expectations.) (5.5.3)
III-LS-2:LI-4
III-LS-2:LI-5
Participating in formal and informal socio-
functional communication tasks using
complete sentences (e.g., comparing personal
information and experiences; providing
alternate solutions to a problem; and
extending invitations to others, etc.) with
instructional support.
Asking and responding to academic questions
(who, what, where, when, why, how, which,
whose) in complete sentences (e.g., making
comparisons, describing events, agreeing/
disagreeing with others, etc.)
107 JC rev. 7/24/17
Language ELP Standards Alignment
Conventions of Standard English
5.L.1
5.L.2
Demonstrate command of the conventions of standard
English grammar and usage when writing or
speaking. (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
e. Spell grade-level words correctly, consulting
references as needed.
III-L-1(SC):LI-2
III-L-1(V):LI-5
III-L-1(V):LI-6
III-L-1(V):LI-7
III-L-1(V):LI-9
III-L-1(V):LI-10
III-L-1(V):LI-11
III-L-1(V):LI-12
Producing sentences using subjects and
verbs, with subject-verb agreement (S-V).
Using simple present tense irregular verbs to
be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences with instructional support.
Producing declarative, negative, and
interrogative simple sentences using simple
present tense verbs (subject-verb agreement)
with instructional support.
Producing declarative, negative, and
interrogative simple sentences using present
progressive tense verbs (subject-verb
agreement) with instructional support.
Producing declarative, negative, and
interrogative simple sentences using simple
past tense regular verbs (subject-verb
agreement) with instructional support.
Using simple past tense irregular verbs to be,
to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences (subject-verb agreement)
with instructional support using simple past
tense irregular verbs to be, to have, to do,
and to go to produce declarative, negative,
and interrogative simple sentences (subject-
verb agreement) with instructional support.
Producing declarative, negative, and
interrogative simple sentences using irregular
simple past tense verbs (subject-verb
agreement) with instructional support.
Producing declarative, negative, and
interrogative simple sentences using the
simple future tense (will) (subject-verb
agreement) with instructional support.
108 JC rev. 7/24/17
III-L-1(V):LI-13
III-L-1(V):LI-22
Differentiating between past, present and
future verb tenses.
Differentiating between the use of simple
past tense and the perfect tense by
responding to a prompt.
Knowledge of Language
5.L.3
Use knowledge of language and its conventions when
writing, speaking, reading, or listening. (5.5.1)
Vocabulary Acquisition and Use
5.L.4
5.L.5
5.L.6
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 ( 5.5.2,
5.5.3, 5.5.4)
a. Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word
(e.g., photograph, photosynthesis). (5.1, 5.2, 5.3,
5.5)
b. Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of a
word or phrase. (5.5.3, 5.5.4)
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. (5.2,
5.4)
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. (5.1)
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). (5.1, 5.2, 5.3, 5.4, 5.5)
III-L-2:LI-7
III-L-2:LI-9
III-L-2:LI-10
III-L-2:LI-11
III-L-2:LI-12
III-L-2:LI-13
III-L-2:LI-14
Explaining the meaning of grade-specific
academic vocabulary and symbols with
instructional support.
Determining the meaning of compound
words using knowledge of individual words.
(e.g., lunchtime, daydream).
Using knowledge of base/root words and
affixes (prefixes and suffixes) to determine
the meaning of unknown grade-level content
words with instructional support.
Explaining word pair/analogous relationships
(e.g., bravery courage : smooth sleek, etc).
Using context clues in a variety of content
texts to determine the intended meaning of
grade-level homonyms and multiple-meaning
words with instructional support.
Using context clues in a variety of content
texts to determine the intended meaning of
grade-level content words with instructional
support.
Explaining the meaning of figurative language
including in a variety of grade-level texts.
Using a dictionary to identify meanings,
spellings, and pronunciations of grade-level
content words with instructional support.
Writing ELP Standards Alignment
Text Types and Purposes
5.W.1
Write opinion pieces on topics or texts, supporting a point
of view with reasons and information. (5.5.4)
III-W-1:LI-1
Writing on or more narrative paragraphs
based on imagined or real events that
109 JC rev. 7/24/17
5.W.2
5.W.3
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. (5.5.4)
d. Provide a concluding statement or section related
to the opinion presented. (5.5.4)
Write informative/explanatory texts to examine a topic and
convey ideas and information clearly. (5.5.1, 5.5.2, 5.5.3,
5.5.4, 5.5.5)
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. (5.5.2, 5.5.5)
b. Develop the topic with facts, definitions, concrete
details, quotations, or other (5.5.3)
Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and
clear event sequences. (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)
d. Use concrete words and phrases and sensory
details to convey experiences and events
precisely (5.5.1, 5.5.4)
III-W-1:LI-3
III-W-1:LI-4
III-W-1:LI-5
III-W-1:LI-7
includes characters, setting, and details to
develop the plot using appropriate
transitional words and varied sentence
structure.
Taking notes using teacher or student
selected formats based upon knowledge of
oral or written text structures with
instructional support (e.g., Student selects
Venn Diagram for comparing and contrasting
text).
Writing expository essays and informational
reports that include topic sentences, main
ideas, and supporting details using
transitions, varied sentence structure and
academic vocabulary.
Writing a summary paragraph containing only
key ideas and relevant content vocabulary
summarizing a variety of text with
instructional support. (e.g., word bank,
outline, etc.).
Writing one or more persuasive paragraphs,
with instructional support, that state a clear
position with supporting details using
persuasive vocabulary/strategies (e.g.,
loaded/emotional words, exaggeration,
euphemisms, bandwagon, peer pressure,
repetition, etc.).
Production and Distribution of Writing
5.W.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.) (5.5.2,
5.5.3, 5.5.5)
III-W-3:LI-2 Organizing ideas to reflect the audience and
intended purpose.
Research to Build and Present Knowledge
5.W.8
Recall relevant information from experiences or gather
relevant information from print and digital sources;
III-W-5:LI-1 Recording and organizing information,
observations or questions on a topic of
student interest from one or two sources
110 JC rev. 7/24/17
5.W.9
summarize or paraphrase information in notes and finished
work, and provide a list of sources. (5.5.2)
Draw evidence from literary or informational texts to
support analysis, reflection, and research. (5.5.1, 5.5.2,
5.5.3, 5.5.4, 5.5.5)
(experiment, textbook, guest speaker, video,
Internet, interview, podcasts, etc.) for
report/research purposes.
Writing Foundational Skills ELP Standards Alignment
Sound-letter Basics and Handwriting
5.WF.1
Demonstrate and apply handwriting skills.
a. Read and write cursive letters, upper and lower
case.
b. Transcribe ideas legibly and fluently with
appropriate spacing and indentation.
III-W-2:LI-1 Legibly writing cursive upper and lower case
letters of the alphabet.
111 JC rev. 7/24/17
Unit 5: Enduring Understandings, Essential Questions & Key Concepts
Enduring Understandings
Who goes seeking adventure and why?
Essential Questions (Grade. Unit. Week) Key Concepts (Grade. Unit. Week)
5.5.1 The Skunk Ladder
• How can we find adventure in ordinary events?
5.5.2 The Unsinkable Wreck of the R.M.S. Titanic
• How does technology help adventurers reach new
places?
5.5.3 Talk With an Astronaut
• What is life like for an astronaut?
5.5.4 Journey to the Center of the Earth
• How do we explore places underground?
5.5.5 Ghost Towns of the American West
• What adventures helped drive westward expansion?
