english language arts curriculum subject area: english ... 2013/ela... · english language arts...

English Language Arts Curriculum

SkillCommon Core Standard

(D)=District Standard

Show Me

StandardsDOK

Instructional Strategies

Student Activities/ResourcesAssessment

The students will:

RF.5.3

Students use approved district spelling list to read words in

and out of context. Students apply the strategies for

decoding and spelling multisyllabic words.

Prompts:

Does that sound right? (read = reed or red)

Does that look right?

Does that make sense?

Look at the word, does it look like...? (abandoned = band,

a+band, aband+oned = a-band-oned)

You said ... Does it look like ...?

http://www.cape.k12.mo.us/centralmidschool/aNewWebsit

e10-11/5thSpellingList.htm

RF.5.3

know and apply grade-level phonics

and word analysis skills in decoding

words.

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.

1) prefixes: inter, fore, super, semi,

anti

2) suffixes: ic, ity, ty, en

CA1

1.6

RF.5.3

Students will apply grade-level

phonics and word analysis skills

through teacher observation of

Word Wall activities.

Students will apply grade-level

phonics and word analysis skills

through weekly spelling tests.

Subject Area: English Language Arts 5th Grade

CCSS Strand: Reading Foundational Skills (RF)

Show-Me Standards

Ph

on

ics

an

d W

ord

Re

co

gn

itio

n

1 2/8/2013 Cape Girardeau Public Schools 2013

http://www.cape.k12.mo.us/centralmidschool/aNewWebsite10-11/5thSpellingList.htm

http://www.cape.k12.mo.us/centralmidschool/aNewWebsite10-11/5thSpellingList.htm

/Portals/0/Curriculum/Documents/ELA 2013/Show Me Standards.pdf




Show Me

StandardsDOK



The students will:



Show-Me Standards

RF.5.4

Students read with sufficient accuracy and fluency to

support comprehension using "Superspeed 100" or

"Superspeed 1000" from the Whole Brain Teaching

website.

Prompts:

Make your reading sound like the characters are talking.

Go back and reread when it doesn't sound or look like you

think it should.

RF.5.4.a

Students will read text with purpose and understanding

using Read for Real or other materials.

http://www.wholebrainteaching.com/

Flu

en

cy

CA2, CA3

1.5

RF.5.4.a

Students will read grade level text

with purpose and understanding

as assessed through Read for

Real story assessments.

RF.5.4

read with sufficient accuracy and

fluency to support comprehension.

a. read grade-level text with

purpose and understanding.

b. read grade-level prose and poetry

orally with accuracy, appropriate

rate, and expression.

c. use context to confirm or self-

correct word recognition and

understanding, rereading as

necessary.








Show Me

StandardsDOK



The students will:



Show-Me Standards

Co

mp

reh

en

sio

n S

trate

gie

s

DRF.5.5

effectively use comprehension

strategies.

a. make connections

b. question

c. visualize

d. infer

e. synthesize

f. determine importance

g. summarize

DRF.5.5.a

Make text-to-self, text-to-text, and/or text-to-world

connections during reading.

DRF.5.5.b

Question the text before, during, and after reading.

DRF.5.5.c

Visualize parts of text with Sketch to Stretch .

http://www.learner.org/jnorth/tm/InstrucStrat29.html

DRF.5.5.d

Make inferences about characters.

http://www.brocktonpublicschools.com/page.cfm?p=2097

DRF.5.5.e

resources:

http://reading.ecb.org/teacher/synthesizing/syn_links.html

DRF.5.5.f

Determine important vs interesting facts from nonfiction text.

DRF.5.5.g

Use summarizing strategies: "Somebody-Wanted-But-So"

http://www.learningpt.org/literacy/adolescent/strategies/butso.ph

p

or "Triangle Square Circle."

organizer: http://suite101.com/article/go-charts-to-improve-

reading-comprehension-a126727

DRF.5.5

Students will effectively use

comprehension strategies on

Read for Real or other

assessments.




CCR

Anchor

Standard

Common Core Standard(D)=District Standard

Show Me

StandardsDOK



The students will:

RL.5.2

Students will be assessed

through teacher observation.

http://www.readingquest.org/strat/

tps.html


CCSS Strand: Reading for Literature (RL)

Show-Me Standards

Key

Id

ea

s a

nd

Deta

ils

RL.5.1

quote accurately from a text when

explaining what the text says

explicitly and when drawing

inferences from the text.

RL.5.2

determine a theme of a story,

drama, or poem from details in the

text, summarize the text.

RL.5.3

compare and contrast two or more

characters, settings, or events in a

story or drama, drawing on specific

details in the text (e.g., how

characters interact), including how

characters in a story or drama

respond to challenges or how the

speaker in a poem reflects upon a

topic.

CA1, CA2,

CA3

1.5, 1.6, 2.4

Str

ate

gic

Thin

kin

g

RL.5.1

Using an Inference Chart , quote accurately when citing

evidence from text: What happened? What does it mean?

Why do you think that? (p51 at

http://www.isbe.net/common_core//pdf/ela-teach-strat-k-

5.pdf)

RL.5.2

Determine the theme of stories about gender equity

including how characters have overcome gender barriers.

