greenwood public school district grammar and ... the midnight ride of events precisely. paul revere,...

GREENWOOD PUBLIC SCHOOL DISTRICT 5th Grade

ENGLISH-LANGUAGE ARTS Pacing Guide

2017-2018

*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.

FIRST NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.

Ongoing standards should be taught each nine weeks.

Week

Instructional Period Academic Focus

Standards

Reading

Ongoing Standards

Language/Speaking-

Listening

Ongoing Standards

Writing

Ongoing Standards

Text Focus

Extended

Supporting

Date Days

DAY 1

Weeks

1 & 2

Aug.

4

Aug.

7-22

1

12

Days

Rules and procedures

RL 5.2

Determine a theme of a

story, drama, or poem

from details in the text,

including how characters

in a story or drama

respond to challenges or

how the speaker in a

poem reflects upon a

topic; summarize the

text.

RI 5.2

Determine two or more

main ideas of a text and

explain how they are

supported by key details;

summarize the text.

RL 5.3

Compare and contrast


RL 5.1

Quote accurately from a text

when explaining what the

text says explicitly and when

drawing inferences from the

text.

RI 5.1



text says explicitly and

when drawing inferences

from the text.

RL 5.5

Explain how a series of

chapters, scenes, or stanzas

fits together to provide the

overall structure of a

particular story, drama, or

poem.


5.1a

*Demonstrate command of

the conventions of standard

English grammar and

usage when writing

(printing, cursive, or key-

boarding) or speaking.

Explain the function of

conjunctions, prepositions,

and interjections in general

and their function in

particular sentences.

5.1c

Use verb tense to convey

various times, sequences,

states, and conditions.

5.1a-d


5.4

Produce clear and coherent

writing in which the de-

velopment and organiza-

tion are appropriate to task,

purpose, and audience.

(Grade specific

expectation for writing

types are defined in

standards 1–3).

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. (Editing for

conventions should

demonstrate command of

Texts

Theme: Meeting

Challenges

Literary

RS, Thunder Rose, P. 56

RS, Poetry Collection,

P.170

RW, Accident Prone

Link:

http://www.readworks.org/p

assages/accident-prone-0

Informational Text

RS, Red Kayak, P. 26

http://www.readworks.org/passages/accident-prone-0

http://www.readworks.org/passages/accident-prone-0



2017-2018


two or more characters,

settings, or events in a

story or drama, drawing

on specific details in the

text (e.g., how characters

interact).

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.

5.1a-d

*Write opinion pieces on

topics or texts, support-

ing a point of view with

reasons and information.

Introduce a topic or text

clearly, state an opinion,

and create an organiza-

tional structure in which

ideas are logically

grouped to support the

writer’s purpose.

Provide logically ordered

reasons that are sup-

ported by facts and de-

tails.

RI 5.5

Compare and contrast the

overall structure (e.g.,

chronology, comparison,

cause/effect,

problem/solution) of events,

ideas, concepts, or

information in two or more

texts.

RL 5.10

By the end of the year, read

and comprehend literature,

including stories, dramas,

and poetry, at the high end of

the grades 4-

5 text complexity band

independently and

proficiently.

RI 5.10


and comprehend information-

al texts, including history/

social studies, science, and

technical texts, at the high

end of the grades 4-5 text

complexity band in-

dependently and proficiently.

*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 an

d expressing their own

clearly.

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.

Follow agreed‐upon rules for discussions

and carry out assigned

roles.

Pose and respond to

specific questions by

making comments that

contribute to the discussion

and elaborate on the

remarks of others.

Review the key ideas

expressed and draw

conclusions in light of

information and knowledge

gained from the

discussions.

Language Standards 1‐3 up to and including grade

5.)

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 key

boarding skills.

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.

RS, What Will I Do in an

Emergency, P.46

(Supplemental)

RS, Island of the Blue

Dolphins, P.88

RS, Ten Mile Day, P. 146

RW, After the Floods

Link:


assages/after-floods

http://www.readworks.org/passages/after-floods

http://www.readworks.org/passages/after-floods



2017-2018


Link opinion and reason

s using words, phrases,

and clauses (e.g.,

consequently,

specifically).

Provide a concluding

statement or section

related to the opinion

presented.

RF 5.3a

Use combined knowledge of

all letter sound

correspondences,

syllabication patterns, and

morphology (e.g., roots and

affixes) to read accurately un-

familiar multisyllabic words

in context and out of context.

RF 5.4a-b

*Read with sufficient

accuracy and fluency to

support comprehension.

Read grade-level text with purpose

and understanding.

Read grade‐level prose and poetry orally

with accuracy, appropriate

rate, and expression on

successive readings.

5.2

Summarize a written text

read aloud or information

presented in diverse media

and formats, including

visually, quantitatively, and

orally.

Ready Reading Lessons Alignment: Lesson 1, Lesson 3, Lesson 4a, and 4b

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6-Lesson 3, L.5.4b, L.4a, L.4b, L.5.4c

*****Remediation may vary*********



2017-2018


Session 2

Weeks

3 & 4

Aug

23-

Sept. 7

10 days RL 5.2





in a story or drama





text.

RI 5.2





summarize the text.

RL 5.3







interact).

RI 5.3





RL 5.1





text.

RI 5.1





from the text.

RL 5.5






poem.

RI 5.5




cause/effect,


ideas, concepts, or


texts.