Text-Based
Comprehension
Vocabulary Concepts/ Word Analysis
Skills:
• 5.5.1 - Character and
Plot
• 5.5.2 – Graphic
Sources
• 5.5.3 – Author’s
Purpose
• 5.5.4 – Cause and
Effect
• 5.5.5 - Generalize
Strategies:
• 5.5.1 –Background
Knowledge
• 5.5.2- Inferring
• 5.5.3- Monitor and
Clarify
• 5.5.4- Summarize
• 5.5.5 -Questioning
Skills:
• 5.5.1- Greek and Latin Roots
• 5.5.2 –Unknown Words
• 5.5.3 – Multiple Meaning Words
• 5.5.4- Unfamiliar Words
• 5.5.5 – Prefixes over-, in-
Strategies:
• 5.5.1- Word Structure
• 5.5.2- Dictionary/Glossary
• 5.5.3- Context Clues
• 5.5.4 – Context Clues
• 5.5.5 – Word Structure
Word Analysis:
• 5.5.1 – Prefix -im
• 5.5.2 - Acronyms
• 5.5.3 – Greek and Latin Roots
• 5.5.4 –Complex Spelling Patterns –ous, -
ious, -eous
• 5.5.5 – Morphemes
112 JC rev. 7/24/17
Unit 5: Student Friendly Objectives
Student Friendly Objectives (Grade. Unit. Week)
Use the objectives/standards provided on the page above and begin with student directed phrases such as:
The student will…
I can…
You can also access “Student Friendly” language through the following website:
http://www.thecurriculumcorner.com/2012/12/03/i-can-common-core-standards-k-5/
• I can compare and contrast characters, setting or events. 5.RL.3 (5.5.1)
• I can quote accurately from a text.5. RI.1 (5.5.2, 5.5.3, 5.5.4, 5.5.5)
• I can summarize what I have read. 5.IL.2 (5.5.4, 5.5.5)
• I Can Use Phonics to Help Me Read Fifth Grade Words 5.RF.3 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)
• I Can Read Fluently and Accurately 5.RF.4 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)
• I can write to persuade. 5.W.1 (5.5.2, 5.5.3, 5.5.5)
• I can edit and revise my writing with peers and teachers. 5.W.5 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)
• I can write to teach. 5.W.2 (5.5.2, 5.5.3, 5.5.5)
• I can speak clearly and at a good pace. 5.SL.4 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)
• I can use formal English when appropriate. 5.SL.6 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)
• I can come to discussions prepared to share my ideas. 5.SL.1 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)
• I can use context clues to help me understand new words. 5.L.4 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)
• I can explain adjectives and adverbs and how they are used 5.L.1 ( 5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)
• I can use root words to help me learn new words. 5.L.4 (5.5.2, 5.5.3, 5.5.4)
113 JC rev. 7/24/17
Unit 5: Vocabulary
Vocabulary (Grade. Unit. Week)
Selection Vocabulary Academic Vocabulary
5.5.1 The Skunk Ladder: abandoned, attempt, bellow, cavern, feat,
immensely, savage
5.5.2 The Unsinkable Wreck of the R.M.S. Titanic: cramped, debris,
interior, ooze, robotic, sediment, sonar
5.5.3 Talk with an Astronaut: accomplishments, focus, gravity,
monitors, role, specific
5.5.4 Journey to the Center of the Earth: armor, encases, extinct,
hideous, plunged, serpent
5.5.5 Ghost Towns of the American West: economic,
independence, overrun, scrawled, vacant
5.5.1 The Skunk Ladder: volume, multisyllabic word, contraction,
negative, humor, humorous fiction, rhythm
5.5.2 The Unsinkable Wreck of the R.M.S. Titanic: emotion,
adjective, article, jargon, captions, expository text
5.5.3 Talk with an Astronaut: accuracy, demonstrative pronouns,
spacing, expository text, Reader’s Guide to Periodical Literature,
quotations, online dictionary
5.5.4 Journey to the Center of the Earth: scale drawing,
comparative adjective, superlative adjective, letter slant, purpose,
science fiction, audience
5.5.5 Ghost Towns of the American West: outline, adverbs,
smoothness, summary, sensory details, expository text, focus,
alliteration, mood
Amazing Words - Oral Vocabulary
5.5.1 The Skunk Ladder: prairie, desert, carefree, relish, vanish, unassuming, sinister, embark, mundane, antics
5.5.2 The Unsinkable Wreck of the R.M.S. Titanic: trunk, foreign, seafaring, treasure, submersible, pinnacle, vessel, marvel, apparatus,
analyze
5.5.3 Talk with an Astronaut: manned, launch, command module, lunar module, endeavor, propulsion, weightlessness, orbit, momentum,
solar
5.5.4 Journey to the Center of the Earth: chambers, caverns, stalactites, stalagmites, spelunking, tremor, unfathomable, coexist, roam,
excavate
5.5.5 Ghost Towns of the American West: exuberance, claim, miners, sluice box, trailblaze, panning, deserted, frontier, migration, exploit
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Unit 5: DOK
Depth of Knowledge
Sample Unit ActiIIIities
Showing Progression of Thinking from DOK 1-4
DOK1 – Recall DOK2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Use a Bubble Map to list
character traits of
adIIIenturers featured in one
story from this unit. Defend
these traits by proIIIiding
supporting eIIIidence from the
text.
InIIIestigate from another
source a real-life adIIIenturer.
Compile a list of his or her
character traits and proIIIide
eIIIidence from your research
to support those traits.
Synthesize your research to
draw conclusions as to what
common characteristics giIIIe
adIIIenturers the courage to
leaIIIe home and IIIenture into
the unknown.
Write a speech using the
following claim: It takes
courage to leaIIIe the security
of home and IIIenture into the
unknown. Use eIIIidence from
your research as support.
Additional DOK ActiIIIities
DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Imagine Eddie Muldoon went to Lenny’s camp. Write a journal
entry for Eddie about his camp experience.
Create a newscast that synthesizes the research findings of
shipwrecks, the Titanic, and technology. Students will take
notes, create a report addressing the five W’s, and use visuals to
support the presentation.
Research an adventurer of your choice. Determine the
characteristics necessary to be successful in their field. Create a
help wanted advertisement depicting these characteristics.
Adventurers are found in every time in history. Modern
astronauts and the people who moved out West in the
nineteenth century share a common trait—courage. Write a
speech using the following claim: It takes courage to leave the
security of home and venture into the unknown. Draw
evidence from Talk with an Astronaut, Ghost Towns of the
American West, and your own research to write the speech.
115 JC rev. 7/24/17
Unit 5: Assessment
Assessment
Screeners Diagnostic Formative Summative
SRI
Previous Standardized Test Scores
Reading Street Baseline Test
Words Their Way Spelling
InIIIentory
SRI
SRI
CCI Cycle Data
Reading Street Monitor
Progress
ELA05-DIII
Weekly Tests
Unit/End of Year Tests
ELA05-DIII
State Standardized
Assessments
Assessment Rubric
Formative Summative
DIIIUSDvioring Rubricic
WFBB Analytical Rubr
Reading Street Retell Rubric
DIIIUSD Scoring Rubric
116 JC rev. 7/24/17
Unit 5: Sample Performance Task
Sample Performance Tasks
5.5.1 The Skunk Ladder
1. After reading Welcome to the Neighborhood (Sleuth), list key details in a Thinking Map concerning problems wild animals can cause
for humans and problems that humans can cause for animals. With your group, create a Consensus Map of your findings. Share your
results with other groups and make a generalization of your data.
2. After reading “The Skunk Ladder,” explain the friendship between the characters and how Eddie’s character differs from that of the
narrator. Use evidence from the text to support your answer.
5.5.2 The Unsinkable Wreck of the R.M.S. Titanic
1. After reading Technology and Treasure (Sleuth), identity the author’s purpose for writing the text. Find clues from the text that lead
you to your decision.
2. After reading “The Unsinkable Wreck of the R.M.S. Titanic,” how well do the photographs and captions support the author’s opinion
that the Titanic was the greatest shipwreck of all time? Provide evidence from the text to support your answer.
5.5.3 Talk with an Astronaut
1. After reading Charlotte’s Space Travel (Sleuth), find clues in the story that suggest why Charlotte decides she wants to be an
astronaut when she grows up.
2. After reading “Talk with an Astronaut,” Ochoa flew into space on the Discovery and on the Atlantis. Closely examine the photo on
pages 240-241 to determine which of these crafts is shown. Explain how you can tell.
5.5.4 Journey to the Center of the Earth
1. After reading Escape from the Mine (Sleuth), decide which you think was more difficult for the trapped miners – the period between
the collapse and the first contact with the rescuers or the period between first contact and the actual rescue? Explain your answer,
giving information from the text to support your opinion.
2. After reading “Journey to the Center of the Earth,” predict the next challenge the characters may face. Use a Multi-Flow Map to
identify the challenge, possible causes of the challenge, and possible effects of overcoming this challenge.
5.5.5 Ghost Towns of the American West
1. After reading The Ghost Town (Sleuth), what lesson do you think the author of the story is trying to teach? Cite specific text details
to explain and support your answer.
2. After reading “Ghost Towns of the American West,” create a list of generalizations the Leyden family made about life in the West.
