english language arts curriculum - wjhsd.net 15162.docx · web viewsummarize the text. cc1.3.5.b...

2015-2016

English Language Arts: Fifth GradeIn fifth grade students will continue to develop their reading and writing skills utilizing grade-appropriate text and

resources. Reading instruction should utilize both fiction and non-fiction resources; non-fiction resources should be used half of the time with fictional text constituting the other half. Students will continue to develop their comprehension skills text analysis. Students in fifth grade will complete a novel study. Fifth grade novel selections include: Frindle by Andrew Clements, The Lion, the Witch, and the Wardrobe by C. S. Lewis, and George Washington’s Socks by Elvira Woodruff.

Writing skills continue to focus on the citing evidence to support arguments and provide evidence. Students in fifth grade will write narrative, argumentative, and explanatory pieces. When appropriate, students will be expected to produce five paragraph essays.

Grammar instruction will continue to develop skills related to sentence structure, subject-verb and pronoun-antecedent agreement. In addition, students will work on verb tenses and conjunctions.

Course Information:Frequency & Duration: Daily for 180 minutesText: Treasures (2011), McGraw Hill

Items that are in italics are suggested supplemental readings; they are not required.Novels: Frindle by Andrew Clements (Lexile 830)

The Lion, the Witch, and the Wardrobe by C. S. Lewis (Lexile 940)George Washington’s Socks by Elvira Woodruff (Lexile 840) nonfiction

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English Language Arts: Fifth Grade v. 2015-2016Duration: August/September (3 weeks)

Reading Skills Grammar Writing

Content Fictional novel study Parts of speech review Complete sentences Spelling

Five paragraph essay review Narrative response with

dialogue

Essential Question:

How does what readers read influence how they should read?

How do grammar and the conventions of language influence spoken and written communication?

What will work best for the audience?

Skills:

Explain how chapters, scenes, or stanzas of a literary text fit together and provide overall structure.

Word Analysis Skills Fluency Text Structure (Between

Chapters) Literary elements Text evidence inferences Summarizing Theme Word meaning Vocabulary

Adjective Adverb Nouns Complete sentences Combining sentences Dialogue Spelling

Introduction Narrative content Organization Style Conventions Writing Process Range of Writing Publishing Descriptive/detailed writing Dialogue

Assessment:

Given a grade level story, drama, or poem, students will explain how the chapters, scenes, or stanzas fit together.

Given a literature grade level text, students will

Compare and contrast 2 or more characters, settings, or events

Give a direct quote from the

The students will:

Distinguish between the parts of speech

Produce complete sentences Recognize and correct

fragments and run-ons Punctuate dialogue correctly Expand, combine, and reduce

sentences for meaning, reader/listener interest, and

Students will: Compose a narrative either

real or imagined Compose and introduction

that establishes a situation and introduces a narrator and/or characters

Compose a narrative that conveys experiences or events through the use of :

Dialogue2

English Language Arts: Fifth Grade v. 2015-2016text that supports and inference

Determine the theme Cite supporting details Summarize Determine the meaning of

unknown words and phrases and multiple meaning words

style. Choose words and phrases to

convey ideas precisely Spell grade appropriate

words correctly

DescriptionPacingConcrete words and

phrasesSensory details

Organize events in a sequence that unfold naturally using a variety of transitional words and phrases

Provide a conclusion Include sentences of varying

length Expand, combine, and reduce

sentences Demonstrate a grade

appropriate command of conventions

Employ the writing process with guidance and support from peers and adults

Use technology and keyboarding skills to publish writing

Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences

Resources:

Choose one novel to complete during the course of the school year. Insert into curriculum as you see fit.

Suggested Novel: Frindle by Andrew Clements

Resources can be found throughout the series or supplemented by the teacher.