(DOK3)

Examples of materials:

Fly Girls by Sherry Smith;

RL.5.3

Compare and contrast yourself with a character who has

learning challenges. Include at least three similarities and

three differences that are text-based. Class may also

compare and contrast using the cooperative learning

strategy Think Pair Share . (DOK2)

Examples of materials: Joey Pigza by Jack Gantos;

Emma Jean Lazarus Fell Out of a Tree by Lauren Tarshis,

Summer of the Swans by Betsy Byars; Freak the Mighty

by W. R. Philbrick


http://www.readingquest.org/strat/tps.html

http://www.readingquest.org/strat/tps.html



CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Cra

ft a

nd

Str

uctu

re

RL.5.4

determine the meaning of words

and phrases as they are used in a

text, including figurative language

such as metaphors and similes.

RL.5.5

explain how a series of chapters,

scenes, or stanzas fits together to

provide the overall structure of a

particular story, drama, or poem.

RL.5.6

describe how a narrator’s or

speaker’s point of view influences

how events are described.

1) first person

2) third person

CA2, CA3

1.6, 2.4

Str

ate

gic

Thin

kin

g

RL.5.4

Students will determine the meaning of an unknown word,

complete a vocabulary concept map.

Prompt: What do you do when you come to words or

phrases you do not know?

RL5.5

Students will explain how a series of chapters, scenes, or

stanzas fits together to provide the overall structure of a

story, drama, or poem.

Prompt: Can you tell me how this text is

presented/organized?

RL.5.6

Students will describe how a narrator's or speaker's point

of view impacts events in the text.

Prompt: Think about what you read. Who is telling the

story?

Can you tell how the person telling the story is thinking?

How does this affect the events of the story?




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Cra

ft a

nd

Str

uctu

re

DRL.5.1

determine an author's purpose in a

text and explain how it is conveyed

in the text.

1) persuade

2) inform

3) entertain

4) describe

CA2, CA3

1.6, 2.4

Str

ate

gic

Thin

kin

g

DRL.5.1

Students will determine an author's purpose in a text and

explain how it is conveyed in the text.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Inte

gra

tio

n o

f K

no

wle

dg

e a

nd

Id

ea

s

RL.5.7

analyze how visual and multimedia

elements contribute to the meaning,

tone, or beauty of a text (e.g.,

graphic novel, multimedia

presentation of fiction, folktale,

myth, poem).

RL.5.8

(not applicable to literature)

RL.5.9

compare and contrast stories in the

same genre (e.g., mysteries and

adventure stories) on their

approaches to similar themes and

topics.

CA2, CA3,

CA5

1.5, 1.6

Str

ate

gic

Thin

kin

g

RL.5.7

Students will analyze how visual and multimedia elements

contribute to the meaning, tone, or beauty of a text.

Students must examine what is heard and/or viewed to

gain an understanding of the text.

Prompt: Can you tell how the illustrations affect the mood

of the text?

Does this hypertext or embedded video help you better

understand the text? What does it tell you about what you

read?

RL.5.9

Students will compare and contrast stories in the same

genre on their approaches to similar themes and topics.

Students will find similarities and differences in themes and

topics when reading stories of the same genre.

Prompt: In reading books of this genre, what happened to

the characters solve problems in different ways across

texts? In reading books of this genre, how are the plots the

same or different across texts?

http://www.readbookonline.net/fict

ionNovel/



http://www.readbookonline.net/fictionNovel/

http://www.readbookonline.net/fictionNovel/


CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Ran

ge

of

Rea

din

g a

nd

Le

ve

l o

f T

ex

t C

om

ple

xit

y

RL.5.10

by the end of the year, read and

comprehend literature, including

stories, dramas, and poetry, at the

high end of the grades 4–5 text

complexity band independently and

proficiently.

Lexile Band 770L-980L

http://www.cesa7.org/schoolimprove

/CAI_Network/documents/TextCom

plexityGradeBandsandLexileBands.

pdf

Author's craft: tone, figurative

language, dialogue, imagery

CA2, CA3

1.5

RL.5.10

During Literature Circles, students will read, discuss, and

comprehend literature with the goal of being at the high

end of the grades 4-5 complexity band at the end of the

year.

Whatever they are reading, students must show a steadily

growing ability to discern more and make fuller use of text

including making connections among ideas and between

texts, considering a wider range of textual evidence, and

becoming more sensitive to inconsistencies, ambiguities,

and poor reasoning in texts.

Includes novels by Louisa May

Alcott, Frank L. Baum, Frances

Hodgson Burnett (The Secret

Garden), Lewis Carroll, William

H. Kingston (several short fiction

novels such as The Trapper's

Son), Rudyard Kipling, Jack

London,




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:

Key

Id

ea

s a

nd

Deta

ils

RI.5.1

quote accurately from a text when

explaining what the text says

explicitly and when drawing

inferences from the text.

RI.5.2

determine two or more main ideas

of a text and explain how they are

supported by key details;

summarize the text.

RI.5.3

explain the relationships or

interactions between two or more

individuals, events, ideas, or

concepts in a historical, scientific, or

technical text based on specific

information in the text.

DRI.5.1

distinguish between facts and

opinions in reading and writing and

support with details.