117 JC rev. 7/24/17
Unit 5: Thinking Maps and the Common Core
118 JC rev. 7/24/17
Unit 5: Suggested Activities
Suggested Activities (Grade. Unit. Week)
5.5.1 The Skunk Ladder
• Create a Thinking Map that answers “How can we find adventure in ordinary events?” DOK1
• Reread the story sections on p. 176 and pp. 183–187. Make a list of the boys’ plans and their outcomes. Then write an
argumentative paragraph that states your opinion about whether the skunk ladder plot had a better or worse outcome than
the boys’ other adventures. Use concrete details from the text to support your opinion. Include linking words, such as
consequently and specifically, to make connections between your opinion and your evidence. DOK3
• Compare and contrast “The Skunk Ladder” and “Books and Adventure”, what was the author’s purpose for writing each? DOK2
• Use a Thinking Map to do a character analysis of one of the main characters. Discuss how their traits influence the events of
the story. DOK2
5.5.2 Titanic
• Create a Thinking Map that answers “How technology helps adventures?” DOK1
• Reread the description of the ship’s remains on pp. 210–215. Take notes on the text’s details and review the photographs. In
your opinion, which artifact best highlights the tragedy of the wreck? Write an argumentative paragraph that states the
reasons for your opinion. Include accurate quotations and facts to support your opinion. Also include persuasive words and
phrases, such as therefore and most importantly, to link and clarify your opinion to your reasons. DOK3
• Reread The Unsinkable Wreck of the R.M.S Titanic and “Shipwreck Season.” Based on the details in each text, do you agree with
Daniel’s opinion that “it was no small thing to be a surfman”? Write a short essay that states your opinion. Carefully reread
both texts to find evidence that supports your claim. Remember to include specific facts, accurate quotations, and concrete
details from both texts. DOK3
• Read “Technology and Treasure” in Sleuth. Students will write a two page story about a crew that is using modern technology
to find a shipwreck on the bottom of the ocean. Students should include in their stories at least three distinct characters,
dialogue, and vivid descriptions. DOK2
5.5.3 Talk with an Astronaut
• Create a Thinking Map that answers “What is life like for an astronaut?” DOK1
• Use a Tree Tap to organize the biographical information. Write a summary on how Ochoa’s childhood, heritage, and life
experiences influenced her decision to become an astronaut. DOK2
• Look back at Talk with an Astronaut and “Women Astronauts” and pay attention to how each woman became an astronaut.
Which do you think contributed more to each astronaut’s success: her educational background or a positive attitude? Write a
short essay that states your opinion. Carefully reread both texts to find evidence that supports your claim. Remember to
include specific facts, accurate quotations, and concrete details from both texts. DOK3
119 JC rev. 7/24/17
Suggested Activities (Grade. Unit. Week)
5.5.4 Journey to the Center of the Earth
• Create a Thinking Map that answers “How we explore places underground?” DOK1
• Create a six panel comic strip that summarizes the main events in the story, including the cause/effect relationships. Be prepared
to orally retell to a partner. DOK2
• Reread Journey to the Center of the Earth and “The Sea Battle.” Compare and contrast both versions of the story using a double
bubble map. Do you think the drama accurately represents the events and character interactions from the novel? Write a short
essay that states your opinion. Reread both texts carefully and find evidence that supports your claim. Remember to include
accurate quotations and concrete details from both texts. DOK3
5.5.5 Ghosts Towns of the American West
• Create a Thinking Map that answers “What adventures helped drive western expansion?” DOK1
• Create a Tree Map for “Ghost Towns of the American West” that includes the most important facts and details. Write a
summary of this information. DOK2
• Look back at “Ghost Towns of the American West” and Gold Dreams. Compare and contrast both portrayals of the American
gold rush. Do you think John made the right decision to stay in Goldfield? Using concrete details from the nonfiction account,
write a short persuasive essay that states your opinion about John. Reread both texts carefully and find evidence that supports
your opinion. Remember to include accurate quotations and concrete details from both texts. DOK3
Poetry
• Teachers and students will engage in close reading of poetry focusing on alliteration, onomatopoeia, and mood. DOK2
120 JC rev. 7/24/17
Unit 5: Necessary Vocabulary / Phrases for Writing
Necessary Vocabulary/Phrases for Writing
Narrative: Opinion:
• effective technique • organizational structure/logically ordered reasons
• descriptive details/sensory details • writer’s purpose
• orient the reader/clear event sequence • point of view
• convey experiences • sample linking words/transitions: consequently, specifically
• use precise language
• narrative techniques (dialogue, description, and pacing)
Research: Informative/Explanatory:
• investigation of different aspects of the topic • explain how an author uses reasons and evidence
• relevant evidence • general observation and focus
• summarize • facts
• paraphrase • concrete details
• sources: cite sources/use multiple sources • quotations
• domain specific vocabulary/precise language
Response to Literature: • sample linking words/transitions: in contrast, especially
• draw evidence from literary or informational texts
• support analysis, reflection, research
• compare/contrast
• claims
121 JC rev. 7/24/17
Unit 5: WFTBB / Additional Writing Suggestions
Write from the Beginning and Beyond
Mini Lessons: By using the Write from the Beginning (Yellow Binder - pages: 323-356) teachers can provide mini-lessons related to a
focus based on the needs of students related to the topics of:
• Motivation
• Basic Structure
• Transition
• Feelings/Emotions
• Step by Step Replay
• Inner Thoughts/Dialogue
• Well Thought Out Leads
• Suspense, Humor, and Drama
• Precise Language
• Strong verbs
• Figurative Language
• Supporting Details
• Authentic voice
� Final Writing pieces can be assessed using the provided DIIIUSD Scoring Rubric found on the DVUSD Portal.
(Departments/Curriculum, Instruction, & Assessment/ELA Reading)
� Use feedback and various rubrics including those from the Write from the Beginning (Yellow Binder - pages: 358-363) as
checkpoints through the writing process.
Other Writing Activities (PARCC-like verbiage in bold)
Narrative Explanatory / Informative Literary Analysis
Convey your experience of an adventure
you have experienced using descriptive
and sensory details. (Example progression
of narrative provided in WFTB Yellow
Binder p. 290)
Describe to your classmates an
adventure you have enjoyed and
convince them that this is an
adventure they would also enjoy.
Support your argument with specific
details.
Select a previously read story to complete.
Choose a character from (select story) and
identify 3 character traits that best describe
this character. Provide at least one detail
from the text to support each trait. (WFTBB
Response to Literature, page 107)
122 JC rev. 7/24/17
Unit 5: Resources
DIIIUSD Adopted Resources Additional Resources
• Learn 360
Pearson Digital Resources
o www.pearsonrealize.com
o www.mypearsontraining.com
o www.pearsonschool.com
Common Core Resources
o www.commoncore.pearsoned.com
o www.corestandards.org
o www.parcconline.org
• NBC Learn
• Scholastic University
• Write From the Beginning / Write From the Beginning and
Beyond
Common Core Standards Appendix A- Glossary & Examples
http://www.corestandards.org/assets/Appendix_A.pdf
Common Core Standards Appendix B - All example stories
http://www.corestandards.org/assets/Appendix_B.pdf
Common Core Standards Appendix C - Samples of Student
Writing
http://www.corestandards.org/assets/Appendix_C.pdf
• Scoop It
• Edhelper.com
• National Geographic
• Read Works
• Read Write Think
• Scholastic Storyworks
• Online Leveled Readers
• Pinterest for Educators
• Teachers Pay Teachers
• Tween Tribune (differentiated current events and blogs)
• Newsela.com (differentiated current events)
• Brain Pop
• Scoot Pad (individualized skill study)
• Biblionasium.com
• Learn Zillion (ELA & Math support)
• IXL.com (ELA & Math support)
• RAZkids.com
• Time for Kids (current events and activities)
• www.textproject.org
123 JC rev. 7/24/17
Unit 5: Interdisciplinary Connections
Interdisciplinary Connections (Grade. Unit. Week)
5.5.1 The Skunk Ladder
Leveled Readers:
Advanced: The Sandwich Brigade
Connection: Social Studies
Activity: Students can learn more about what volunteers do by going to the library or using the Internet. Suggest they research volunteer
activities that clean up the environment or work with seniors. Have them find out about volunteer activities in their region and report their
findings to the class.
On Level: Bill Lucks Out
Connection: Social Studies
Activity: Students can learn about the Vietnam Veterans Memorial in Washington, D.C., by using the Internet or going to the library. Suggest
they find out about Maya Lin, who designed the memorial, or read the accounts of veterans who have visited the memorial. Have students
tell about their research.
Below level: Giant Pumpkin on the Loose
Connection: Social Studies
Activity: Students can find out more about state fairs and weigh-offs by using the Internet or by going to the library and looking at
newspapers, magazines, or books. Suggest that students look up actual events and competitions that take place at state fairs.
