Introduction to the Macmillan McGraw-Hill Treasures Core ...sevenbarteaching.com/Grade_5_CCSS_UoS Alignment Treasures.pdf · Introduction to the Macmillan McGraw-Hill Treasures Core

Introduction to the Macmillan McGraw-Hill Treasures Core Program

and

Albuquerque Public Schools Units of Study Alignment

The purpose of this companion document is to align the Macmillan McGraw-Hill Treasures core program materials to the APS Units of Study. This is a

guide that matches instruction within Treasures to the standards identified in each Unit of Study. At times the Treasures Core Program days of instruction

will not equal the number of days in the APS Unit of Study. Therefore, teachers will need to determine the Treasures’ lessons that need to be done in their

entirety, adapted, or eliminated depending on the standards for the Unit of Study.

The Treasures units/weeks have not been taken out of order. It is important to keep the sequence of Treasures because the text and skills increases in

complexity over the course of the year. Treasures units and weekly lessons are aligned in sequence with each Unit of Study. The recommendation is to use

the text in Treasures but adjust the skills and strategies to meet the standards in the Unit of Study.

Key Terms:

Considerations: Information to keep in mind regarding the instruction in Treasures as it relates to the Unit of Study.

Supplement: Refers to the common core standards that are not included within the unit/week(s) of Treasures. Instruction will need to be integrated into the

Treasures unit/week(s) in order to meet those common core standards.

Focus (F): standards that are explicitly taught in the unit

Reinforce/Support (S): standards that support and extend the focus standards

Recur (R): standards that are present in multiple units; not explicitly taught, but are addressed during lesson planning

What this IS What it IS NOT

A guiding document intended to identify instruction aligned to the

CCSS with the resources already available in APS schools

A working document to begin implementation of the APS Units of

Study using Treasures as the primary resource

A checklist of standards, units or activities

A stand-alone document

Grade 5: Units of Study Alignment with MMH Treasures

Curriculum and Instruction Revised 9/16/13 2

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Reading Literature &

Reading Informational Reading Foundational Writing Speaking & Listening Language

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Id

ea a

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e T

hro

ug

h D

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?)

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-2

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Standards in the Unit of Study addressed in Treasures: RL.5.1 Quote accurately from a text

when explaining what the text says explicitly and when drawing inferences from the text. (F)

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. (F)

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. (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). (S)

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. (R)

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

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (F)

RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. (R)

Standards in the Unit of Study addressed in Treasures: 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. (F)

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding. (S)

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (F)

Standards in the Unit of Study addressed in Treasures: 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.) (S)

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 demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) (S)

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. (S)

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]”). (S)

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]”). (S)

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. (R)

Standards in the Unit of Study addressed in Treasures: SL.5.6 Adapt speech to a variety of contexts and

tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) (R)

Standards in the Unit of Study addressed in Treasures: L.5.2 Demonstrate command of the conventions of

standard English capitalization, punctuation, and spelling when writing.

e. Spell grade-appropriate words correctly, consulting references as needed. (F)

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. (F)

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. (S)

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). (R)

Considerations: 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. (F)

b. Follow agreed-upon rules for discussions and carry out assigned roles. (F)

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (F)

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (F)

Treasures provides texts and topics for engaging in collaborative discussions however teachers will need to provide structured opportunities for students to master standards SL.5.1.a-d.

Supplement Needed: 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. (S)

Considerations: W.5.2 Write informative/explanatory texts to examine

a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (F)

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (F)

Consider using Treasures’ Theme Project to meet this standard.