Teacher will have to supplement resourcesUnit 1 Week 1: Focus on a Moment

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English Language Arts: Fifth Grade v. 2015-2016Standards: CC.1.3.5.E Explain how a series of

chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.CC1.1.5.D, CC1.3.5.A, CC1.3.5.B, CC1.3.5.C, CC1.3.5.D, CC1.3.5.E, CC1.3.5.F, CC1.3.5.H, CC1.3.5.I, CC1.3.5.J, CC1.3.5.K

CC.1.4.5 R Demonstrate a grade appropriate command of the conventions ofstandard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.5.M Write narratives to develop real or imagined experiences or events.CC.1.4.5.N Orient the reader by establishing a situation and introducing a narrator and/or characters.CC.1.4.5.O Use narrative techniques such asdialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely.CC.1.4.5.P Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events.CC.1.4.5.Q Write with an awareness of style.• Use sentences of varying length.• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.CC.1.4.5.R Demonstrate a grade appropriate command of the conventions ofstandard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.5.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

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English Language Arts: Fifth Grade v. 2015-2016editing, rewriting, or trying a new approach.CC.1.4.5.U With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command ofkeyboarding skills to type a minimum of two pages in a single sitting.CC.1.4.5.X Write routinely overextended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for arange of discipline specific tasks, purposes, and audiences.

Comments:

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Duration: September/October (4 weeks)Reading Skills Grammar Writing

Content Fiction: inferences,

summaries, theme, literary elements

Prepositions Spelling

Introduce Text Dependent Analysis with RACED

4 TDA response correlated with stories:

1. Goin’ Someplace Special TDA2. The Night of San Juan TDA3. Combined TDA with both

stories4. Shiloh TDA

Essential Question:

How do comprehension skills help me understand fictional selections?


How can writing facilitate and deepen understanding?

Skills:

Literary elements Text evidence inferences Summarizing Theme Word meaning Text features (paired

selection) Word Analysis Skills Fluency Vocabulary Range of reading

Prepositional phrases Spelling

Response to literature Develop an analysis using a

variety of evidence from text to support claims, opinions, ideas, and inferences

Introduce academic writing

Assessment:

Given a literature grade level text, students will:


Give a direct quote from the text that supports and inference

Determine the theme Cite supporting details

Students will: Explain the function of

prepositions in general and their function in particular sentences

Spell grade appropriate words correctly

The students will: Cite evidence from the text to

support positions or claims Group related information

logically and link ideas by using words, phrases, and clauses

Include precise language, domain specific vocabulary, and sentences of varying

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English Language Arts: Fifth Grade v. 2015-2016 Summarize Determine the meaning of


length

Resources:

Goin’ Someplace Special- character and settingShiloh- Make inferencesThe Night of San Juan- problem and solutions and comparing character’s point of view (grandma vs. sisters)** Note CC.1.3.5.C Reading series does not fully address this standard. Must supplement.

Resources can be found in the following stories:

WeslandiaResources may be supplemented by the teacher

Resources may be supplemented by the teacher.

Standards: CC.1.1.5.D Know and apply grade‐level phonics and word analysis skills in decoding words.• Use combined knowledge of all letter‐sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.CC.1.1.5.E Read with accuracy and fluency to support comprehension.• Read on‐level text with purpose and understanding.• Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.CC1.2.5.G Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question

CC.1.4.5 R Demonstrate a grade appropriate command of the conventions ofstandard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.5.I Provide reasons that are supported by facts and details; draw from credible sources.CC.1.4.5.J Create an organizational structure that includes related ideas grouped to support the writer’s purpose; link opinion and reasons using words, phrases, and clauses; provide a concluding statement or section related to the opinion.CC.1.4.5.K Write with an awareness of style.• Use sentences of varying length.• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.CC.1.4.5.S Draw evidence fromliterary or informational texts to support analysis, reflection, and research, applying grade‐level reading standards for literature and informational texts.

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English Language Arts: Fifth Grade v. 2015-2016quickly or to solve a problem efficiently.CC.1.3.5.A Determine a theme of a text from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.CC1.3.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences.CC.1.3.5.C Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.CC.1.3.5.F Determine the meaningof words and phrases as they are used in grade level text, including interpretation of figurative language.CC.1.3.5.H Compare and contrast texts in the same genre on their approaches to similar themes and topics as well as additional literary elements.CC.1.3.5.I Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.CC.1.3.5.J Acquire and use accurately grade appropriate conversational, general academic, and domain specific words and phrases, including those that signal contrast, addition, and other logical relationships.