5.5.2 The Unsinkable Wreck of the R. M.S. Titanic
Leveled Readers:
Advanced: Space Travel Inventions
Connection: Science
Activity: Students can learn more about digital imaging on the Internet or at the library. Suggest they find a digital image of their local area
as seen from space at http://images.jsc.nasa.goIII/. They might also want to take a look at NASA ’s digital images of the solar system.
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Interdisciplinary Connections (Grade. Unit. Week)
On Level: Explore with Science
Connection: Science
Activity: Students can learn more about the McMurdo Station by researching on the Internet or going to the library. Suggest they learn more about
the kinds of research being conducted there. They can take a virtual tour at http://astro.uchicago.edu/cara/IIItour/mcmurdo/.
Below Level: Titanic: The “Unsinkable” Ship
Connection: Science
Activity: Students can learn more about the expedition to find the Titanic or about icebergs by researching on the Internet or going to the library.
Suggest they learn more about the size of icebergs, how they form, and why they present such a danger to ships.
5.5.3 Talk With an Astronaut
Leveled Readers:
Advanced: Astronauts and Cosmonauts
Connection: Science
Activity: Have students research a current science project overseen by NASA. Suggest they use NASA’s official Website: www.nasa.goIII. Ask them to
present a brief summary of this project.
On Level: Sailing the Stars
Connection: Social Studies
Activity: Have students research a pioneer in a field of their choosing, whether in science or the arts and humanities. Remind them that a pioneer is a
person who breaks new ground. Ask them to share their research, including such details as what motivated or inspired the person.
Below Level: Aim High Astronaut Training
Connection: Science
Activity: Have students research a recent event or development that they find interesting in the history of space travel. Encourage them to use
NASA’s official Web site or other up-to- date sources. Ask them to present a brief summary, including pictures or other graphic aids, of what they
learned.
5.5.4 Journey to the Center of the Earth
Leveled Readers:
Advanced: The Shaping of the Continents
Connection: Science
Activity: Students can learn more about plate tectonics on the Internet or at the library. Suggest they find out about significant earthquakes such as
the underwater quake that was responsible for the tsunami in the Indian Ocean or the eruption of Mount St. Helens in Washington State. Have them
report their findings to the class.
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Interdisciplinary Connections (Grade. Unit. Week)
On Level: The Journey Through Earth
Connection: Science
Activity: Students can learn more about the layers of Earth on the Internet or at the library. Suggest they learn more about Earth’s inner
core.
Below Level: The Inside Story of Earth
Connection: Science
Activity: Students can learn more about plate tectonics on the Internet or at the library. Suggest they look for a map of the Earth’s plate or
make a map of their own based on their research.
5.5.5.Ghost Towns of the American West
Leveled Readers:
Advanced: From Territory to Statehood
Connection: Social Studies
Activity: Have students pick one of the western states listed on a chart in the selection and research it on the Internet or in the library. What
is unique about the history of that state before and after statehood? What are the state flower and bird?
On Level: The United States Move West
Connection: Social Studies
Activity: Have students research the Lewis and Clark Expedition using the Internet or the library. Have them go into detail about one aspect
of the journey, such as the winter in Oregon, the size of the crew, or some of the Native American tribes they met.
Below Level: The California Gold Rush
Connection: Social Studies
Activity: Have students research the history of the California-Oregon Trail. When did people start crossing to the West on this trail. How
long did the journey take? They can use the Internet or the library.
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Unit 5: Disability Awareness
Disability Awareness
Possible Read Alouds
5.5. The Skunk Ladder: How do we find adventures in ordinary life?
Little Rainman
Recommended by world-renowned author and speaker Dr. Temple Grandin, this children's book paints a picture of what life is
like for children with autism. Unique illustrations accompany a child's voice as he explains the different ways he thinks, sees,
hears, and feels. This book is great for reading to children with or without autism to encourage acceptance and understanding.
Written by Karen Simmons-Sicoli, mother of a son with autism, this was one of the first books of its kind and it continues to be
a classic in the autism community.
127 JC rev. 7/24/17
Unit 6: The Unexpected Unit 6: AZCCRS
5th Grade Unit 6 The Unexpected
Arizona’s College and Career Ready Standards
Reading Foundational Skills ELP Standards Alignment
Phonics and Word Recognition
5.RF.3
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context
and out of context. (5.6.2)
III-L-2:LI-5
III-L-2:LI-7
Determining the meaning of compound
words using knowledge of individual words.
(e.g., lunchtime, daydream).
Using knowledge of base/root words and
affixes (prefixes and suffixes) to determine
the meaning of unknown grade-level content
words with instructional support.
Fluency
5.RF.4
Read with sufficient accuracy and fluency to support
comprehension. (5.6.2, 5.6.4)
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings. (5.6.1, 5.6.2 ,5.6.3 ,5.6.4, 5.6.5)
III-R-3:LI-1 Reading aloud passages from unfamiliar
content area text with fluency. (i.e., accuracy,
appropriate phrasing, and attention to
punctuation).
Reading Literature ELP Standards Alignment
Key Ideas and Details
5.RL.2
5.RL.3
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. (5.6. 5)
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). ( 5.6.3)
III-R-4:LI-5
III-R-4:LI-7
III-R-4:LI-11
III-R-4: LI-13
III-R-4:LI-16
III-R-4:LI-18
Retelling a story or event with a beginning,
middle, and end in complete sentences.
Summarizing the main idea and supporting
details from text.
Identifying the author’s purpose for writing a
book. (i.e., to entertain, to inform, to
persuade).
Drawing conclusions from information implied
or inferred in a literary selection.
Identifying the plot (specific events, problems
and solutions) from a fictional text.
Comparing and contrasting two characters
within a fictional text.
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III-R-4:LI-19
III-R-4:LI-32
Comparing and contrasting two settings within
a fictional text.
Identifying words (i.e., nouns and adjectives)
that the author selects in a literary selection to
create a graphic visual image with
instructional support.
Craft and Structure
5.RL.5
Explain how a series of chapters, scenes, or stanzas fits
together to provide the overall structure of a particular
story, drama, or poem. (5.6.3)
III-R-4:LI-34 Identifying structural elements of poetry. (e.g.,
repetition, rhyme, rhythm, verse, meter, and
imagery, etc.).
Reading Informational Text ELP Standards Alignment
Key Ideas and Details
5.RI.1
5.RI.2
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
( 5.6.1, 5.6.2, 5.6.4 ,5.6.5)
Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the text.
(5.6.1 , 5.6.2, 5.6.4)
III-R-4:LI-32
III-R-4:LI-33
III-R-4:LI-34
Identifying words (i.e., nouns and adjectives)
that the author selects in a literary selection
to create a graphic visual image with
instructional support.
Identifying words that the author selects to
create a rich auditory experience in a literary
selection with instructional support.
Identifying structural elements of poetry.
(e.g., repetition, rhyme, rhythm, verse, meter,
and imagery, etc.)
Craft and Structure
5.RI.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. (5.6.2)
III-R-1:LI-3
III-R-4:LI-6
Comparing and contrasting two or more print
sources based on their organizational
features.
Making connections to text (i.e., text-to-text
and text-to-self).
Speaking and Listening ELP Standards Alignment
Comprehension and Collaboration
5.SL.1
c. Pose and respond to specific questions by making
comments that contribute to the discussion and
elaborate on the remarks of others. (5.6.2)
d. Review the key ideas expressed and draw
conclusions based on information and knowledge
gained from the discussions. (5.6.1)
III-LS-1:LI-2
III-LS-1:LI-3
Paraphrasing main ideas/concepts and
supporting details from read-alouds (fiction
and nonfiction) in complete sentences.
Sequencing events from read-alouds,
presentations and conversations in complete
sentences with instructional support.
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5.SI.2
Summarize a written text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally. (5.6. 5)
III-LS-1:LI-4
III-LS-1:LI-5
III-LS-1:LI-6
Paraphrasing the main idea/concept and key
points/details of a presentation using
complete sentences.
Responding to academic discussions by asking
questions and sharing one’s view on facts,
ideas and/or events using academic
vocabulary.
Responding to comprehension questions by
analyzing the content for relationships among
facts, ideas or events using appropriate
academic vocabulary. (e.g., problem/solution,
cause/effect, compare/contrast,
chronological order, sequencing, etc.)
Presentation of Knowledge and Ideas
5.SI.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. (5.6.3, 5.6.4)
III-LS-1:LI-4 Paraphrasing the main idea/concept and key
points/details of a presentation using
complete sentences.