CA1, CA3

1.5, 1.6

RI.5.1

Students quote accurately when drawing inferences from

text. Students should be able to quote correctly to explain

what the text is about and when drawing conclusions.

Prompt: Tell me the reasons why you think... Show where

you linked your thinking to the text.

RI.5.2

Students determine two or more main ideas and find the

most important details that strengthen these main ideas.

Students summarize the text in their own words and using

details from text.

RI.5.3

Students explain relationships and connections between

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

historical, scientific or technical ("how to") text by using the

text to support their findings.

Prompt: Think about these historical events. Tell how they

are connected.

DRI.5.1

Students will distinguish between facts and opinions and

support with details.

RI.5.2

Students will determine main

ideas by showing a thumb's up or

thumb's down to teacher

examples as assessed by

teacher observation.

RI.5.3

Students will explain

relationships/connections

between different classes of

vertebrates from a science text

and will be assessed with a

teacher-created scoring guide.

DRI.5.1

1. Students will distinguish

between facts and opinions as

they write two facts and one

opinion about a planet. Students

will support with details and will

be assessed with a scoring guide.

2. Students will distinguish facts

and opinions in science or social

studies text by taking a true

statement and making it false and

then supporting their reasoning

with details.


CCSS Strand: Reading for Informational Text (RI)

Show-Me Standards




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Cra

ft a

nd

Str

uctu

re

RI.5.4

determine the meaning of general

academic and domain-specific

words and phrases in a text relevant

to a grade 5 topic or subject area.

RI.5.5

compare and contrast the overall

structure of events, ideas, concepts,

or information in two or more texts.

1) chronology

2) comparison

3) cause/effect

4) problem/solution

CA3

1.5, 1.6, 1.7

RI.5.4

Students determine the meaning of academic and domain-

specific words and phrases using Visual Thesaurus.

http://www.visualthesaurus.com/cm/wordshop/vocabulary-

and-the-new-common-core-standards/ (Tier 1, Tier 2, Tier

3)

RI.5.5

Students compare and contrast the overall structure of

events, ideas, concepts, or information in two or more

texts. Students discuss the similarities and differences

unique to the various perspectives presented in the text.

Prompt: What features in the text help you find important

information about what you are reading? How is the

information organized in the text?

What does the author want the reader to understand about

this text?

1)Analyze a passage using "Text Structure Workmat/Text

Structure" Master Chart

http://www.literacyleader.com/?q=textstructure

2)Compare and contrast the structure of various student

textbooks using the Text Structure Workmat or other

organizer.

RI.5.5

Compare and contrast the

structure of various textbooks

(social studies, science, math,

Read for Real) using Search and

Find from:

http://www.literacyleader.com/site

s/litlead.essdack.org/files/Text%2

0features.structures.pdf




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Cra

ft a

nd

Str

uctu

re

RI.5.6

analyze multiple accounts of the

same event or topic, noting

important similarities and

differences in the point of view they

represent.

DRI.5.1

determine an author's purpose in a

text and explain how it is conveyed

in the text.

1) persuade

2) inform

3) entertain

4) describe

CA3

1.5, 1.6, 1.7

RI.5.6

Analyze multiple accounts of the same topic.

Modeling resource:

http://macmillanmh.com/ccssreading/imagineit/grade5/ccsl

h_g5_ri_2_2d.html

DRI.5.1

Students will determine an author's purpose for writing a

text and explain how it is conveyed within the text.

RI.5.5

Compare and contrast the

structure of various textbooks

(social studies, science, math,

Read for Real) using Search and

Find from:

http://www.literacyleader.com/site

s/litlead.essdack.org/files/Text%2

0features.structures.pdf

RI.5.6

Students will analyze multiple

accounts of the same event,

using a graphic organizer to note

similarities and differences on

multiple topics as assessed with

a teacher-created scoring guide.

DRI.5.1

Students will determine an

author's purpose as assessed

with an author's purpose quiz.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Inte

gra

tio

n o

f K

no

wle

dg

e a

nd

Id

ea

s

RI.5.7

draw on information from multiple

print or digital sources,

demonstrating the ability to locate

an answer to a question quickly or

to solve a problem efficiently.

RI.5.8

explain how an author uses reasons

and evidence to support particular

points in a text, identifying which

reasons and evidence support

which point(s).

CA3, CA5

1.5, 1.6

Str

ate

gic

Thin

kin

g

RI.5.7

Using Read for Real "Ghosts in the Twilight" and Wolves

from http://en.wikipedia.org/wiki/Wolves, students locate

and answer questions.

RI.5.8

Students explain how an author uses reasons and

evidence to support points in a text (how an author uses

proof to support a point in the text). (Author's bias =

unsupported opinions)

1) Using a short text, model using evidence to support

author's point of view.

2) Using short text, class brainstorms and explains

author's point of view.

3) Using the cooperative strategy Team Pair Solo

throughout Unit 1 of Read for Real, explain how the author

supports his/her point of view. With Song... , students will

work in teams to explain the author's point and support

with evidence. With Ghosts... , students work in pairs.

See Assessment column for Hunters...

Differentiate by allowing students to move to the next level

upon mastery.

Prompt: Find information in this text that supports your

thinking.

Can you find the reasons the author gives for his/her

thinking?