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English Language Arts: Fifth Grade v. 2015-2016CC.1.3.5.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

Comments:

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English Language Arts: Fifth Grade v. 2015-2016Duration: October / November (6 weeks)


Content Nonfiction Verbs

Spelling Informational / Explanatory

Writing Review – 4 TDAs – one for each story

Essential Question:

How do readers’ know what to believe in what they read, hear, and view?


What makes clear and effective writing?

Skills:

Word analysis Fluency Main idea and details Summarizing Text evidence; inferences Text structure Word meaning Text features Range of reading Vocabulary

Shifts in verb tense Use verb tense to convey

various times, sequences, states, and conditions

Perfect Verb tense Subject/verb agreement Pronoun/antecedent

agreement Correlative conjunctions

(either/or, neither/nor) Spelling

Introductory paragraph Content development Organization Style Conventions

Assessment:

Given an informational grade level text students will:

Determine 2 or more main ideas and details and use it to give a summary


Use text structure to interpret information

Determine the meaning of words and phrases

Answer questions based on text features

The students will: Recognize and correct shifts

in verb tense Use verb tense to convey

various times, sequences, states, and conditions

Form and use the perfect verb tenses (I had walked; I have walked)

Ensure subject/verb and pronoun-antecedent agreement

Use correlative conjunctions correctly

Students will: Compose a 5 paragraph

informational/explanatory essay that clearly conveys ideas

Compose and introductory paragraph that provides a general observation and focus through a thesis statement

Compose 3 supporting/body paragraphs that develop the topic with facts, definitions, details, quotations and

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English Language Arts: Fifth Grade v. 2015-2016 Acquire and use grade

specific vocabulary words and phrases

Use strategies and tools to determine the meaning of unknown or multiple meaning words

Read grade level nonfiction/informational text independently and proficiently


examples Group related information


Provide a concluding paragraph

Include precise language, domain specific vocabulary, and sentences of varying length

Demonstrate a grade appropriate command of conventions

Employ the writing process with guidance and support from peers and adults

Use technology and keyboarding skills to publish


Resources:

Maya Lin, Architect of Memory paired with Ellis Island leveled readerHidden WorldsRattlers!These Robots are Wild*Note: You may find it necessary to supplement with additional resources.


The Golden Mare, the Firebird, and the Magic Ring.

Spirit of EnduranceResources may be supplemented by the teacher.

Teacher will have to supplement resources

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English Language Arts: Fifth Grade v. 2015-2016Standards: CC.1.2.5.A Determine two or more

main ideas in a text and explain how they are supported by key details; summarize the text.CC.1.2.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences.CC.1.2.5.E Use text structure, in and among texts, to interpret information (e.g., chronology, comparison, cause/effect, problem/solution).CC.1.2.5.F Determine the meaning of words and phrases as they are used in grade level text, including interpretation of figurative language.CC.1.2.5.G Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.CC.1.2.5.J Acquire and use accurately grade appropriate conversational, general academic, and domain‐specific words and phrases, including those that signal contrast, addition, and other logical relationships.CC.1.2.5.K Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.CC.1.2.5.L Read and comprehend

CC.1.4.5 F CC.1.4.5.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.CC.1.4.5.B Identify and introduce the topic clearly.CC.1.4.5.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.E05C.1.2.2 E05E.1.1.2CC.1.4.5.D Group related information logicallylinking ideas within and across categories ofinformation using words, phrases, and clauses; provide a concluding statement or section; include formatting when useful to aiding comprehension.CC.1.4.5.E Write with an awareness of style.• Use precise language and domain‐specific vocabulary to inform about or explain the topic.• Use sentences of varying length.CC.1.4.5.F Demonstrate a grade appropriatecommand of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.5 T, CC.1.4.5 U, CC.1.4.5 X

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English Language Arts: Fifth Grade v. 2015-2016literarynonfiction and informational text on grade level, reading independently and proficiently.CC1.1.5.D, CC1.1.5E

Comments:

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English Language Arts: Fifth Grade v. 2015-2016Duration: December (2 weeks)

Reading Skills Grammar WritingContent Poetry and Figurative

Language Frequently confused words Spelling

Narrative: poetry

Essential Question:

How does what readers’ read influence how it should be read?