Language ELP Standards Alignment
Conventions of Standard English
5.L.1
5.L.2
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
(5.6.1)
a. Explain the function of conjunctions, prepositions,
and interjections in general and their function in
particular sentences. ( 5.6.2)
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing. ( 5.6.3, 5.6.4,
5.6.5)
d. Use underlining, quotation marks, or italics to
indicate titles of works. (5.6.4)
e. Spell grade-appropriate words correctly, consulting
references as needed. (5.6.1, 5.6.2, 5.6.3, 5.6.4,
5.6.5)
III-L-1(SC):LI-2
III-L-1(V):LI-5
III-L-1(V):LI-6
III-L-1(V):LI-7
III-L-1(V):LI-9
Producing sentences using subjects and
verbs, with subject-verb agreement (S-V).
Using simple present tense irregular verbs to
be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences with instructional support.
Producing declarative, negative, and
interrogative simple sentences using simple
present tense verbs (subject-verb agreement)
with instructional support.
Producing declarative, negative, and
interrogative simple sentences using present
progressive tense verbs (subject-verb
agreement) with instructional support.
Producing declarative, negative, and
interrogative simple sentences using simple
past tense regular verbs (subject-verb
agreement) with instructional support.
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III-L-1(V):LI-10
III-L-1(V):LI-11
III-L-1(V):LI-12
III-L-1(V):LI-13
III-L-1(V):LI-22
Using simple past tense irregular verbs to be,
to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences (subject-verb agreement)
with instructional support using simple past
tense irregular verbs to be, to have, to do,
and to go to produce declarative, negative,
and interrogative simple sentences (subject-
verb agreement) with instructional support.
Producing declarative, negative, and
interrogative simple sentences using irregular
simple past tense verbs (subject-verb
agreement) with instructional support.
Producing declarative, negative, and
interrogative simple sentences using the
simple future tense (will) (subject-verb
agreement) with instructional support.
Differentiating between past, present and
future verb tenses.
Differentiating between the use of simple
past tense and the perfect tense by
responding to a prompt.
Vocabulary Acquisition and Use
5.L.4
5.L.5
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. (5.6.1,
5.6.3, 5.6.4)
b. Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of a
word or phrase. (5.6.4, 5.6.5)
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. (5.6.1 ,
5.6.5)
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. (5.6.5)
III-L-2:LI-4
III-L-2:LI-5
III-L-2:LI-7
III-L-2:LI-9
Explaining the meaning of grade-specific
academic vocabulary and symbols with
instructional support.
Determining the meaning of compound
words using knowledge of individual words.
(e.g., lunchtime, daydream).
Using knowledge of base/root words and
affixes (prefixes and suffixes) to determine
the meaning of unknown grade-level content
words with instructional support.
pronouncing a homograph in context based
on meaning with instructional support.
Explaining word pair/analogous relationships
(e.g., bravery courage : smooth sleek, etc).
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5.L.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) (5.6.1, 5.6.2, 5.6.3,
5.6.4,5.6.5)
III-L-2:LI-10
III-L-2:LI-12
III-L-2:LI-13
III-L-2:LI-14
Using context clues in a variety of content
texts to determine the intended meaning of
grade-level homonyms and multiple-meaning
words with instructional support.
Using context clues in a variety of content
texts to determine the intended meaning of
grade-level content words with instructional
support.
Explaining the meaning of figurative language
including in a variety of grade-level texts.
Using a dictionary to identify meanings,
spellings, and pronunciations of grade-level
content words with instructional support
Writing ELP Standards Alignment
Text Types and Purposes
5.W.1
5.W.2
5.W.3
Write opinion pieces on topics or texts, supporting a point
of view with reasons and information. (5.6.1)
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. ( 5.6.1, 5.6.4)
b. Provide logically ordered reasons that are
supported by facts and details. (5.6. 4)
d. Provide a concluding statement or section related
to the opinion presented. (5.6. 1, 5.6.3)
Write informative/explanatory texts to examine a topic and
convey ideas and information clearly. (5.6.1, 5.6.2, 5.6.3,
5.6.4, 5.6.5)
Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and
clear event sequences. (5.6.1, 5.6.2, 5.6.3, 5.6.4, 5.6.5)
a. Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize
an event sequence that unfolds naturally. (
5.6.3,5.6.5)
c. Use narrative techniques, such as dialogue,
description, and pacing, to develop experiences
III-W-1:LI-1
III-W-1:LI-2
III-W-1:LI-3
III-W-1:LI-4
III-W-1:LI-5
Writing on or more narrative paragraphs
based on imagined or real events that
includes characters, setting, and details to
develop the plot using appropriate
transitional words and varied sentence
structure.
Taking notes using teacher or student
selected formats based upon knowledge of
oral or written text structures with
instructional support (e.g., Student selects
Venn Diagram for comparing and contrasting
text).
Writing expository essays and informational
reports that include topic sentences, main
ideas, and supporting details using
transitions, varied sentence structure and
academic vocabulary.
Writing a summary paragraph containing only
key ideas and relevant content vocabulary
summarizing a variety of text with
instructional support. (e.g., word bank,
outline, etc.).
132 JC rev. 7/24/17
and events or show the responses of characters to
situations. (5.6.2, 5.6.3)
d. Use concrete words and phrases and sensory
details to convey experiences and events precisely.
(5.6.2, 5.6.5)
III-W-1:LI-6
III-W-1:LI-7
Writing a variety of functional text that
address audience, stated purpose, and
context Letters, Directions, Graphs/Tables,
Brochures.
Writing one or more persuasive paragraphs,
with instructional support, that state a clear
position with supporting details using
persuasive vocabulary/strategies (e.g.,
loaded/emotional words, exaggeration,
euphemisms, bandwagon, peer pressure,
repetition, etc.).
Production and Distribution of Writing
5.W.4
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience. (5.6.2)
III-W-:LI-2 Organizing ideas to reflect the audience and
intended purpose.
Research to Build and Present Knowledge
5.W.9
Draw evidence from literary or informational texts to
support analysis, reflection, and research. (5.6.1, 5.6.2,
5.6.3, 5.6.4, 5.6.5)
III-W-5:LI-1 Recording and organizing information,
observations or questions on a topic of
student interest from one or two sources
(experiment, textbook, guest speaker, video,
Internet, interview, podcasts, etc.) for
report/research purposes.
Writing Foundational Skills ELP Standards Alignment
Sound-letter Basics and Handwriting
5.WF.1
Demonstrate and apply handwriting skills.
a. Read and write cursive letters, upper and lower
case.
b. Transcribe ideas legibly and fluently with
appropriate spacing and indentation.
III-W-2:LI-1 Legibly writing cursive upper and lower case
letters of the alphabet.
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Unit 6: Enduring Understandings, Essential Questions & Key Concepts
Enduring Understandings
What can we learn from encounters with the unexpected?
Essential Questions (Grade. Unit. Week) Key Concepts (Grade. Unit. Week)
5.6.1 The Truth About Austin’s Amazing Bats
• How can unplanned situations have positive outcomes?
5.6.2 The Mystery of Saint Matthew Island
• What unexpected effects can humans have on nature?
5.6.3 King Midas and the Golden Touch
• How can we learn from the results of our actions?
5.6.4 The Hindenburg
• How can unexpected encounters reveal hidden dangers?
5.6.5 Sweet Music in Harlem
• What unexpected influence do we have on those around
us?