Considerations: L.5.1 Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. (F)

c. Use verb tense to convey various times, sequences, states, and conditions. (F)

d. Recognize and correct inappropriate shifts in verb tense.* (F)

Refer to Treasures Unit 3 Grammar Lessons. L.5.2 Demonstrate command of the conventions of


a. Use punctuation to separate items in a series.* (F)

Refer to Treasures Unit 1 Grammar Lessons. d. Use underlining, quotation marks, or italics to

indicate titles of works. (F) Refer to Unit 2 p. 239H, Unit 3 p. 315O, Unit 5 p. 577H, 577W and 559L.

http://www.aps.edu/curriculum-and-instruction/english-language-arts/ http:/www.aps.edu



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: L

itera

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ch

ara

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an

d P

lot)

(15

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Un

it 1

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-5

(15

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)

Standards in the Unit of Study addressed in Treasures: RL.5.1 Quote accurately from a

text when explaining what the text says explicitly and when drawing inferences from the text. (F)

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). (F)

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. (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). (S)


Standards in the Unit of Study addressed in Treasures: RF.5.3 Know and apply grade-

level phonics and word analysis skills in decoding words.




c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (S)

Standards in the Unit of Study addressed in Treasures: 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. (F)

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

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. (F)

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.) (S)

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 demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29. (F)





Standards in the Unit of Study addressed in Treasures: SL.5.6 Adapt speech to a variety of contexts and

tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) (R)

Standards in the Unit of Study addressed in Treasures: L.5.2 Demonstrate command of the conventions

of standard English capitalization, punctuation, and spelling when writing.




b. Recognize and explain the meaning of common idioms, adages, and proverbs. (S)

c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (F)


Considerations: 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. (S)

b. Follow agreed-upon rules for discussions and carry out assigned roles. (S)

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (S)

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (S)

Treasures provides texts and topics for engaging in collaborative discussions however, teachers will need to provide structured opportunities to practice these standards. SL.5.2 Summarize a written text read aloud or

information presented in diverse media and formats, including visually, quantitatively, and orally. (F)

Treasures provides opportunities to summarize texts read aloud however teachers will need to provide information provided in diverse media and formats..

Supplement Needed: 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. (F)




Refer to Treasures Unit 3 Grammar Lessons Unit 2. c. Use verb tense to convey various times,

sequences, states, and conditions. (F) Refer to Treasures Unit 3 Grammar Lessons.





Refer to unit 1 Grammar Lessons. d. Use underlining, quotation marks, or italics to

indicate titles of works. (F) Refer to Unit 2 p. 239H, Unit 3 p. 315O, Unit 5 p. 577H, 577W and 559L. 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.

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. (F)

The core reading program addresses the use of reference materials however teachers will need to supplement the use of digital resources.

Supplement Needed: W.5.3 Write narratives to develop real or imagined

experiences or events using effective technique, descriptive details, and clear event sequences.

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (F)

e. Provide a conclusion that follows from the narrated experiences or events. (F)

Supplement Needed: 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. (F)




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: In

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Main

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(20

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-5

(25

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)

Standards in the Unit of Study addressed in Treasures: RI.5.1 Quote accurately from a text when

explaining what the text says explicitly and when drawing inferences from the text. (F)

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. (S)

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. (F)

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. (F)


Standards in the Unit of Study addressed in Treasures: RF.5.3 Know and apply grade-level phonics

and word analysis skills in decoding words.





Standards in the Unit of Study addressed in Treasures: 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.) (F)






Standards in the Unit of Study addressed in Treasures: SL.5.6 Adapt speech to a variety of contexts

and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) (R)

Standards in the Unit of Study addressed in Treasures: L.5.2 Demonstrate command of the

conventions of standard English capitalization, punctuation, and spelling when writing.



Considerations: W.5.2 Write informative/explanatory texts to

examine a topic and convey ideas and information clearly.



c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). (S)

Consider using Treasures’ Theme Project to meet this standard.

Supplement Needed: 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. (F)

Considerations: SL.5.2 Summarize a written text read aloud or

information presented in diverse media and formats, including visually, quantitatively, and orally. (F)


Supplement Needed: SL.5.3 Summarize the points a speaker

makes and explain how each claim is supported by reasons and evidence. (S)

Considerations: L.5.1 Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking.