5.1b

Form and use the perfect

(e.g., I had walked; I have

walked; I will have

walked) verb tenses.

5.2a-c

*Demonstrate command of

the conventions of standard

English capitalization,

punctuation, and spelling

when writing.

Use punctuation to separate

items in a series.

Use a comma to separate an

introductory element from

the rest of the sentence.

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?).

5.3a-e

*Write narratives to

develop real or imagined

experiences or events using

effective technique, de-

scriptive details, and clear

event sequences.

Orient the reader by

establishing a situation and

introducing a narrator and/

or characters; organize an

event sequence that un-

folds naturally.

Use narrative techniques,

such as dialogue,

description, and pacing, to

develop experiences and

events or show the

responses of characters to

situations.

Use a variety of

transitional words, phrases,

and clauses to manage the

sequence of events.

Use concrete words and

phrases and sensory details

to convey experiences

and events precisely.

Provide a conclusion that

follows from the narrated

experiences or events.

Texts

Theme: Personal

Challenges/Encounter

Literary

RS, Brave Melissa, P. 23

RW, Poem: Casey at the

Bat

Link:


assages/casey-bat

RW, David Cesar

Link:


assages/david-cesar

Informational Text

RS, Satchel Paige, P. 116

RS, Roberto Clemente: A

Baseball Hero, P. 134

(Paired Text: Satchel Paige)

RS, The Midnight Ride of

Paul Revere, P. 295

RS, The Heroic Paul

Revere, P. 312

(Drama)

http://www.readworks.org/passages/casey-bat

http://www.readworks.org/passages/casey-bat

http://www.readworks.org/passages/david-cesar

http://www.readworks.org/passages/david-cesar



2017-2018





in the text.

5.1

*Write opinion pieces on

topics or texts, support-

ing a point of view with

reasons and information.

RL 5.10





the grades 4-


independently and

proficiently.

RI 5.10







complexity band in-


RF 5.3a


all letter sound

correspondences,





in context and out of context.

5.1a-d






building on others’ ideas

and expressing their own

clearly.

Come to discussions







under discussion.



roles.

Pose and respond to





remarks of others.


expressed and draw



gained from the

discussions.

5.4






(Grade specific



standards 1–3).

5.5

With guidance and support







conventions should



5.)

5.6









boarding skills.



2017-2018


RF 5.4c

Use context to confirm or

self-correct word recognition

and understanding, rereading

as necessary.

5.2

Summarize a written text

read aloud or information

presented in diverse media

and formats, including

visually, quantitatively, and

orally.

5.10









Ready Lessons Alignment: Lesson 1, Lesson 5, Lesson 7, Lesson 4a, and 4b

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6- L.5.4b, L.4a, L.4b, L.5.4c




2017-2018


Session 3

Weeks

5 & 6

Sept.

8-20

9 days RL 5.2





in a story or drama





text.

RI 5.2





summarize the text.

RL 5.3







interact).

RL 5.1





text.

RI 5.1





from the text.

RL 5.5






poem.

RI 5.5




cause/effect,


ideas, concepts, or


texts.

5.1d

Recognize and correct

inappropriate shifts in verb

tense.

Use correlative

conjunctions (e.g., either/or

neither/nor).

5.2d

Use underlining, quotation

marks, or italics to indicate

titles of works.

5.5a

Interpret figurative

language, including similes

and metaphors, in context.

5.1 a-d








clearly.

Come to discussions



5.4






(Grade specific



standards 1–3).

5.5








conventions should



5.)

5.6









boarding skills.

Texts

Theme: Inventors and

Artists

Literary

RS, The Fabulous Perpetual

Motion Machine, P. 330

(Drama)

RS, The Toy Space Shuttle

Is Here, P. 348

(Paired Text: The Fabulous

Perpetual Motion Machine)

RS, Poem: Stairs, P. 477

Informational Text

RS, Mahalia Jackson, P.

430

RS, Poems:

Perfect Harmony P. 442 &

Deep Breaths, P. 444

(Paired Text: Mahalia

Jackson)

RW, Classical Music:

Ludwig Van Beethoven



2017-2018


RI 5.3








in the text.

5.3

Write narratives to


experiences or events

using effective

technique, descriptive

details, and clear event

sequences.

RL 5.10





the grades 4-


independently and

proficiently.

RI 5.10







complexity band in-


RF 5.3a


all letter sound

correspondences,





in context and out of context

RF 5.4

Read with sufficient accuracy

and fluency to support

comprehension.





under discussion.



roles.

Pose and respond to





remarks of others.


expressed and draw



gained from the

discussions.

5.3

Summarize the points a

speaker makes and explain

how each claim is sup-

ported by reasons and

evidence

5.10









Link:


assages/classical-music-

ludwig-van-beethoven

RS, Poem: Chemistry 101

(Supplemental Text)

http://www.readworks.org/passages/classical-music-ludwig-van-beethoven





2017-2018


Ready Lessons Alignment: Lesson 1, Lesson 5, Lesson7, Lesson 4a, 4b

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6- L.5.4b, L.4a, L.4b, L.5.4c


Session 4

Weeks

7 & 8

Sept.

21-

Oct.11

15 days RL 5.2





in a story or drama





text.

RI 5.2





summarize the text.

RL 5.5


chapters, scenes, or

stanzas fits together to

provide the overall

structure of a particular

story, drama, or poem.

RI 5.5

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.