Text-Based Comprehension Vocabulary Concepts/ Word Analysis
Skills:
• 5.6.1 – Draw
Conclusions
• 5.6.2 – Main Idea and
Details
• 5.6.3- Compare and
Contrast
• 5.6.4- Fact and Opinion
• 5.6.5 - Sequence
Strategies:
• 5.6.1 – Important Ideas
• 5.6.2- Text Structure
• 5.6.3- Story Structure
• 5.6.4- Predict and Set
Purpose
• 5.6.5 – Background
Knowledge
Skills:
• 5.6.1- Unknown Words
• 5.6.2 – Endings –s,-es
• 5.6.3 – Suffixes –less, -ful
• 5.6.4- Unfamiliar Words
• 5.6.5 - Homographs
Strategies:
• 5.6.1- Dictionary/glossary
• 5.6.2- Word Structure
• 5.6.3- Word Structure
• 5.6.4 – Context Clues
• 5.6.5 – Context Clues
Word Analysis:
• 5.6.1 – Compound Words
• 5.6.2 – Russian Word Origins
• 5.6.3 – Suffixes –less, -ful
• 5.6.4 – Word Families
• 5.6.5 – Compound Words
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Unit 6: Student Friendly Objectives
Student Friendly Objectives
Use the objectives/standards provided on the page above and begin with student directed phrases such as:
The student will…
I can…
You can also access “Student Friendly” language through the following website:
http://www.thecurriculumcorner.com/2012/12/03/i-can-common-core-standards-k-5/
• I can find the theme in a story. 5.RL.2 (Story 5)
• I can compare and contrast stories in the same genre on their approaches to similar themes and topics. 5.RL.3 (Story 3)
• I can explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or
poem. 5.RL.5 (Story 3)
• I can accurately quote from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RI.1
(Stories 1,2,4,5)
• I can determine two or more main ideas of a text and explain how they are supported by key details: summarize the text. 5.RI.2
(Stories 1,2,4)
• I can compare and contrast the overall structure (chronology, comparison, cause/effect, and problem/solution) of events, ideas,
concepts, or information in two or more texts. 5.RI.5 (Story 2)
• I can apply grade level phonics and word analysis skills in decoding words. 5.RF.3 (Story 2)
• I can read with accuracy and fluency to support comprehension. 5.RF.4 (Stories 1, 2,3,4,5)
• I can write to persuade. 5.W.1 (Stories 1,3,4)
• I can write to tell a story. 5.W.3 (Stories 2,3,5)
• I can produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5.W.4 (Story 2)
• I can use stories and nonfiction to research. 5.W.9 (Story 4)
• I can come to class prepared to discuss my story. 5.SL.1 (Stories 2,5)
• I can pose and respond to questions in a discussion. 5.SL.2 (Story 5)
• I can summarize what I read, see, and hear. 5.SL.2 (Story 5)
• I can speak clearly and at a good pace. 5.SL.4 (Stories 3,4)
• I can explain the use of conjunctions, prepositions, and interjections. 5.L.1 (Stories 1,2)
• I can use underlining, quotation marks, or italics to indicate titles of words. 5.L.2 (Story 2)
• I can spell fifth grade words correctly. 5.L.2 (Stories 1,2,3,4,5)
• I can use dictionaries, glossaries, thesauruses to help me understand and pronounce new words. 5.L.4 (Stories 1,3,4,5)
• I can use the relationship of synonyms, antonyms, and homographs to help me understand each word. 5.L.5 (Story 5)
• I can use grade appropriate words. 5.L.6 (Stories 1,2,3,4,5)
135 JC rev. 7/24/17
Unit 6: Vocabulary
Vocabulary (Grade. Unit. Week)
Selection Vocabulary Academic Vocabulary
5.6.1 The Truth About Austin’s Amazing Bats: bizarre, breathtaking,
headline, high-pitched, roost, vital
5.6.2 The Mystery of Saint Matthew Island: bleached, carcasses,
decay, parasites, scrawny, starvation, suspicions, tundra
5.6.3 King Midas and the Golden Touch: adorn, cleanse, lifeless,
precious, realm, spoonful
5.6.4 The Hindenburg: criticizing, cruised, drenching, era, explosion,
hydrogen
5.6.5 Sweet Music in Harlem: bass, clarinet, fidgety, forgetful,
jammed, nighttime, secondhand
5.6.1 The Truth About Austin’s Amazing Bats: draw
conclusions, modifier, letter size, journal entry, cause and
effect, expository text, directions, writer’s personality
5.6.2 The Mystery of Saint Matthew Island: coordinating
conjunction, subordinating conjunction, syllable, word
choice, expository text, timeline
5.6.3 King Midas and the Golden Touch: commas in series,
appositives, parody, climax, myth, rhythmic patterns of
language
5.6.4 The Hindenburg: illustration, atlas, related words,
critique, word families, expository text, paragraphing
5.6.5 Sweet Music in Harlem: expression, colon, realistic
fiction, topic sentence, onomatopoeia, alliteration, rhyme
scheme
Amazing Words – Oral Vocabulary
5.6.1 The Truth About Austin’s Amazing Bats: unintended, fortuitous, advantageous, potential, spontaneous, perspective,
happenstance, occurrences, perceptive, unaware
5.6.2 The Mystery of Saint Matthew Island: accommodates, refuge, domesticated, contaminated, grandiose, prune, composition,
depletion, natural resource, aggravate
5.6.3 King Midas and the Golden Touch: specimen, valuable, geologist, rare, deplorable, outcome, victor, unforeseen, repercussion,
penitence
5.6.4 The Hindenburg: updrafts, waterlogged, destination, calamity, suitable, locale, traction, prudent, passport, augment
5.6.5 Ten Mile Day: career, inspired, wealth, celebrity, fervor, malevolent, foster, renown, coerce, predispose
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Unit 6: DOK
Depth of Knowledge
Sample Unit Activities
Showing Progression of Thinking from DOK 1-4
DOK1 – Recall DOK2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Identify a jazz artist that
interests you and choose a
recording that appeals to you.
Interpret the mood and tone
of the recording.
Develop lyrics or a poem that
interprets the mood of the
recording.
Create a multi-media
presentation that presents
your lyrics or poem and
justifies your interpretation
and choice of words.
Additional DOK Activities
DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Work with your partner to debate one side of the following
issue: The bridge bats should be forced to move elsewhere.
Decide which side to take. Then prepare your arguments and
hold a debate.
Students will conduct research on a type of natural disaster and
determine possible causes and effects of this disaster. They will
create a brochure outlining their information, what people have
learned from these events, and ways to prepare for future
unexpected events.
Reread the expository text on pp. 416–420 and retell the
sequence
of events. Pay attention to the chronology of events and take
notes on the details, facts, and setting. Then write a one-
paragraph postcard telling the story from Werner Franz’s
perspective. Use a first-person point of view to establish the
situation onboard. Organize
events in a natural way, and use narrative techniques, such as
description and pacing, to develop events.
Select a jazz artist and investigate their life and music style.
Choose one of their recordings and create either lyrics or
poetry for the recording, depicting the mood and tone of the
piece. Create a multi-media presentation that presents your
lyrics or poem and justifies your interpretation and choice of
words.
137 JC rev. 7/24/17
Unit 6: Assessments
Assessment
Screeners Diagnostic Formative Summative
SRI
Previous Standardized Test
Scores
DRA
Reading Street Baseline
Test
Words Their Way Spelling
Inventory
SRI
SRI
CCI Cycle Data
Reading Street Monitor
Progress
ELA05-DIII
Weekly Story Tests
Reading Street Unit Tests
Reading Street End-of-Year
ELA05-DIII
State Standardized
Assessments
Assessment Rubric
Formative Summative
DIIIUSD Scoring Rubric
Write From the Beginning and Beyond Analytical Rubric
Reading Street Retell Rubric
DIIIUSD Scoring Rubric
138 JC rev. 7/24/17
Unit 6: Sample Performance Task
Sample Performance Tasks
5.6.1. The Truth About Austin’s Amazing Bats
3. After reading A Matter of Luck (Sleuth), think about physical structures or situations in your community that need “fixing.”
Work with a partner to create a poster that details that need. Use both words and graphics to explain the problem and the
proposed solution. The poster should show a clear message of both problem and solution.
4. After reading “The Truth About Austin’s Amazing Bats”, use evidence from the text to tell what you learned about positive
outcomes that come from unplanned events.
5.6.2. The Mystery of Saint Matthew Island
1. After reading Fishy Business (Sleuth), have students use print and digital resources to research how dams positively and
negatively affect people as well as the environment. Use a Thinking Map to list at least four pros and cons of dams.
2. After reading “The Mystery of Saint Matthew Island”, study the bone diagram and its labels on page 357. Then reread the first
column of text on that same page. Use a Double Bubble Map to compare and contrast the information that both sources give
the reader.
5.6.3. King Midas and the Golden Touch
1. After reading Train Your Dog (Sleuth), research what specific skills dogs learn in obedience classes. In small group, create an ad
for a dog training school. The ad may be print, video, or audio. If your ad is audio or video, create a script before recording.
The recording should be 4 minutes long and should explain why their dog training school is better than the others.
2. After reading “King Midas and the Golden Touch”, use a Thinking Map to compare how the language the characters use in this
myth are similar to or different from the language characters in a realistic fiction story might use.
5.6.4. The Hindenburg
1. After reading Birds and Planes: An Unhappy Rendezvous in the Sky (Sleuth), research to find out the methods airports use to
keep birds away from runways. Use credible, current print and online sources. Write a 4-paragraph essay on the topic and
illustrate it with photos or other graphics. Record your sources.
2. After reading “The Hindenburg”, use the illustrations and captions to explain how the author uses text features to support the
statement that “The Hindenburg was the biggest thing that ever flew”? Use text evidence to support your answer.