What makes clear and effective writing, and what is the purpose?

Skills:

Theme Inferences Word meaning Figurative language

( metaphor, simile, personification)

Idioms, adages, proverbs Multimedia integration Range of reading

Correctly use frequently confused words

Spelling

Use narrative techniques such as dialogue, description, and pacing to develop experiences and events or to show the responses of characters to situations

Assessment:

Given grade level poetry, students will:

Determine the theme and cite evidence

Summarize a poem Give a direct quote from the

poem that supports an inference

determine the meaning of unknown words and phrases

analyze how multimedia elements associated with a text enhance its meaning, tone, or beauty

read grade level poems independently and proficiently

Students will: correctly use frequently

confused words (e.g. to, too, two, there, their, they’re)


Students will: compose a poem that

incorporates figurative language.

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English Language Arts: Fifth Grade v. 2015-2016 interpret the meaning of

figurative language Determine the meaning of

unknown idioms, adages, and proverbs

Resources:

Poetry4kids.com (classic poems or poems by reading level)Learnzillion.com 5th grade ELA literature lessons on poetry- “Casey at the Bat” “A Patch of Old Snow”2014 ELA released item “First Men on the Moon”* Note: You may find it necessary to supplement with additional resources.


The Golden Mare, the Firebird, and the Magic Ring.

Goin’ Someplace Special



Standards:

CC.1.3.5.E Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.CC.1.3.5.G Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).CC.1.3.5.H Compare and contrast texts in the same genre on their approaches to similar themes and topics as well as additional literary elements.CC.1.3.5.A, CC.1.3.5.B, CC.1.3.5.F, CC.1.3.5.J, CC.1.3.5.K

CC.1.4.5.O Use narrative techniques such asdialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely.

CC.1.4.5.Q Write with an awareness of style.• Use sentences of varying length.• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Comments: For multimedia elements, this could be a video or audio version of poems. For writing, students may compose a poem in a similar style, or has a similar theme of one that has been studied.

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English Language Arts: Fifth Grade v. 2015-2016

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Duration: January (4 weeks)Reading Skills Grammar Writing

Content Nonfiction Punctuation: the comma Spelling

2 Text Dependent Analysis – one for each story

Essential Question:

How does interaction with text provoke thinking and response?



Skills:

Text analysis Point of view Author’s perspective Evaluate the argument and

specific claims in a text Analyze the structure of a

text

Commas in a series Conjunctions Introductory elements Commas to set off yes, no Interjections Commas to set off a tag

question Commas to indicate a direct

address Spelling

Introductory paragraph Content development Organization Style Response to literature

Assessment:

Given multiple grade level texts, students will:

Explain the relationship between two or more individuals, events, ideas, concepts in a text

Note the similarities and differences in various points of view of the same event or topic

Support author’s perspective through text based evidence

Evaluate the validity and reasoning as well as the relevance and sufficiency of

The students will: Use commas to separate

items in a series Explain the function of

conjunctions in general and their function in sentences

Use a comma to separate and introductory element from the rest of the sentence

Use a comma to set off the words “yes” and “no”

Use a comma to set off a tag question from the rest of the sentence

Use a comma to indicate a

Informational TDA: Compose and introductory

paragraph that provides a general observation and focus through a thesis statement

Compose 3 supporting/body paragraphs that develop the topic with facts, definitions, details, quotations and examples

Group related information logically and link ideas by using words, phrases, and clauses

17

English Language Arts: Fifth Grade v. 2015-2016the evidence.