RI.5.8

1. Students will explain how an

author uses reasons and

evidence by numbering

paragraphs and underlining

answers in the text using the

UNRAAVEL method. Students

will be assessed using a teacher-

created scoring guide.

2.With Hunters ..., students will

work independently to determine

author's purpose and support

with evidence. Students will be

assessed with a teacher-created

scoring guide.

(DOK3)




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

RI.5.9

integrate information from several

texts on the same topic in order to

write or speak about the subject

knowledgeably.

RI.5.9

Using guided reading material (from the ELA Resource

room) that go along with topic from Science or Social

Studies, students integrate information from several texts

on the same topic.

Prompt:

What is the same about the points presented in these text?

What is different?

How can you group together (gather) facts and pieces of

evidence from these texts to support your thinking about

this topic?

RI.5.9

Students will integrate information

from texts, short passages,

internet searches, etc., by

creating a foldable and will be

evaluated with a teacher-created

scoring guide.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Ran

ge

of

Rea

din

g a

nd

Le

ve

l o

f T

ex

t C

om

ple

xit

y

RI.5.10

by the end of the year, read and

comprehend informational texts at

the high end of the grades 4–5 text

complexity band independently and

proficiently.

a. history/social studies

b. science

c. technical

CA3

1.5

RI.5.10

During guided reading groups, students will read, discuss,

and comprehend informational texts with the goal of being

at the high end of the grades 4-5 complexity band at the

end of the year.

Students must show a steadily growing ability to discern

more from and make fuller use of text including making an

increasing number of connections among ideas and

between texts, considering a wider range of textual

evidence, and becoming more sensitive to inconsistencies,

ambiguities, and poor reasoning in texts.

RI.5.10

1. Students will read and

comprehend informational texts,

such as Read for Real stories

and will be assessed with the

comprehension quizzes.

2. Students will read and

comprehend informational texts

as assessed with i-Ready and

other district-level and building-

level assessments.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:

Dis

tric

t W

riti

ng

Pro

ce

ss

DW.5.1

follow the steps in the writing

process.

a. use appropriate pre-writing

strategies

b. generate a first draft

c. reread and revise for audience

and purpose, ideas and content,

organization and sentence

structure, and word choice

d. edit for conventions

e. share writing

CA1, CA4

1.8, 2.1, 2.2

DW.5.1.a

Students will use appropriate pre-writing strategies such as

a Z Organizer of web.

DW.5.1.b

Students will generate a first draft.

DW.5.1.c

Students will reread and revise for audience and purpose,

ideas and content, organization and sentence structure,

and word choice.

DW.5.1.d

Students will edit for conventions.

DW.5.1.e

Students will share writing.


CCSS Strand: Writing (W)

Show-Me Standards




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Tex

t T

yp

es

an

d P

urp

ose

s

W.5.1

write opinion pieces on topics or

texts, supporting a point of view with

reasons and information.

a. introduce a topic or text clearly,

state an opinion, and create an

organizational structure that has a

formal style with an authoritative

voice in which ideas are logically

grouped to support the writer’s

purpose.

b. provide logically ordered reasons

that are supported by facts and

details.

c. link opinion and reasons using

words, phrases, and clauses (e.g.,

consequently, specifically).

d. provide a concluding statement or

section related to the opinion

presented.

CA1, CA4

2.1

Str

ate

gic

Thin

kin

g

W.5.1

Write opinion/persuasive pieces, clearly stating their

preferences/ supporting a point of view/supplying the

reasoning for their thinking using the following procedures:

W.5.1.a-b, d

Use a persuasive writing organizer

(http://www.creativewriting-prompts.com/support-

files/persuasivewritingplan.pdf , http://www.creativewriting-

prompts.com/support-files/persuasionmap3reason.pdf ,

http://www.worksheetplace.com/index.php?function=Displa

ySheet&sheet=pw4&links=2&id=&link1=43&link2=11 or

http://www.creativewriting-prompts.com/support-

files/persuasiveessaywritingplan.pdf )

(online version

http://www.readwritethink.org/files/resources/interactives/p

ersuasion_map/ )

Students need to understand how their reasoning supports

their opinion, search and find facts to support their

viewpoint, and share this thinking. Students build their

argument by linking ideas together in a logical manner.

W.5.1.c

When revising, link opinions and reasons using words

phrases and clauses.

W.5.1

Students will write opinion/

persuasive pieces and will be

assessed using the 5th grade

District Scoring Guide.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Tex

t T

yp

es

an

d P

urp

ose

s

W.5.2

write informative/explanatory texts

to examine a topic and convey

ideas and information clearly.

Review author's purpose for

reading. Transfer author's purpose

from reading to writing.

a. introduce a topic clearly, provide

a general observation and focus,

and group related information

logically; include formatting (e.g.,

headings), illustrations, and

multimedia when useful to aiding

comprehension.

b. develop the topic with facts,

definitions, concrete details,

quotations, or other information and

examples related to the topic.

CA1, CA4

2.1,

Exte

nded T

hin

kin

g

W.5.2.a-b, d

Prior to Multicultural Week (in Jan/Feb), students will be

reading passages about inventors/ scientists from a variety

of cultures. Using information about one of the

inventors/scientists, students will create a brochure or

poster which includes topic introduction; general focus;

illustrations; and the following categories: brief biographical

information, major accomplishments, historical references.