5.6.1. Sweet Music in Harlem
1. After reading Making Up Music (Sleuth), find recordings of jazz improvisation. Select a recording and research one of the
musicians who plays the improvised section of the music. Write a 3-paragraph essay about that musician’s life and work.
2. After reading “Sweet Music in Harlem”, determine the theme of the text. Support your claim with evidence.
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Unit 6: Thinking Maps and the Common Core
140 JC rev. 7/24/17
Unit 6: Suggested Activities
Suggested Activities
5.6.1 The Truth About Austin’s Amazing Bats
• Create a Thinking Map discussing “How can unplanned situations have positive outcomes?” DOK1
• Reread the section on pp. 326–335 and retell the facts. Take notes on the details about bats, such as behavioral traits and
eating habits. Then write a one-paragraph story from a bat’s perspective. Establish the situation by explaining why some
people might be afraid of bats. Then use description to develop a narrative of the bats’ positive experience in Austin. Include
transitional words and phrases to clarify the sequence of events. DOK2
• Create a Double Bubble Map comparing and contrasting The Truth About Austin’s Amazing Bats and “The Animals in My Life.”
What conclusions can you draw about Ron Fridell? Use the information to write about what a member of BCI would consider
challenging and rewarding about helping bats. DOK3
6.6.2 The Mystery of Saint Matthew Island
• Create a Thinking Map discussing “What unexpected effects can humans have on nature?” DOK1
• Using a Flow Map, create a timeline that sequences the events of Saint Matthew Island. DOK2
• Look back at The Mystery of Saint Matthew Island and “City Hawks” and compare and contrast the factors that threaten the
animals’ survival. Then write a two-paragraph newspaper article that retells the animals’ experiences. Reread both texts
carefully to find details to include in your narrative. Remember to organize your narrative so that events unfold naturally and
use concrete words and phrases in your descriptions. DOK2
• After reading both selections and the Sleuth article, think of questions concerning how people or animals are overusing
resources. Research a problem (for example, overfishing), pick one aspect of the issue (how the problem occurred or ways
people help) and prepare a report on the topic. DOK3
5.6.3 King Midas and the Golden Touch
• Create a Thinking Map discussing “How can we learn from the results of our actions?” DOK1
• Create a Tree Map organizing the literary elements of King Midas. DOK2
• Reread the myth on pp. 378–392 and retell the story’s plot. Make a list of events as they occur in chronological order and take
notes on the details, facts, and setting. Then write a one-paragraph narrative retelling of the story from Aurelia’s perspective.
Use first-person point of view to introduce Aurelia as the narrator. Organize the events in a natural way, and use narrative
techniques, such as dialogue and pacing, to develop events. DOK3
• Look back at King Midas and the Golden Touch and “Prometheus, the Fire-Bringer” and compare and contrast the main
characters’ attitudes and motivations using a Double Bubble Map. Then write a short dialogue between King Midas and
Prometheus that reveals each character’s main motivation and the outcome of their stories. Reread both texts carefully to find
concrete words and phrases and sensory details to include in your narrative. DOK3
141 JC rev. 7/24/17
Suggested Activities
5.6.4 The Hindenburg
• Create a Thinking Map discussing “How can unexpected encounters reveal hidden dangers?” DOK1
• Use a Thinking Map to identify facts and opinions within the story, listing support for each from the text. Determine whether the
opinions are valid or faulty by using prior knowledge. DOK2
• Look back at The Hindenburg and “The Mystery of the Hindenburg Disaster” and compare and contrast the eyewitness accounts
given by Helmut Lau and Werner Franz. Then write a short newspaper article that retells the story of the Hindenburg disaster using
the most effective details. Reread both texts carefully to find concrete words and phrases to include in your narrative. DOK2
5.6.5 Sweet Music in Harlem
• Create a Thinking Map discussing “What unexpected influence do we have on those around us?” DOK1
• Reread the text on pp. 443–451 and retell the sequence of events. Keep track of events as they occur in chronological order, and
take notes on the details, facts, and settings. Then write a one-paragraph journal entry from C. J.’s perspective. Use first-person
point of view to establish C. J. as the narrator. Use transitions, such as first, next, and last, to clarify the order of events. Also use
description and pacing to develop events. DOK2
• Look back at Sweet Music in Harlem and “Author’s Note,” and consider the ways author Debbie A. Taylor and fictional character C.
J. draw inspiration from the world around them. Then write a short dialogue between the author and the character that reveals
how these sources of inspiration influence their creativity. Reread both texts carefully to find concrete words and phrases to
include in your narrative. DOK3
i
Poetry
• Teachers and students will engage in close reading of poetry, focusing on onomatopoeia, alliteration, and rhyme scheme. DOK2
142 JC rev. 7/24/17
Unit 6: Necessary Vocabulary / Phrases for Writing
Necessary Vocabulary/Phrases for Writing
Narrative: Opinion:
• effective technique • organizational structure/logically ordered reasons
• descriptive details/sensory details • writer’s purpose
• orient the reader/clear event sequence • point of view
• convey experiences • sample linking words/transitions: consequently, specifically
• use precise language
• narrative techniques (dialogue, description, and pacing)
Research: Informative/Explanatory:
• investigation of different aspects of the topic • explain how an author uses reasons and evidence
• relevant evidence • general observation and focus
• summarize • facts
• paraphrase • concrete details
• sources: cite sources/use multiple sources • quotations
• domain specific vocabulary/precise language
Response to Literature: • sample linking words/transitions: in contrast, especially
• draw evidence from literary or informational texts
• support analysis, reflection, research
• compare/contrast
• claims
143 JC rev. 7/24/17
Unit 6: WFTBB / Additional Writing Suggestions
Write from the Beginning and Beyond
Mini Lessons: By using the Write from the Beginning (Yellow Binder - pages: 323-356) teachers can provide mini-lessons related to a
focus based on the needs of students related to the topics of:
• Motivation
• Basic Structure
• Transition
• Feelings/Emotions
• Step by Step Replay
• Inner Thoughts/Dialogue
• Well Thought Out Leads
• Suspense, Humor, and Drama
• Precise Language
• Strong Verbs
• Figurative Language
• Supporting Details
• Authentic Voice
� Final Writing pieces can be assessed using the provided DIIIUSD Scoring Rubric found on the DVUSD Portal.
(Departments/Curriculum, Instruction, & Assessment/ELA Reading)
� Use feedback and various rubrics including those from the Write from the Beginning (Yellow Binder - pages: 358-363) as
checkpoints through the writing process.
Other Writing Activities (AZCCRS-like verbiage in bold)
Narrative Explanatory/Informative Response to Literature
Orient the reader to a time when you
encountered an unexpected event using
descriptive and sensory details and clear
event sequence.
Using domain specific vocabulary
and precise language, write about
an event in history or nature that
was unexpected.
Select a previously read story to complete.
Draw evidence from the text to explain what
the author meant in saying, “insert quote
from story.”
144 JC rev. 7/24/17
Unit 6: Resources
DIIIUSD Adopted Resources Additional Resources
• Learn 360
Pearson Digital Resources
o www.pearsonrealize.com
o www.mypearsontraining.com
o www.pearsonschool.com
Common Core Resources
o www.commoncore.pearsoned.com
o www.corestandards.org
o www.parcconline.org
• NBC Learn
• Scholastic University
• Write From the Beginning / Write From the Beginning and
Beyond
Common Core Standards Appendix A- Glossary & Examples
http://www.corestandards.org/assets/Appendix_A.pdf
Common Core Standards Appendix B - All example stories
http://www.corestandards.org/assets/Appendix_B.pdf
Common Core Standards Appendix C - Samples of Student
Writing
http://www.corestandards.org/assets/Appendix_C.pdf
• Scoop It
• Edhelper.com
• National Geographic
• Read Works
• Read Write Think
• Scholastic Storyworks
• Online Leveled Readers
• Pinterest for Educators
• Teachers Pay Teachers
• Tween Tribune (differentiated current events and blogs)
• Newsela.com (differentiated current events)
• Brain Pop
• Scoot Pad (individualized skill study)
• Biblionasium.com
• Learn Zillion (ELA & Math support)
• IXL.com (ELA & Math support)
• RAZkids.com
• Time for Kids (current events and activities)
• Thinking Maps
• Great Source
• Write From the Beginning and Beyond
• Bridge to Common Core (pearsonsuccessnet.com)
• www.textproject.org
145 JC rev. 7/24/17
Unit 6: Interdisciplinary Connections
Interdisciplinary Connections (Grade. Unit. Week)
5.6.1 The Truth About Austin’s Amazing Bats
Leveled Readers:
Advanced: How the Wolves Saved Yellowstone
Connection: Science
Activity: Have students research other National Parks, on the internet or in the library. Have them gather information about the wildlife
and vegetation found in those parks. Students can write a report about what they learned.