RI 5.9

Integrate information from

several texts on the same

topic in order to write or

speak about the subject

knowledgeably.

RL 5.10





the grades 4-


independently and

proficiently.

RI 5.10




5.1a








clearly.

Come to discussions







under discussion.

5.2e

Spell grade‐appropriate words correctly,

consulting references as

needed.

5.5a

Interpret figurative

language, including similes

and metaphors, in context.

5.4






(Grade specific



standards 1–3).

5.5








conventions should



5.)

5.6



Theme: Adaptation

Literary

RS, Weslandia, P. 26

RS, Paired Text & Poem:

Under the Back Porch,

P. 42

RS, Tripping Over the

Lunch Lady, P. 52

Informational Text

RW, A Sea of Questions

Link:


assages/sea-questions

RW, What’s the Big Idea

about Marine Biology?

Creatures and Ecosystems

of the Ocean

Link:


assages/whats-big-idea-

http://www.readworks.org/passages/sea-questions

http://www.readworks.org/passages/sea-questions

http://www.readworks.org/passages/whats-big-idea-about-marine-biology-life-ocean




2017-2018



the overall structure

(e.g., chronology,

comparison,

cause/effect,

problem/solution) of

events, ideas, concepts,

or information in two or

more texts.

5.3

Write narratives to



using effective



sequences.




complexity band in-


RF 5.3a


all letter sound

correspondences,





in context and out of context

RF 5.4

Read with sufficient accuracy

and fluency to support

comprehension.

5.1a-d








clearly.

Come to discussions







under discussion.



roles.

Pose and respond to





remarks of others.


expressed and draw







boarding skills.

5.10









about-marine-biology-life-

ocean

(Paired Text: A Sea of

Questions)

RS, Exploding Ants, P. 82





2017-2018




gained from the

discussions.

5.3

Summarize the points a

speaker makes and explain

how each claim is sup-

ported by reasons and

evidence.

Ready Lessons Alignment: Lesson 1, Lesson 7, Lesson 16

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6


Second NINE WEEKS



2017-2018


Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.


Week


Standards

Reading

Ongoing

Standards

Language/Speaking-

Listening

Ongoing Standards

Writing

Ongoing

Standards

Text Focus

Extended

Supporting

Date Days

Session

Weeks 1-

2

Oct.16-

Nov. 3

15

9

instructional

days

R.L 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).

R.L 5.4 Determine the

meaning of words and

phrases as they are used

in a text including

figurative language such

as metaphors and

similes.

R.I 5.3 Explain the

relationships or

interactions between


events, ideas, or

concepts in a historical,

scientific, or technical

R.L 5.1 Quote

accurately from

a text when

explaining what

the text says

explicitly and

when drawing

inferences from

the text.

R.L 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.

L 5.3a Expand,

combine, and

reduce sentences

for meaning,

reader/listener

interest, and style.

L 5.3b Compare and

contrast the

varieties of English

(e.g., dialects,

registers) used in

stories, dramas, or

poems.

S.L 5.1a-d Engage

effectively in a

range of

collaborate

discussions (one-

on-one, in groups,

and teacher-led)

with diverse

W 5.4 Produce

clear and

coherent

writing in

which the

development,

organization,

and style are

appropriate to

task, purpose,

and audience.

W 5.5 With

guidance and

support from

peers and

adults, develop

and strengthen

writing as

needed by

planning,

revising,

JUST LIKE HOME

LIFE DOESN’T

FRIGHTEN ME AT ALL

THE CH’I-LIN PURSE

THE STORY OF

PHAN KU

READWORKS

NEWSELA



2017-2018


text based on specific

information in the text.

R.I 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.

W 5.2 Write

informative/explanatory

texts to examine a topic

and convey ideas and

information clearly.

R.I 5.1 Quote

accurately from

a text when

explaining what

the text says

explicitly and

when drawing

inferences from

the text.

R.I.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.

R.F 5.3a Use

combined

knowledge of all

letter-sound

correspondence,

partners on grade 5

topics and texts,

building on others’

ideas and

expressing their

own clearly.

S.L 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.

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.

W 5.10 Write

routinely over

extended time



2017-2018


syllabication

patterns, and

morphology (e.g.,

roots and affixes)

to read

accurately

unfamiliar

multisyllabic

words in context

and out of

context.

R.F 5.4c Use

context to

confirm or self-

correct word

recognition and

understanding,

rereading as

necessary.

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.

Ready Reading Lessons Alignment: Lesson 4a, 4b, Lesson 5, Lesson 11, Lesson 15

Ready Language Hanbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6, L.5.4c




2017-2018


Session

Weeks

3-4

OCT. 6-

NOV 17

10 R.L 5.3 Compare and




drama, drawing on


text (e.g. how





in a text including


as metaphors and

similes.

R.L 5.6 Describe how a

narrator’s or speaker’s

point of view influences

how events are

described.

R.I 5.3 Explain the

relationships or



events, ideas, or



R.L 5.1 Quote

accurately from

a text when

explaining what

the text says

explicitly and

when drawing

inferences from

the text.

R.L 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.

R.I 5.1 Quote

accurately from

a text when

explaining what

the text says

L 5.3a Expand,

combine, and

reduce sentences

for meaning,

reader/listener

interest, and style.

L 5.3b Compare and

contrast the

varieties of English

(e.g., dialects,

registers) used in

stories, dramas, or

poems.