The writing should be organized through text features

(headings, sections, illustrations). This could be a

multimedia project.

Students need a purposeful focus on choice-making

throughout ELA. For example, students need to be able to

choose precise vocabulary to explain their thinking about a

topic.

W.5.2.a-b, d

Students will write a multi-cultural

poster/brochure and will be

assessed using a teacher-


W.5.2.c, e

Student bread poster will be






CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Tex

t T

yp

es

an

d P

urp

ose

s

W.5.2

write informative/explanatory texts

to examine a topic and convey

ideas and information clearly.

Review author's purpose for

reading. Transfer author's purpose

from reading to writing.

c. link ideas within and across

categories of information using

words, phrases, and clauses (e.g.,

in contrast, especially).

d. use precise language and domain-

specific vocabulary to inform about

or explain the topic.

e. provide a concluding statement or

section related to the information or

explanation presented.

CA1, CA4

2.1,

Exte

nded T

hin

kin

g

W.5.2.c,e

Using Read for Real "Many Lands, Many Breads,"

students will create a poster advertising their favorite bread

(which must be a different bread from those in the text).

The poster will include the name of their bread; pricing;

illustrations; descriptive phrases about their bread; and a

concluding statement or section that tells why customers

should purchase their bread.

Students need a purposeful focus on choice-making

throughout ELA. For example, students need to be able to

choose precise vocabulary to explain their thinking about a

topic.

W.5.2.a-b, d

Student will write a multi-cultural

poster/brochure and will be



W.5.2.c, e

Student will link ideas from the

Read for Real "Many Lands,

Many Breads" unit with other

curricular areas for a bread

poster and will be assessed using

a teacher-created scoring guide.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Tex

t T

yp

es

an

d P

urp

ose

s

W.5.3

write narratives to develop real or

imagined experiences or events

using effective technique,

descriptive details, and clear event

sequences.

a. orient the reader by establishing a

situation and introducing a narrator

and/or characters; organize an

event sequence that unfolds

naturally.

b. use narrative techniques, such as

dialogue, description, and pacing, to

develop experiences and events or

show the responses of characters to

situations.

c. use a variety of transitional

words, phrases, and clauses to

manage the sequence of events.

d. use concrete words and phrases

and sensory details to convey

experiences and events precisely.

e. provide a conclusion that follows

from the narrated experiences or

events.

CA1, CA4

2.1

Exte

nded T

hin

kin

g

W.5.3

Write narratives using the following procedures:

W.5.3.a

Write two different introductions to the same event and

select one to use for their final copy.

W.5.3.b

Develop the body of the narrative with a Z Organizer or the

Triangle Square Circle organizer to develop characters,

setting, problem, and solution prior to writing.

W.5.3.c

When revising, use a variety of transitional words, phrases,

and clauses to sequence events.

W.5.3.d

When revising, use concrete words and phrases and

sensory details.

W.5.3.e

Students will write two concluding paragraphs and select

one to use for their final copy.

W.5.3

Student will write narratives and

will be assessed using the 5th

grade District Scoring Guide.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Pro

du

cti

on

an

d D

istr

ibu

tio

n o

f W

riti

ng

W.5.4

produce clear and coherent writing

in which the development and

organization are appropriate to task,

purpose, and audience. (Grade-

specific expectations for writing

types are defined in standards 1–3

above.)

W.5.5

with guidance and support from

peers and adults, develop and

strengthen writing as needed by

planning, revising, editing, rewriting,

or trying a new approach.

W.5.6

with some guidance and support

from adults, use technology,

including the Internet, to produce

and publish writing as well as to

interact and collaborate with others;

demonstrate sufficient command of

keyboarding skills to type a

minimum of two pages in a single

sitting.

CA1, CA4

2.1, 2.2, 2.7

W.5.4

Organize and maintain a writer's workshop and follow the

writing process.

W.5.5

Students develop and strengthen writing through in-depth

planning with a Z Organizer, revise by adding detail

sentences or descriptive words and phrases, edit for

conventions, and try a new approach to the beginning or

ending. Students need to understand how to change word

choice and sentence structure in their writing to strengthen

their piece. Students will work with peers or adults.

W.5.6

With guidance, students 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.

W.5.4

Students will produce clear and

coherent writing which will be

assesses using the 5th grade

District Scoring Guide or a


W.5.5

Student will develop and

strengthen writing and will be




W.5.6

As a cross-curricular activity with

Computer skills, students will use

technology to produce and

publish writing and will be







CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Res

ea

rch

to

Bu

ild

an

d P

res

en

t K

no

wle

dg

e

W.5.7

conduct short research projects that

use several sources to build

knowledge through investigation of

different aspects of a topic.

W.5.8

recall relevant information from

experiences or gather relevant

information from print and digital

sources; summarize or paraphrase

information in notes and finished

work, and provide a list of sources.

CA1, CA2,

CA3, CA4

1.1, 1.5

Exte

nded T

hin

kin

g

W.5.7

Students conduct a research project on a teacher assigned

topic or a topic of student's choice that uses several

sources and builds knowledge. Students will develop a

research question that helps bring focus to the topic.