On- Level: Driven to Change
Connection: Social Studies
Activity: Have students develop a plan to encourage others to take a “healthier
route” to school. Students can create posters, fliers, and awards to promote their plan. With approval from the school’s administration,
help students implement the plan and drive change at your school.
Below-Level: A Happy Accident
Connection: Science
Activity: Students can learn more about bacteria and antibiotic medicines by researching them on the internet or in the library.
Encourage students to research more than one bacteria or antibiotic and make comparisons.
5.6.2: The Mystery of Saint Matthew Island
Leveled Readers:
Advanced: Mixed Up Vegetables
Connection: Science
Activity: Have students research the Flavr Savr tomato on the Internet or at the library. Students should try to find out as much as they
can about the development of this new tomato. They should check at their local supermarket to see if that brand of tomato is
available. Ask the grocer if any of the genetically modified foods are marked as such. Can seeds for this tomato be brought at the local
nursery?
146 JC rev. 7/24/17
Interdisciplinary Connections (Grade. Unit. Week)
On-Level: The Kudzu Invasion
Connection: Science
Activity: Students can learn more about the kudzu plant or other plants that interest them by researching it on the Internet or in the
library. Suggest that they find another invasive plant like the kudzu and compare the two.
Below-Level: Saving an American Symbol
Connection: Social Studies
Activity: Students can learn more about the buffalo or an endangered species by researching it on the Internet or in the library.
Suggest that they find one endangered species that interests them and find out ways to help save it.
5.6.3: King Midas and the Golden Touch
Leveled Readers:
Advanced: Precious Goods: From Salt to Silk
Connection: Social Studies
Activity: Ask students to pick a precious commodity not mentioned in this selection, such as water, and research its current uses and
trade routes. Invite students to research the trade of a resource found in their region. Encourage students to share their research with
others.
On –Level: The Golden Journey
Connection: Music
Activity: Have students write the words to a song similar to the campfire song on page 9. Ask whether they know any traditional
American songs. Invite students to get ideas for their own lyrics and melodies by using the Internet or asking older family members or
neighbors if they know any historic folk songs. Invite volunteers to share their songs
Below-Level: Ancient Gold
Connection: Art
Activity: Bring in or have students bring in examples from books or the Internet of how gold has been used by artists throughout
different eras. Encourage students to look at art in such cultures as ancient Egypt, but also closer to home, such as the art of Native
Americans or of Africans today
147 JC rev. 7/24/17
Interdisciplinary Connections (Grade. Unit. Week)
5.6.4: The Hindenburg
Leveled Readers:
Advanced: Traveling by Plane
Connection: Social Studies
Activity: Students can find out more about the earliest flying machines or about the future of commercial space travel by visiting the
library or using the Internet. Have them draw pictures of early airplanes or futuristic spacecraft. Have them label their pictures and
exhibit them to the class.
On-Level: Stop That Train!
Connection: Social Studies
Activity: Have students research what it was like to work on the railroads in the 1800s. Assign related topics to groups, such as living
and working conditions for railroad workers or tactics used by railroad companies to recruit workers. Have groups prepare reports on
their topics and share them with the class.
Below-Level: The Flight Over the Ocean: Yesterday and Today
Connection: Social Studies
Activity: Ask students to pick a famous plane or airship, such as the Hindenburg, and research how it was built, including who financed
it, and what innovations it used. Invite them to share their research with other students.
5.6.5: Sweet Music in Harlem
Leveled Readers:
Advanced: Unexpected Music
Connection: Social Studies
Activity: Have students plot the instruments discussed in the book on a map of the world. Invite them to find out about even more
instruments on the Internet or at a library and add them to the map.
148 JC rev. 7/24/17
Interdisciplinary Connections (Grade. Unit. Week)
On-Level: Grandma Betty’s Banjo
Connection: Social Studies
Activity: Invite students to record an oral history. Have students interview an elder member of their family or community about the
kinds of music that were popular when they were young.
Below-Level: Jazz, Jazz, Jazz
Connection: Social Studies
Activity: Many aspects of the Roaring Twenties will interest students to research further on the Internet or at a library. Spark their
interest by briefly discussing inventions, fashion, and popular culture of the 1920s.
149 JC rev. 7/24/17
Unit 6: Disability Awareness
Disability Awareness
Possible Read Alouds
5.6.1 The Truth About Austin’s Amazing Bats: How can unplanned situations have positive outcomes?
The View from Saturday (DIIIUSD Library)
A decade after an automobile accident leads her to use a wheelchair.
his funny and endearing book centers around four sixth graders and a paraplegic teacher who forms a junior high Academic
Bowl team that sweeps away the competition. In a story composed of interwoven puzzles, each character has a tale to tell—in
the course of which all four witness acts of kindness and respect that teach them to find those qualities in themselves.
"Eminently worthwhile."—Kirkus
5.6.5 Sweet Music in Harlem: What unexpected influence do we have on those around us?
From Disability to Possibility, Patrick Schwartz (DIIIUSD Library)
Discusses the inclusion of students with special or physical needs in regular classrooms, and offers strategies for teachers,
administrators, and related service professionals for building a successful inclusion program.
** Encouraging words shown on TIII ads from IIIalues.com
http://www.IIIalues.com/inspirational-stories-tIII-spots
**Anti-Bullying Awareness PACER Classroom Toolkits
http://www.pacer.org/bullying/resources/toolkits/actiIIIities/
150 JC rev. 7/24/17
Grade 4-5 Expanded Scoring Rubric For Analytic and Narrative Writing
Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0
Reading
Comprehension
Key Ideas & Details
**Do not use this section
for Narrative Task**
* Accurately references
the text
* Cites text evidence
* Shows extensive
comprehension of text
* Mostly accurate
reference of the text
* Cites text evidence
* Shows basic
comprehension of the text
* Minimal accurate
reference of the text
*Cites text evidence
* Shows limited
comprehension of text
* Inaccurate or no analysis
of text
* Shows little to no
comprehension of text
Writing
Written Expression
Development of Ideas
* Effectively addresses the
prompt
* Effective development of
claim
* Reasoning, details,
description
* Largely appropriate
purpose, audience
* Addresses the prompt
* Some development of
claim
* Reasoning, details,
description
* Somewhat appropriate
purpose, audience
* Addresses the prompt
* Limited development of
claim
*Limited in
appropriateness purpose,
audience
* Under-
developed and
inappropriate task,
purpose, audience
Writing
Written Expression
Organization
* Coherent, clear, cohesive
*Strong intro and
conclusion
* Logical progression
* Somewhat coherent,
clear, cohesive
*Intro and conclusion
* Logically grouped ideas
* Not very coherent, clear,
cohesive
* Unclear progression
* Lack of coherence,
clarity, cohesion
Writing
Written Expression
Clarity of Language
* Effective style & tone
* Mostly precise language
* Descriptive words,
sensory details,
transitions, domain
vocabulary
* Mostly effective style &
tone
* Some precise language
* Descriptive words,
sensory details,
transitions, domain
vocabulary
* Limited effective style &
tone
*Limited descriptions,
sensory details,
transitions, domain
vocabulary
*Inappropriate style &
tone
* Lacks precise language
Writing
Knowledge of
Language and
Conventions
*Effectively edited
*Minor errors
*Edited
*Few errors
*Inconsistent
*Patterns of errors
*Limited command
*Multiple errors that are
distracting
*No command of
conventions
*Frequent and varied
errors
*Difficult to understand
151 JC rev. 7/24/17
District Rubric Conversion Charts Grades 4-5
Research and Literary Analysis Conversion Chart Narrative Task Conversion Chart
Point
Totals
3 Criteria
Percentage
13 95-100%
12 92%
11 85%
10 77%
9 70%
8 65%
7 60%
6 55%
5 50%
Point Totals 5 Criteria
Percentage
16 95- 100%
15 94%
14 88%
13 84%
12 80%
11 76%
10 72%
9 68%
8 64%
7 60%
6 56%
5 52%
This Conversion Chart has a heavy curve. To prevent a negative impact on
student scores, the top tier of scores is calculated by direct math and the lower
two-thirds of the scores are calculated with the curve. Please note: If student
receives a perfect rubric score of 20 or 16 respectively, it is up to teacher
discretion to assign the grade between 96% and 100%.