S.L 5.1a-d Engage

effectively in a

range of

collaborate

discussions (one-

on-one, in groups,

and teacher-led)

with diverse

partners on grade 5

topics and texts,


ideas and

expressing their

own clearly.

W 5.4 Produce

clear and

coherent

writing in

which the

development,

organization,

and style are

appropriate to

task, purpose,

and audience.

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.

A SUMMER’S

TRADE pg 264

THE TRADING POST

pg 261

AT THE NAJAVO

NATION FAIR pg263

THE MIDNIGHT RIDE

OF PAUL REVERE

pg288

THE HEROIC RIDE

OF PAUL REVERE

pg312



2017-2018





meaning of general


specific words and

phrases in a text



R.I 5.6 Analyze multiple

accounts of the same

event or topic, noting

important similarities

and differences in the

point of view they

represent.

W 5.2 Write





explicitly and

when drawing

inferences from

the text.

R.I.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.

R.F 5.3a Use

combined

knowledge of all

letter-sound

correspondence,

syllabication

patterns, and

morphology (e.g.,

roots and affixes)

to read

S.L 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.

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.

W 5.10 Write

routinely over

extended time

frames (time

for research,

reflection, and

revision) and

shorter time



2017-2018


accurately

unfamiliar

multisyllabic

words in context

and out of

context.

R.F 5.4c Use

context to

confirm or self-

correct word

recognition and

understanding,

rereading as

necessary.

frames (a

single sitting or

a day or two)

for a range of

discipline-

specific tasks,

purposes, and

audiences.

Ready Reading Lessons Alignment: Lesson 1, Lesson 7, Lesson 16

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6


Session

Weeks 5-

6

NOV 27-

Dec. 8





drama, drawing on


text (e.g. how


R.L 5.1 Quote

accurately from

a text when

explaining what

the text says

explicitly and

when drawing

L 5.4a Use context

(e.g. cause/effect

relationships and

comparisons in

text) as a clue to

the meaning of a

word or phrase.

W 5.3b Use

narrative

techniques,

such as

dialogue,

description,

and pacing, to

develop

BRONZE

A JOB FOR

MICHAELANGELO

LEONARDO’S

HORSE

REVIEW ELA CCSS

FROM UNIT 1—

WEEKS 1-5



2017-2018





in a text including


as metaphors and

similes.




how events are

described.

R.I 5.3 Explain the

relationships or



events, ideas, or






meaning of general


specific words and

phrases in a text

inferences from

the text.

R.L 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.

R.I 5.1 Quote

accurately from

a text when

explaining what

the text says

explicitly and

when drawing

inferences from

the text.

R.I.5.10 By the

end of the year,

read and

L 5.4b Use

common, grade-

appropriate Greek

and Latin affixes

and roots as clues

to the meaning of a

word (e.g.

photograph,

photosynthesis).

L.5.4c Consult

reference materials

(e.g. dictionaries,

glossaries,

thesaurus), both

print and digital, to

find the

pronunciation and

determine or clarify

the precise

meaning of key

words and phrases.

S.L 5.1a-d Engage

effectively in a

range of

collaborate

experiences

and events or

show the

responses of

characters to

situations.

W 5.3c Use a

variety of

transitional

words,

phrases, and

clauses to

manage

sequence of

events.

W 5.3d Use

concrete

words and

phrases and

sensory details

to convey

experiences

and events

precisely.

W 5.3e Provide

a conclusion

UNIT 2—WEEK 6

INTERACTIVE

REVIEW

IR1-1R10

READING POETRY

318-321a



2017-2018









point of view they

represent.

W 5.3a Orient the

reader by establishing a

situation and

introducing a narrator

and/or characters,

organize an event

sequence that unfolds

naturally.

comprehend

literature,

including stories,

dramas, and

poetry, at the

high end of the

grades 4-5 text

complexity band

independently

and proficiently.

R.F 5.3a Use

combined

knowledge of all

letter-sound

correspondence,

syllabication

patterns, and

morphology (e.g.,

roots and affixes)

to read

accurately

unfamiliar

multisyllabic

words in context

and out of

context.

discussions (one-

on-one, in groups,

and teacher-led)

with diverse

partners on grade 5

topics and texts,


ideas and

expressing their

own clearly. S.L 5.6

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

that follows

from the

narrated

experiences or

events.

W 5.4 Produce

clear and

coherent

writing in

which the

development,

organization,

and style are

appropriate to

task, purpose,

and audience.

W 5.5 With

guidance and

support from

peers and

adults, develop

and strengthen

writing as

needed by

planning,



2017-2018


R.F 5.4c Use

context to

confirm or self-

correct word

recognition and

understanding,

rereading as

necessary.

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.

W 5.10 Write

routinely over



2017-2018


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. Ready Lessons Alignment: Lesson 4a, 4b, Lesson 5, Lesson 14 , Lesson 17

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.4c, L.5.6, L.5.5b




2017-2018


Session

Weeks 7-

8

Dec. 11-

20

Jan. 8-

10





drama, drawing on


text (e.g. how





how events are

described.

R.I 5.3 Explain the

relationships or



events, ideas, or










R.L 5.1 Quote

accurately from

a text when

explaining what

the text says

explicitly and

when drawing

inferences from

the text.

R.L 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.

R.I 5.1 Quote

accurately from

a text when

explaining what

the text says

L 5.5b Recognize

and explain the

meaning of

common idioms,

adages, and

proverbs.