W.5.8

Students locate/recall relevant information from print and

digital sources as well as integrate information from their

own experiences. Students take notes, organize their

information into categories, list their sources, summarize or

paraphrase information, and provide a list of resources

(author, title, page number)

W.5.7

Research project will be






CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Res

ea

rch

to

Bu

ild

an

d P

res

en

t K

no

wle

dg

e

W.5.9

draw evidence from literary or

informational texts to support

analysis, reflection, and research.

a. apply grade 5 Reading standards

to literature

(e.g., “Compare and contrast two or

more characters, settings, or events

in a story or a drama, drawing on

specific details in the text [e.g., how

characters interact]”).

b. apply grade 5 Reading standards

to informational texts (e.g., “Explain

how an author uses reasons and

evidence to support particular points

in a text, identifying which reasons

and evidence support which

point[s]”).

CA1, CA2,

CA3, CA4

1.5

W.5.9.a

Students will apply grade 5 reading standards (see RL and

RI) and use strategies for reading literary text as they

investigate topics. Students will refer to specific details in

the text when finding the similarities and differences

between two or more characters, settings, or events.

W.5.9.b

Students will apply grade 5 reading standards and use

strategies for reading informational text. As they

investigate topics, students give explanations about how

the author uses proof to support a point in a text such as

Read for Real . They must prove each point with evidence

from the text. Students will combine information from

several texts about the same subject in a written or oral

response that demonstrates knowledge of the subject.

W.5.9

Students will draw evidence from

texts to support analysis,

reflection, and research as

measured by a teacher-created

scoring guide.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Ran

ge

of

Wri

tin

g W.5.10

write routinely over extended time

frames (time for research,

reflection, and revision) and shorter

time frames (a single sitting or a day

or two) for a range of discipline-

specific tasks, purposes, and

audiences.

CA1

2.1

W.5.10

Students write routinely over extended time frames for a

range of discipline-specific tasks, purposes, and

audiences. Task (type of writing assignment), audience

(the intended reader), and purpose (the writer's designated

reason for writing) should be reflected in the student's

development of a topic related to the content area for

which they are writing about. Participate in writer's

workshop, diaries and journal entries, letter writing, and/or

literature response.

W.5.10

Student writing will be assesses

using the 5th grade District

Scoring Guide or a teacher-





CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:

Co

mp

reh

en

sio

n a

nd

Co

lla

bo

rati

on

SL.5.1

engage effectively in a range of

collaborative discussions (one-on-

one, in groups, and teacher-led)

with diverse partners on grade 5

topics and texts, building on others’

ideas and expressing their own

clearly.

a. come to discussions prepared,

having read or studied required

material; explicitly draw on that

preparation and other information

known about the topic to explore

ideas under discussion.

b. follow agreed-upon rules for

discussions and carry out assigned

roles.

CA1, CA2,

CA3, CA4

1.5, 2.1, 2.3

SL.5.1

Students will engage in whole class, small group, and

partner collaborative conversations and develop skills in

active listening and group discussion (looking at the

speaker, turn taking, linking ideas to the speakers' ideas,

sharing the floor, etc.).

Prompt: Why is being able to effectively function in a

collaborative group a necessary skill?

What criteria could be used to measure the effectiveness

of a group?

How do delivery techniques change in relation to audience

and purpose or content?

What makes an effective discussion?

How can everyone contribute without a few people

dominating the discussion?

SL.5.1.a

Students will read or study required material and draw on

that preparation and other information known about the

topic to explore ideas.

SL.5.1.b

Students will follow agreed-upon rules for discussions and

carry out assigned roles. Students will share roles of

participant, leader, and observer.

SL.5.1

Students will engage in

collaborative discussions as

measured by a teacher-created

rubric for students to self-

evaluate and peer-evaluate

participation.


CCSS Strand: Speaking and Listening (SL)

Show-Me Standards




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Co

mp

reh

en

sio

n a

nd

Co

lla

bo

rati

on

SL.5.1

c. pose and respond to specific

questions by making comments that

contribute to the discussion and

elaborate on the remarks of others.

d. review the key ideas expressed

and draw conclusions in light of

information and knowledge gained

from the discussions.

SL.5.2

summarize a written text read aloud

or information presented in diverse

media and formats, including

visually, quantitatively, and orally.

SL.5.3

summarize the points a speaker

makes and explain how each claim

is supported by reasons and

evidence.

CA1, CA2,

CA3, CA4

1.7, 2.1

SL.5.1.c

Students will pose and respond to specific questions

during Literature Circles and other group activities.

SL.5.1.d

Students will review the key ideas expressed and draw

conclusions from discussions.

SL.5.2

Using Somebody-Wanted-But-So or Triangle Square

Circle , students will summarize a written, read aloud, or

information presented in diverse media and formats.

SL.5.3

Using a Z Organizer, students will summarize the points a

speaker makes and explain how each claim is supported

with evidence. Students are expected to be able to identify

the reasons and evidence a speaker provides to support

claims. This can be done through listening, questioning,

and gathering information for deeper understanding of a

topic.

SL.5.2

Students will summarize a written

text read aloud or information

presented as assessed with a


SL.5.3

Students will summarize the

points a speaker makes and

explain how each claim is

supported by reasons as

assessed with a teacher-created

scoring guide.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Pre

se

nta

tio

n o

f K

no

wle

dg

e a

nd

Id

ea

s

SL.5.4

report on a topic or text or present

an opinion, sequencing ideas

logically and using appropriate facts

and relevant, descriptive details to

support main ideas or themes;

speak clearly at an understandable

pace.