Analyze how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

direct address Correctly punctuate

interjections Explain the function of

interjection in general and their function in sentences




Opinion/argumentative TDA: Compose an introductory

paragraph that states am opinion and gives arguments through a thesis statement

Compose supporting/body paragraphs that develop and argument, supported by facts and details while drawing from credible sources

Group information to support the writer’s opinion by linking opinions and reasons using words, phrases, and clauses

Provide a concluding statement

Resources:

Up in the AiHindenburg supplemental materials (extension project)HurricanesHurricane Katrina supplemental materials (extension project)* Note: You will need to supplement with additional resources


2013-2014 ELA released items- Eagles articles*Note: Check for current year’s released TDA item.* Note: You will need to supplement with additional resources

18


Standards:

CC.1.2.5.C Explain the relationships orinteractions between two or more individuals, events, ideas, or concepts in a text based on specific information in the text.CC.1.2.5.D Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.CC.1.2.5.H Determine how an author supports particular points in a text through reasons and evidence.CCSS R.CCR.8CCSS R.CCR.5

CC.1.4.5 RCC1.4.5 L

CC.1.4.5.H Introduce the topic and state an opinion on the topic.CC.1.4.5.I Provide reasons that are supported by facts and details; draw from credible sources.CC.1.4.5.J Create an organizational structure that includes related ideas grouped to support the writer’s purpose; link opinion and reasons using words, phrases, and clauses; provide a concluding statement or section related to the opinion.CC.1.4.5.K Write with an awareness of style.• Use sentences of varying length.• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.CC.1.4.5.S Draw evidence fromliterary or informational texts to support analysis, reflection, and research, applying grade‐level reading standards for literature and informational texts.CC.1.4.5B, CC.1.4.5C, CC.1.4.5D, CC.1.4.5E

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English Language Arts: Fifth Grade v. 2015-2016Duration: February ( 4 weeks)


Content Text Dependent Analysis Fiction: inferences,


Punctuation: the comma Spelling

Text Dependent Analysis

Essential Question:

How does interaction with text provoke thinking and response?



Skills:

Text analysis Point of view Author’s perspective Literary elements Summarizing Theme Text Features Fluency

Commas in a series Conjunctions Introductory elements Commas to set off yes, no Interjections Commas to set off a tag

question Commas to indicate a direct

address Spelling

Introductory paragraph Content development Organization Style Response to literature

Assessment:





Determine the theme Cite supporting details

The students will: Use commas to separate

items in a series Explain the function of

conjunctions in general and their function in sentences

Use a comma to separate and introductory element from the rest of the sentence

Use a comma to set off the words “yes” and “no”

Use a comma to set off a tag question from the rest of the sentence

Informational TDA: Compose and introductory

paragraph that provides a general observation and focus through a thesis statement

Compose 3 supporting/body paragraphs that develop the topic with facts, definitions, details, quotations and examples

Group related information logically and link ideas by using words, phrases, and

20

English Language Arts: Fifth Grade v. 2015-2016 Summarize Give a direct quote from the

text that supports an inference

Identify elements of a drama

Use a comma to indicate a direct address

Correctly punctuate interjections

Explain the function of interjection in general and their function in sentences


clauses Provide a concluding

paragraph Include precise language,

domain specific vocabulary, and sentences of varying length

Opinion/argumentative TDA: Compose an introductory


Compose supporting/body paragraphs that develop and argument, supported by facts and details while drawing from credible sources

Group information to support the writer’s opinion by linking opinions and reasons using words, phrases, and clauses

Provide a concluding statement

Resources:

2013-2014 ELA released items- Eagles articles*Note: Check for current year’s released TDA item.Catch of the Day* Note: You will need to supplement with additional resources


2013-2014 ELA released items- Eagles articles*Note: Check for current year’s released TDA item.* Note: You will need to supplement with additional resources

Standards: CC.1.2.5.C Explain the relationships orinteractions between two or more individuals, events, ideas, or concepts in a text based on specific information in the text.