L 5.5c Use the

relationship

between particular

words (e.g.,

synonyms,

antonyms,

homographs) to

better understand

each of the words.

S.L 5.1a-d Engage

effectively in a

range of

collaborate

discussions (one-

on-one, in groups,

and teacher-led)

with diverse

partners on grade 5

topics and texts,


ideas and

W 5.4 Produce

clear and

coherent

writing in

which the

development,

organization,

and style are

appropriate to

task, purpose,

and audience.

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.

THE DINOSAURS OF

WATERHORSE pg

388

DINOSAURS

THE ARTIST OF THE

HOUR

A MODEL

SCIENTIST



2017-2018


point of view they

represent.

W 5.3 Write narratives to

develop real or

imagined experiences or

events using effective



sequences.

explicitly and

when drawing

inferences from

the text.

R.I.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.

R.F 5.3a Use

combined

knowledge of all

letter-sound

correspondence,

syllabication

patterns, and

morphology (e.g.,

roots and affixes)

to read

expressing their

own clearly. S.L 5.6

Adapt speech to a

variety of contexts

and tasks, using

formal English

when appropriate

to task and

situation.

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.

W 5.10 Write

routinely over

extended time

frames (time

for research,

reflection, and

revision) and

shorter time



2017-2018


accurately

unfamiliar

multisyllabic

words in context

and out of

context.

R.F 5.4c Use

context to

confirm or self-

correct word

recognition and

understanding,

rereading as

necessary.

frames (a

single sitting or

a day or two)

for a range of

discipline-

specific tasks,

purposes, and

audiences.

Ready Lessons Alignment: Lesson 4a, 4b, Lesson 5, Lesson 14, Lesson 17

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.4c, L.5.6, L.5.5b, L.5.5c




2017-2018


Third NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.


Week


Standards

Reading

Ongoing Standards

Language/Speaking-

Listening

Ongoing Standards

Writing

Ongoing

Standards

Text Focus

Extended

Supporting

Date Days

Session

Weeks

1-2

Jan. 11-

26

11 days

RL. 5.4 Determine the



in a text, including


as metaphors and

similes.

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).

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.

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


including how characters in

a story or drama respond to

challenges or how the

speaker in a poem reflects

upon a topic: summarize

the text.

RL.5.3 Compare and



events in a story or drama,

drawing on specific details

in the text (e.g. how


L.5.1a Explain the

function of

conjunctions,

prepositions, and

interjections in general



L.5.1b Form and use

the perfect (e.g., I had

walked; I have walked;

I will have walked)

verb tenses.

SL.5.2 Summarize a

written text read aloud

or information

presented in diverse

media and formats,

including visually,

quantitatively, and

orally.

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 5.3)

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.

(Editing for

conventions should

Unit 3 – Volume 2

Mahalia Jackson

424a-447q

Special Effects in Film

and Television

448a-473q

READWORKS

NEWSELA

Questar

MDE testlests



2017-2018


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).

W.5.3 Write narratives to



using effective technique,

descriptive details, and

clear event sequences.

W.5.3a Orient the reader

by establishing a

situation and introducing

a narrator and/or

characters; organize an

event sequence that

unfolds naturally.

W.5.3b Use narrative

techniques, such as

dialogue, description,

and pacing, to develop

experiences and events

or show the responses of

characters to situations.

RL.5.10 By the end of the

year, read and comprehend

literature, including stories,

dramas, and poetry, at the

high end of the grades 4-5

text complexity band

independently and

proficiently.

RI.5.1 Quote accurately



and when drawing


RI.5.2 Determine two or

more main ideas of a text

and explain how they are


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


RI.5.10 By the end of the


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 context

and tasks, using

Formal English when

appropriate to task and

situation. (See Grade 5

Language standards 1

and 2 for specific

expectations.)

demonstrate

command of

Language

standards

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.

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.



2017-2018


W.5.3c Use a variety of

transitional words,

phrases, and clauses to

manage the sequence of

events.

W.5.3d Use concrete

words and phrases and

sensory details to convey


precisely.

W.5.3e Provide a

conclusion that follows

from the narrated


informational texts,

including history/social

studies, science, and



complexity band

independently and

proficiently.

RF.5.3a Use combined

knowledge of all letter-

sound correspondences,



affixes) to read accurately

unfamiliar multisyllabic

words in context and out of

context.

RF.5.4a Read grade-level

text with purpose and

understanding.

RF.5.4b Read grade-level

prose and poetry orally with

accuracy, appropriate rate,

and expression on




2017-2018


RF.5.4c Use context to

confirm or self-correct word

recognition and

understanding, rereading

as necessary.

Ready Lessons Alignment: Lesson 11, Lesson 15, Lesson 18, Lesson 19, Lesson 21

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.4c, L.5.6, L.5.5b

*****Remediation may vary********

Session

Weeks 3-

4

Jan. 29-

Feb. 9

10 days






as metaphors and

similes.

RL.5.7 Analyze how





graphic novel,



poem).

RL. 5.9 Compare and

contrast stories in the

same genre (e.g.


stories) on their

approaches to similar

themes and topics.


meaning of general

academic and domain




and when drawing










the text.

RL.5.3 Compare and









L.5.1a Explain the

function of

conjunctions,

prepositions, and




SL.5.2 Summarize a


or information


media and formats,

including visually,

quantitatively, and

orally.