SL.5.5

include multimedia components

(e.g., graphics, sound) and visual

displays in presentations when

appropriate to enhance the

development of main ideas or

themes.

SL.5.6

adapt speech to a variety of

contexts and tasks, using formal

English when appropriate to task

and situation.

CA1, CA4,

CA5, CA6

2.1, 2.7

SL.5.4

Students will report on a topic or text or present an opinion,

sequencing and using facts and relevant, descriptive

details to support main idea; speak clearly at an

understandable pace and in coherent sentences. Having

the opportunity to present a personal opinion is important

in fifth grade.

SL.5.5

Students will include multimedia components and visual

displays in presentations. Students will combine audio

recordings and visual displays when appropriate to

enhance the development of main ideas or themes.

SL.5.6

Students will adapt speech to a variety of contexts and

tasks such as in small-group discussions and formal

presentations. Fifth graders should be comfortable

adapting their speech to a variety of contexts and tasks.

SL.5.4

1. As a cross-curricular activity

with Computer skills, students will

report on a topic as evaluated on

the content of the report as

measured by a scoring guide.

2. Students will present an

opinion as evaluated using by the

district writing scoring guide.

SL.5.5

As a cross-curricular activity with

Computer skills, students will

include multimedia components

to enhance the development of

the main idea or theme of a

teacher-determined topic as

measured by a scoring guide.

SL.5.6

Teacher observation




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:

Co

nv

en

tio

ns

of

Sta

nd

ard

En

glis

h

L.5.1

demonstrate command of the

conventions of standard English

grammar and usage when writing or

speaking.

a. explain the function of

conjunctions, prepositions, and

interjections in general and their

function in particular sentences.

b. form and use the perfect (e.g., I

had walked; I have walked; I will

have walked) verb tenses.

c. use verb tense to convey various

times, sequences, states, and

conditions.

CA1, CA4

1.6

Str

ate

gic

Thin

kin

g

L.5.1

Students will demonstrate command of conventions in the

context of reading, writing, speaking, listening, and

viewing.

L.5.1.a

After using Schoolhouse Rock mini-lessons, students will

show understanding of conjunctions, prepositions, and

interjections in speaking with a small group, in pictures, or

in sentence form.

L.5.1.b

After a mini-lesson on verb tenses, students will use

Numbered Heads Together to form teacher assigned

perfect verb tenses.

(http://www.teachervision.fen.com/group-work/cooperative-

learning/48538.html)

L.5.1.c

Students will compose a present tense paragraph.

Students will then revise the paragraph to show past tense,

and/or future tense. (States: be verbs or emotional

states/conditions, e.g., I love/want/prefer/doubt...)

L.5.1.a



L.5.1.b

All students need to be prepared

to share out because a

representative of the group will

randomly be called upon for an

answer.

L.5.1.c

Students will be assessed using a

teacher-created scoring guide to

determine effective verb tense

usage. Students will correct and

revise as needed.


CCSS Strand: Language (L)

Show-Me Standards




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Co

nv

en

tio

ns

of

Sta

nd

ard

En

glis

h

L.5.1



grammar and usage when writing or

speaking.

d. recognize and correct

inappropriate shifts in verb tense.*

e. use correlative conjunctions (e.g.,

either/or, neither/nor).

D.g. practice cursive in daily work

and write signature in cursive.

CA1, CA4

1.6

Str

ate

gic

Thin

kin

g

L.5.1.d

Through teacher modeling, conferencing, and reteaching,

students will recognize and correct inappropriate shifts in

verb tense.

L.5.1.e

Students will compose sentences containing correlative

conjunctions (e.g., both...and, not only...but also, just

as...so)

Emphasis is on the function of conjunctions, prepositions,

interjections, and verb tenses.

DL.5.1.g

Students will practice cursive in daily work and write

signature in cursive. Teachers will write in both manuscript

and cursive.

L.5.1.d



L.5.1.e

Correlative Conjunction Student

Sages will monitor or assess

student correlative conjunction

use.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Co

nv

en

tio

ns

of

Sta

nd

ard

En

glis

h

L.5.2



capitalization, punctuation, and

spelling when writing.

a. use punctuation to separate

items in a series.*

b. use a comma to separate an

introductory element from the rest of

the sentence.

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?).

d. use underlining, quotation marks,

or italics to indicate titles of works.

e. spell grade-appropriate words

correctly, consulting references as

needed.

CA1, CA4

1.6

L.5.2

Students will demonstrate command of the conventions

with Daily Oral Language and Daily Language Review.

L.5.2.a

Through teacher modeling, conferencing, and reteaching,

students will use punctuation to separate three or more

items in a series.

L.5.2.b

Students will use a comma to separate an introductory

element from the rest of the sentence. With conventions,

students must become more adept in the use of commas.

L.5.2.c

After working in pairs, students will independently compose

sentences, using commas to set off the words yes and no,

to set off a tag question from the rest of the sentence, and

to indicate a direct address.