CC.1.4.5 RCC1.4.5 L

CC.1.4.5.H Introduce the topic and state an opinion on the topic.CC.1.4.5.I Provide reasons that are supported by facts and details; draw from credible sources.CC.1.4.5.J Create an organizational

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English Language Arts: Fifth Grade v. 2015-2016CC.1.2.5.D Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.CC.1.2.5.H Determine how an author supports particular points in a text through reasons and evidence.

structure that includes related ideas grouped to support the writer’s purpose; link opinion and reasons using words, phrases, and clauses; provide a concluding statement or section related to the opinion.CC.1.4.5.K Write with an awareness of style.• Use sentences of varying length.• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.CC.1.4.5.S Draw evidence fromliterary or informational texts to support analysis, reflection, and research, applying grade‐level reading standards for literature and informational texts.CC.1.4.5B, CC.1.4.5C, CC.1.4.5D, CC.1.4.5E

Comments:

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English Language Arts: Fifth Grade v. 2015-2016Duration: March (4 weeks)


Content Multi-Text integration unit Punctuation: The comma Indicating works Spelling

Opinion/Argumentative Writing

TDA – Sleds on Boston Common

Essential Question:

How do strategic readers create meaning from informational and literary text?


How does a reader know a source can be trusted?

Skills:

Text evidence; inferences Summarizing Word meaning Fluency Vocabulary Range of reading Word analysis Text features Text analysis Point of view Author’s perspective

Commas to set off a tag question

Commas to indicate a direct address

Punctuation to indicate titles of works

Spelling

Introductory paragraph Content development Organization Style Response to literature Conventions

Assessment:

*Note: A TDA will need to be developed to assess the final three skills



Cite supporting details Summarize Determine the meaning of


Read grade level fictional text

Students will: Use a comma to set off a

tag question from the rest of the sentence

Use a comma to indicate a direct address

Use underlining, quotation marks, or italics to indicate titles of works.

Spell grade appropriate words correctly.


opinion essay. Compose an introductory


Compose 3 supporting/body paragraphs that develop and argument, supported by facts and details while drawing from credible sources

Group information to support the writers opinion by linking opinions and reasons using

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English Language Arts: Fifth Grade v. 2015-2016independently and proficiently

Given an informational grade level text students will:


Determine the meaning of words and phrases

Answer questions based on text features

Acquire and use grade specific vocabulary words and phrases

Use strategies and tools to determine the meaning of unknown or multiple meaning words

Read grade level nonfiction/informational text independently and proficiently





words, phrases, and clauses Provide a concluding

statement Demonstrate grade

appropriate command of conventions.

Resources: Letters from the Revolution Resources can be found throughout Teacher will have to supplement 24

English Language Arts: Fifth Grade v. 2015-2016Sleds on Boston CommonPaul Revere’s RideA Shot Heard Around the World leveled reader*Note: This unit needs to be aligned with the social studies American Revolution unit.

the series or supplemented by the teacher.

resources.

A suggested assignment would be to write an opinion piece from the point of view of a separatist or a loyalist.

Standards:

CC.1.2.5.I Integrate information from several texts on the same topic to demonstrate understanding of that topic.CC.1.1.5.D, CC.1.1.5.E, CC1.2.5.G, CC1.3.5.B, CC.1.3.5.C , CC.1.3.5.F, CC.1.3.5.I, CC.1.3.5.J, CC.1.3.5.K, CC.1.2.5 B, CC.1.2.5E. CC.1.2.5F, CC.1.2.5G, CC.1.2.5H, CC.1.2.5J, CC.1.2.5K, CC.1.2.5L

CC.1.4.5 L CC1.4.5 G, CC1.4.5 H, CC1.4.5 I, CC1.4.5J, CC1.4.5K, CC1.4.5L

Comments: This is a cumulating unit that reviews all of the previously taught skills. Please reference the assessments section for the skills that will be focused on.

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English Language Arts: Fifth Grade v. 2015-2016Duration: April (3 weeks)


Content Historical Fiction Novel Study

OR Fiction Novel Study

Grammar Review Spelling Text Dependent Analysis

Essential Question:

What is this text really about? How do readers know what to believe?