SL.5.5 Include

multimedia

components (e.g.


visual displays in

presentations when


the development of


W. 5.4 Produce

clear and coherent


development and

organization are


purpose, and

audience. (Grade-

specific

expectations for

writing types are

defined in

standards 5.3)

W.5.5 With

guidance and

support from peers

and adults, develop

and strengthen

writing as needed

by planning,

revising, editing,


new approach.

(Editing for

conventions should

Unit 3 – Volume 2

Interactive Review

What do people gain

from the work of

inventors and artists?

474-477a

Unit 4-Volume 1

Weslandia

READWORKS

NEWSELA

Questar

MDE testlests



2017-2018


specific words and



subject area.

RI.5.7 Draw on






solve a problem

efficiently.



evidence to support




which point(s).

RI.5.9 Integrate

information from several

texts on the same topic in

order to write or speak

about the subject

knowledgeably.








by establishing a


a narrator and/or






independently and

proficiently.




and when drawing






summarize the text.

RI.5.3 Explain the


between two or more




based on specific









complexity band

SL.5.6 Adapt speech


and tasks, using

Formal English when




and 2 for specific

expectations.)

demonstrate

command of

Language

standards

W.5.6 With some

guidance and

support from

adults, use

technology,

including the


and publish writing

as well as to

interact and

collaborate with

others;

demonstrate

sufficient command

of keyboarding

skills.

W.5.10 Write

routinely over

extended time

frames (time for


and revision) and

shorter time frames


day or two) for a


specific tasks,



2017-2018


event sequence that

unfolds naturally.


techniques, such as







transitional words,



events.

W.5.3d Use concrete




precisely.

W.5.3e Provide a


from the narrated


independently and

proficiently.









context.



understanding.




and expression on




recognition and


as necessary.

purposes, and

audiences.

Ready Lessons Alignment: Lesson 11, Lesson 15, Lesson 18, Lesson 19, Lesson 20, Lesson 21, Lesson 22

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4, L.5.6, L5.5a




2017-2018


Session

Weeks

5-6

Feb. 12-25

10 days






as metaphors and

similes.

RL.5.7 Analyze how





graphic novel,



poem).

RL. 5.9 Compare and


same genre (e.g.


stories) on their


themes and topics.


meaning of general

academic and domain

specific words and



subject area.

RI.5.7 Draw on






and when drawing










the text.

RL.5.3 Compare and













independently and

proficiently.

L.5.2.a Use

punctuation to separate items in a series. L.5.2b Use a comma

to separate an introductory element from the rest of the sentence. L.5.2c Use a comma

to set off the words yes and no (eg., 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 indirect address (e.g., Is that you, Steve?). L.5.2.d Use

underlining, quotation marks, or italics to indicate titles of works. SL.5.2 Summarize a


or information


media and formats,

including visually,

quantitatively, and

orally.

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.

W.5.9a Apply grade

5 Reading

Standards to

literature (e.g.,

“Compare and

Contrast two or

more characters,

settings, or events

in a story or a

Unit 4-Volume 2

Tripping Over the Lunch

Lady 46a-75q

Unit 4-Volume 3

Exploding Ants

76a-103q

READWORKS

NEWSELA

Questar

MDE testlests



2017-2018





solve a problem

efficiently.



evidence to support




which point(s).

RI.5.9 Integrate




about the subject

knowledgeably.

W.5.2 Write





W. 5.2a 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.

W.5.2b Develop the topic

with facts, definitions,

concrete details,




and when drawing






summarize the text.

RI.5.3 Explain the


between two or more




based on specific









complexity band

independently and

proficiently.



SL.5.5 Include

multimedia

components (e.g.


visual displays in

presentations when


the development of


SL.5.6 Adapt speech

to a variety of context and tasks, using Formal English when appropriate to task and situation. (See Grade 5 Language standards 1 and 2 for specific expectations.)

drama, drawing on

specific details in

the text [e.g., how

characters

interact]”).

W. 5.9b 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]”).



2017-2018


quotations, or other

information and

examples related to the

topic.

W.5.2c Link ideas within

and across categories of

information using words,

phrases, and clauses

(e.g., in contrast,

especially).

W.5.2d Use precise

language and domain-

specific vocabulary to

inform about or explain

the topic.

W.5.2e Provide a

concluding statement or

section related to the

information or

explanation presented.







context.



understanding.




and expression on




recognition and


as necessary.






2017-2018


Session

Weeks 7-8

Feb.26

Mar. 22

14 days RL. 5.4 Determine the





as metaphors and

similes.

RL.5.7 Analyze how





graphic novel,



poem).

RL. 5.9 Compare and


same genre (e.g.


stories) on their


themes and topics.


meaning of general

academic and domain

specific words and



subject area.

RI.5.7 Draw on








and when drawing










the text.

RL.5.3 Compare and













L.5.3a Expand,

combine, and reduce

sentences for

meaning,

reader/listener interest,

and style.

L.5.3b Compare and

contrast the varieties

of English (eg.,

dialects, registers)

used in stories,

dramas, or poems.

L.5.4c Consult

reference materials

(e.g., dictionaries,

glossaries,

thesauruses), both

print and digital, to find

the pronunciation and

determine or clarify the

precise meaning of key

words and phrases.

L.5.6 Acquire and use

accurately grade-

appropriate general


specific words and

phrase including those

that signal contrast,

addition, and other

logical relationships

(e.g. however,

although,

W. 5.7 Conduct

short research

projects that use

several sources to

build knowledge

through

investigation of


a topic.