L.5.2.d

In written work, students will correctly use underlining,

quotation marks, or italics to indicate titles of works.

(Italics [or underlining] are primarily used to punctuate the

titles of full-length works that are published separately.

Quotation marks are used to punctuate titles of short

works and [arts of other works.)

L.5.2.a

Students will use punctuation as

assessed through teacher

observation.

L.5.2.b

Students will use a comma to

separate an introductory element

as assessed through teacher

observations.

L.5.2.c

Students will use a comma to set

off words as assessed with a


L.5.2.d

In written work, students will

correctly use underlining,

quotation marks, or italics to

indicate titles of works.

L.5.2.e

Students spell grade-appropriate

words correctly on the weekly

spelling test and on final copies of

writing.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Kn

ow

led

ge o

f L

an

gu

ag

e

L.5.3

use knowledge of language and its

conventions when writing, speaking,

reading, or listening.

a. expand, combine, and reduce

sentences for meaning,

reader/listener interest, and style.

b. compare and contrast the

varieties of English (e.g., dialects,

registers) used in stories, dramas,

or poems.

CA1, CA4

L.5.3.a

1) Students will use a Sentence Pyramid to expand

sentences for meaning, interest, and style.

2) After teacher modeling, students will revise by

expanding, combining, and reducing sentences for

meaning, interest, and style.

L.5.3.b

Using Think Pair Share, students will compare and

contrast the varieties of English used in stories, dramas, or

poems.

Students will need strategies for reading across various

authors and genres to compare writing styles and effects

of language usage.

Students will use what they know about HOW language

works when they write, speak, read, and listen.

L.5.3.a

Students will use knowledge of

language and conventions as

assessed through teacher

observations and scoring guides.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Vo

ca

bu

lary

Ac

qu

isit

ion

an

d U

se

L.5.4

determine or clarify the meaning of

unknown and multiple-meaning

words and phrases based on grade

5 reading and content, choosing

flexibly from a range of strategies.

a. use context (e.g., cause/effect

relationships and comparisons in

text) as a clue to the meaning of a

word or phrase.

b. use common, grade-appropriate

Greek and Latin affixes and roots as

clues to the meaning of a word

(e.g., photograph, photosynthesis).

c. consult reference materials (e.g.,

dictionaries, glossaries,

thesauruses), both print and digital,

to find the pronunciation and

determine or clarify the precise

meaning of key words and phrases.

DL.5.4.d

use listed prefixes and suffixes to

determine meaning in reading,

writing, speaking.

CA1, CA2,

CA3, CA4

1.6

L.5.4.a

Student will use context as a clue to the meaning of a word

or phrase.

L.5.4.b

Students will use common, grade-appropriate Greek and

Latin affixes and roots as clues to word meanings.

L.5.4.c

Students will consult reference materials to find the

pronunciation and determine or clarify the precise meaning

of key words and phrases.

DL.5.4.d

Use spelling patterns from weekly grade-level spelling lists

to determine meaning in reading, writing, and speaking.

The overall focus of language learning in regards to

vocabulary acquisition is to guide students as they make

purposeful language choices in writing and speaking in

order to communicate effectively in a wide range of print

and digital texts.




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Vo

ca

bu

lary

Ac

qu

isit

ion

an

d U

se

L.5.5

demonstrate understanding of

figurative language, word

relationships, and nuances in word

meanings.

a. interpret figurative language,

including similes and metaphors, in

context.

b. recognize and explain the

meaning of common idioms,

adages, and proverbs.

c. use the relationship between

particular words (e.g., synonyms,

antonyms, homographs) to better

understand each of the words.

CA1, CA2,

CA3, CA4

1.5

L.5.5.a

Students will interpret figurative language in context.

(http://languagearts.mrdonn.org/figurative2.html)

L.5.5.b

Students will recognize and explain the meaning of

common idioms, adages, and proverbs.

(idioms http://www.englishdaily626.com/idioms.php

http://www.readwritethink.org/files/resources/interactives/id

ioms/

adages

http://academic.scranton.edu/faculty/cannon/methods01/a

dages.html

proverbs http://www.manythings.org/c/r.cgi/proverbs,u)

L.5.5.c

Students will use the relationship between particular words

to better understand each word.

Learning words includes understanding and interpreting

the meaning of similes, metaphors, idioms, adages, and

proverbs; demonstrating understanding of relationships

between words (synonyms and antonyms); growing

vocabulary by using known word parts (Greek and Latin

affix and root) to acquire unknown words; and developing

print and digital reference use (glossary, dictionary, and

thesaurus).




CCR

Anchor

Standard


Show Me

StandardsDOK



The students will:



Show-Me Standards

Vo

ca

bu

lary

Ac

qu

isit

ion

an

d U

se

L.5.6

acquire and use accurately grade-

appropriate general academic and

domain-specific words and phrases,

including those that signal contrast,

addition, and other logical

relationships (e.g., however,

although, nevertheless, similarly,

moreover, in addition).

CA1, CA2,

CA3, CA4

1.5

L.5.6

Students will acquire and use academic words and

phrases.

Tier 1: words of everyday speech

Tier 2: general academic vocabulary words that appear in

informational, technical, and literary texts

Tier 3: words that are specific to a domain or field of study

and key to understanding a new concept within a text.