Skills:

Explain how chapters, scenes, or stanzas of a literary text fit together and provide overall structure

Word Analysis Skills Fluency Text Structure (Between

Chapters) Literary elements Text evidence inferences Summarizing Theme Word meaning Vocabulary

Perfect Verb tense Produce complete sentences,

recognizing and correcting inappropriate fragments and run-ons

Recognize and correct inappropriate shifts in verb tense

Spelling

Response to literature Develop an analysis using a

variety of evidence from text to support claims, opinions, ideas, and inferences

Assessment:

Given a grade level story, drama, or poem, students will explain how the chapters, scenes, or stanzas fit together



Give a direct quote from the text that supports and

The students will: Recognize and correct

fragments and run-ons Recognize and correct shifts

in verb tense Form and use the perfect

verb tenses (I had walked; I have walked)


The students will: Cite evidence from the text to

support positions or claims Group related information


Include precise language, domain specific vocabulary, and sentences of varying length.

26

English Language Arts: Fifth Grade v. 2015-2016inference



Resources:

It is suggested that the novel George Washington’s Socks or The Lion, the Witch, and the Wardrobe be used for this unit. It is also suggested that this should be done during PSSAs.



Standards:

CC.1.3.5.E CC1.1.5.D CC1.3.5.A, CC1.3.5.B, CC1.3.5.C, CC1.3.5.DCC1.3.5.E, CC1.3.5.F, CC1.3.5.H, CC1.3.5.I CC1.3.5.J, CC1.3.5.K

CC.1.4.5 R CC.1.4.5.I.CC.1.4.5.JCC.1.4.5.KCC.1.4.5.S

Comments:

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English Language Arts: Fifth Grade v. 2015-2016Duration: May (5 weeks)


Content Fiction: inferences,


Review indicating works Expand, combine, and reduce

sentences Choose words precisely Spelling

Research Project

Essential Question:

How do comprehension skills help me understand fictional selections?


How does one best present findings?

Skills:

Literary elements Text evidence inferences Summarizing Theme Word meaning Text features (paired

selection) Word Analysis Skills Fluency Vocabulary Range of reading

Punctuation to indicate titles of works

Combine and expand sentences

Word choice for effect Spelling

Introductory paragraph Content development Organization Style Conventions Writing process Publishing Research Credibility, validity, and

reliability of resources Range of writing

Assessment:





Students will: Use underlining, quotation

marks, or italics to indicate titles of works

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style

Choose words and phrases to convey ideas precisely



informational/explanatory essay that clearly conveys ideas.

Compose and introductory paragraph that provides a general observation and focus through a thesis statement

Compose 3 supporting/body paragraphs that develop the

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English Language Arts: Fifth Grade v. 2015-2016unknown words and phrases and multiple meaning words

topic with facts, definitions, details, quotations and examples

Group related information logically and link ideas by using words, phrases, and clauses



Demonstrate a grade appropriate command of conventions

employ the writing process with guidance and support from peers and adults

Use technology and keyboarding skills to publish


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

Gather relevant information from print or digital sources

Summarize or paraphrase information from notes or finished work

Provide a list of sources

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Resources:

The Catch of the Day: A Trickster PlayThe Golden Mare, the Firebird, and the Magic Ring* NOTE: It is suggested to use this time to conduct small group story analysis projects on fictional selections from the basal series not yet used in the curriculum.



Standards:

CC.1.1.5.D, CC.1.1.5.E, CC1.2.5.G, CC.1.3.5.ACC1.3.5.B, CC.1.3.5.C, CC.1.3.5.F, CC.1.3.5.H,CC.1.3.5.I, CC.1.3.5.J, CC.1.3.5.K

CC.1.4.5 RCC.1.4.5.V Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.CC.1.4.5.W Recall relevantinformation from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.CC.1.4.5.A, CC.1.4.5.B, CC.1.4.5.C, CC.1.4.5.D, CC.1.4.5.E, CC.1.4.5.F, CC.1.4.5.T, CC.1.4.5.U, CC.1.4.5.X

Comments:

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english language arts curriculum - wjhsd.net 15162.docx · web viewsummarize the text. cc1.3.5.b...

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