W.5.8 Recall


from experiences

or gather relevant

information from

print and digital

sources;

summarize or

paraphrase


and finished work,


sources.

W.5.9a 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

Unit 4-Week 4

The Stormi Giovanni

Club

104a-135q

Unit 4-Week 5

The Gymnast

136a-161q

READWORKS

NEWSELA

Questar

MDE testlests



2017-2018



solve a problem

efficiently.



evidence to support




which point(s).

RI.5.9 Integrate




about the subject

knowledgeably.

W.5.2 Write








and group related




and multimedia when

useful to aiding

comprehension.



concrete details,


information and

independently and

proficiently.




and when drawing






summarize the text.

RI.5.3 Explain the


between two or more




based on specific









complexity band

independently and

proficiently.

nevertheless, similarly,

moreover, in addition).

SL.5.2 Summarize a


or information


media and formats,

including visually,

quantitatively, and

orally.

SL.5.5 Include

multimedia

components (e.g.


visual displays in

presentations when


the development of


SL.5.6 Adapt speech


and tasks, using

Formal English when




and 2 for specific

expectations.)

characters

interact]”).

W. 5.9b Apply

grade 5 Reading

standards to

informational texts


an author uses

reasons and

evidence to support


a text, identifying

which reasons and

evidence support




2017-2018



topic.





(e.g., in contrast,

especially).

W.5.2d Use precise




the topic.

W.5.2e Provide a



information or




understanding.




and expression on




recognition and


as necessary.






2017-2018


Fourth NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.


Week


Standards

Reading

Ongoing Standards

Language/Speaking-

Listening

Ongoing Standards

Writing

Ongoing

Standards

Text Focus

Extended

Supporting

Date Days

Session

Weeks

1-2

Mar.23-

Apr. 4

9 days RL. 5.4 Determine the





as metaphors and

similes.

RL.5.7 Analyze how





graphic novel,



poem).


meaning of general

academic and domain

specific words and





and when drawing










the text.

RL.5.3 Compare and





L.5.1a Explain the

function of

conjunctions,

prepositions, and




L.5.1b Form and use

the perfect (e.g., I had

walked; I have walked;

I will have walked)

verb tenses.

SL.5.2 Summarize a


or information


media and formats,

including visually,

quantitatively, and

orally.

SL.5.5 Include

multimedia

W. 5.4 Produce

clear and coherent


development and

organization are


purpose, and

audience. (Grade-

specific

expectations for

writing types are

defined in

standards 5.3)

W.5.5 With

guidance and

support from peers

and adults, develop

and strengthen

writing as needed

by planning,

revising, editing,


Reading Street

READWORKS

NEWSELA

Questar

MDE testlests



2017-2018



subject area.

RI.5.7 Draw on






solve a problem

efficiently.



evidence to support




which point(s).








by establishing a


a narrator and/or


event sequence that

unfolds naturally.


techniques, such as












independently and

proficiently.




and when drawing






summarize the text.

RI.5.3 Explain the


between two or more




based on specific





components (e.g.


visual displays in

presentations when


the development of


SL.5.6 Adapt speech


and tasks, using

Formal English when




and 2 for specific

expectations.)

new approach.

(Editing for

conventions should

demonstrate

command of

Language

standards

W.5.6 With some

guidance and

support from

adults, use

technology,

including the


and publish writing

as well as to

interact and

collaborate with

others;

demonstrate

sufficient command

of keyboarding

skills.

W.5.10 Write

routinely over

extended time

frames (time for


and revision) and

shorter time frames


day or two) for a


specific tasks,

purposes, and

audiences.



2017-2018





transitional words,



events.

W.5.3d Use concrete




precisely.

W.5.3e Provide a


from the narrated






complexity band

independently and

proficiently.









context.



understanding.




and expression on




recognition and


as necessary.



2017-2018


Ready Lessons Alignment: Lesson 1, Lesson 4a,4b, Lesson 5, Lesson 7, Lesson 10, Lesson 12, Lesson13, Lesson 16, Lesson 19, Lesson 20, Lesson 22



Session

Weeks

3-4

April 5-18 9 days






as metaphors and

similes.

RL.5.7 Analyze how





graphic novel,



poem).

RL. 5.9 Compare and


same genre (e.g.


stories) on their


themes and topics.


meaning of general

academic and domain

specific words and





and when drawing










the text.

RL.5.3 Compare and











L.5.1a Explain the

function of

conjunctions,

prepositions, and




SL.5.2 Summarize a


or information


media and formats,

including visually,

quantitatively, and

orally.

SL.5.5 Include

multimedia

components (e.g.


visual displays in

presentations when


the development of


SL.5.6 Adapt speech


and tasks, using

W. 5.4 Produce

clear and coherent


development and

organization are


purpose, and

audience. (Grade-

specific

expectations for

writing types are

defined in

standards 5.3)

W.5.5 With

guidance and

support from peers

and adults, develop

and strengthen

writing as needed

by planning,

revising, editing,


new approach.

(Editing for

conventions should

demonstrate

command of

Reading Street

READWORKS

NEWSELA

Questar

MDE testlests



2017-2018



subject area.

RI.5.7 Draw on






solve a problem

efficiently.



evidence to support




which point(s).

RI.5.9 Integrate




about the subject

knowledgeably.








by establishing a


a narrator and/or


event sequence that

unfolds naturally.



independently and

proficiently.




and when drawing






summarize the text.

RI.5.3 Explain the


between two or more




based on specific









complexity band

independently and

proficiently.

Formal English when




and 2 for specific

expectations.)

Language

standards

W.5.6 With some

guidance and

support from

adults, use

technology,

including the


and publish writing

as well as to

interact and

collaborate with

others;

demonstrate

sufficient command

of keyboarding

skills.

W.5.10 Write

routinely over

extended time

frames (time for


and revision) and

shorter time frames


day or two) for a


specific tasks,

purposes, and

audiences.



2017-2018



techniques, such as







transitional words,



events.

W.5.3d Use concrete




precisely.

W.5.3e Provide a


from the narrated










context.



understanding.




and expression on




recognition and


as necessary.




Session

April 9 days RL. 5.4 Determine the






L.5.2.a Use

punctuation to

W.5.7 Conduct

short research

projects that use

Reading Street



2017-2018


Weeks

5-6

18-May 2 in a text, including


as metaphors and

similes.

RL.5.7 Analyze how





graphic novel,



poem).

RL. 5.9 Compare and


same genre (e.g.


stories) on their


themes and topics.


meaning of general

academic and domain

specific words and



subject area.

RI.5.7 Draw on






solve a problem

efficiently.

and when drawing










the text.

RL.5.3 Compare and













independently and

proficiently.




and when drawing


separate items in a series. L.5.2b Use a comma

to separate an introductory element from the rest of the sentence. L.5.2c Use a comma

to set off the words yes and no (eg., 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 indirect address (e.g., Is that you, Steve?). L.5.2.d Use

underlining, quotation marks, or italics to indicate titles of works. SL.5.2 Summarize a


or information


media and formats,

including visually,

quantitatively, and

orally.

SL.5.5 Include

multimedia

components (e.g.


visual displays in

several sources to

build knowledge

through

investigation of


a topic.

W.5.8 Recall


from experiences

or gather relevant

information from

print and digital

sources;

summarize or

paraphrase


and finished work,


sources.

W.5.9a 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]”).

READWORKS

NEWSELA

Questar

MDE testlests



2017-2018




evidence to support




which point(s).

RI.5.9 Integrate




about the subject

knowledgeably.

W.5.2 Write








and group related




and multimedia when

useful to aiding

comprehension.



concrete details,


information and


topic.





summarize the text.

RI.5.3 Explain the


between two or more




based on specific









complexity band

independently and

proficiently.








presentations when


the development of


SL.5.6 Adapt speech

to a variety of context and tasks, using Formal English when appropriate to task and situation. (See Grade 5 Language standards 1 and 2 for specific expectations.)

W. 5.9b Apply

grade 5 Reading

standards to

informational texts


an author uses

reasons and

evidence to support


a text, identifying

which reasons and

evidence support




2017-2018






(e.g., in contrast,

especially).

W.5.2d Use precise




the topic.

W.5.2e Provide a



information or



context.



understanding.




and expression on




recognition and


as necessary.




Session

Weeks 7-8

May 3-9

5 days






as metaphors and

similes.

RL.5.7 Analyze how








and when drawing








L.5.3a Expand,

combine, and reduce

sentences for

meaning,

reader/listener interest,

and style.

L.5.3b Compare and

contrast the varieties

of English (eg.,

dialects, registers)

used in stories,

dramas, or poems.

W. 5.7 Conduct

short research

projects that use

several sources to

build knowledge

through

investigation of


a topic.

Reading Street

READWORKS

NEWSELA

Questar

MDE testlests



2017-2018


graphic novel,



poem).

RL. 5.9 Compare and


same genre (e.g.


stories) on their


themes and topics.


meaning of general

academic and domain

specific words and



subject area.

RI.5.7 Draw on






solve a problem

efficiently.



evidence to support




which point(s).

RI.5.9 Integrate





the text.

RL.5.3 Compare and













independently and

proficiently.




and when drawing






summarize the text.

RI.5.3 Explain the


between two or more

L.5.4c Consult

reference materials

(e.g., dictionaries,

glossaries,

thesauruses), both

print and digital, to find

the pronunciation and

determine or clarify the

precise meaning of key

words and phrases.

L.5.6 Acquire and use

accurately grade-

appropriate general


specific words and

phrase including those

that signal contrast,

addition, and other

logical relationships

(e.g. however,

although,

nevertheless, similarly,

moreover, in addition).

SL.5.2 Summarize a


or information


media and formats,

including visually,

quantitatively, and

orally.

SL.5.5 Include

multimedia

components (e.g.


W.5.8 Recall


from experiences

or gather relevant

information from

print and digital

sources;

summarize or

paraphrase


and finished work,


sources.

W.5.9a 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]”).

W. 5.9b Apply

grade 5 Reading

standards to

informational texts


an author uses

reasons and



2017-2018



about the subject

knowledgeably.

W.5.2 Write








and group related




and multimedia when

useful to aiding

comprehension.



concrete details,


information and


topic.





(e.g., in contrast,

especially).

W.5.2d Use precise






based on specific









complexity band

independently and

proficiently.



understanding.




and expression on




recognition and


as necessary.

visual displays in

presentations when


the development of


SL.5.6 Adapt speech


and tasks, using

Formal English when




and 2 for specific

expectations.)

evidence to support


a text, identifying

which reasons and

evidence support




2017-2018



the topic.

W.5.2e Provide a



information or