Refer to Treasures Unit 3 Grammar Lessons Unit 2.

c. Use verb tense to convey various times, sequences, states, and conditions. (F)

Refer to Treasures Unit 3 Grammar Lessons. d. Recognize and correct inappropriate

shifts in verb tense.* (F)

Refer to Treasures Unit 3 Grammar Lessons. L.5.2 Demonstrate command of the


a. Use punctuation to separate items in a series.* (S)

Refer to unit 1 Grammar Lessons. d. Use underlining, quotation marks, or

italics to indicate titles of works. (F)

Refer to Unit 2 p. 239H, Unit 3 p. 315O, Unit 5 p. 577H, 577W and 559L.




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Tri

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2

Un

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: “In

Th

eir

Sh

oe

s”:

Au

tho

r’s P

oin

t o

f V

iew

in

Mu

ltip

le S

ou

rces

(25

days

)

Un

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Wee

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-5

(2

5 d

ay

s)

Standards in the Unit of Study addressed in Treasures: RL.5.1 Quote accurately from a text when


RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. (F)



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









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.) (S)










e. Spell grade-appropriate words correctly, consulting references as needed. (S)


a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (F)

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (F)



c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (S)


Unit 4 continued on next page.




Supplement Needed: 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). (F)

Considerations: W.5.2 Write informative/explanatory texts to




e. Provide a concluding statement or section related to the information or explanation presented. (F)

Consider using Treasures’ Theme Project to meet this standard. W.5.7 Conduct short research projects that

use several sources to build knowledge through investigation of different aspects of a topic. (F)

Refer to “Connect to Content” in Unit 3 P. 303 and 347.

Supplement Needed: 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. (F)


information presented in diverse media and formats, including visually, quantitatively, and orally. (S)



makes and explain how each claim is supported by reasons and evidence. (F)



b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. (S)


c. Use verb tense to convey various times, sequences, states, and conditions. (S)


shifts in verb tense.* (F) Refer to Treasures Unit 3 Grammar Lessons. L.5.2 Demonstrate command of the


a. Use punctuation to separate items in a series.* (S)

Refer to unit 1 Grammar Lessons. b. Use a comma to separate an

introductory element from the rest of the sentence. (F)

Refer to unit 1 P 59H, Unit 3 P. 277A, 381E and Unit 6 P 749H.

d. Use underlining, quotation marks, or italics to indicate titles of works. (S)

Refer to Unit 2 p. 239H, Unit 3 p. 315O, Unit 5 p. 577H, 577W and 559L. 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.

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. (F)


Supplement Needed: L.5.1 Demonstrate command of the


a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (F)

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). (F)




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: A

uth

or’

s C

raft

: W

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Ch

oic

e a

nd

Str

uctu

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(20

days

)

Un

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Wee

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-53

(1

5 d

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s)



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. (S)

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. (F)



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. (F)

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. (F)

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. (S)

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). (S)


Standards in the Unit of Study addressed in Treasures: RF.5.3 Know and apply grade-level

phonics and word analysis skills in decoding words.





Standards in the Unit of Study addressed in Treasures: W.5.2 Write informative/explanatory texts to


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. (S)

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (S)

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). (F)

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. (F)

e. Provide a concluding statement or section related to the information or explanation presented. (S)





















Supplement Needed: 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. (F)

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). (F)


information presented in diverse media and formats, including visually, quantitatively, and orally. (S)


Supplement Needed: 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. (F)





sequences, states, and conditions. (S)

Refer to Treasures Unit 3 Grammar Lessons. d. Recognize and correct inappropriate shifts in

verb tense.* (F) Refer to Treasures Unit 3 Grammar Lessons. L.5.2 Demonstrate command of the conventions of



Refer to unit 1 Grammar Lessons. b. Use a comma to separate an introductory

element from the rest of the sentence. (F)




Supplement Needed: L.5.1 Demonstrate command of the conventions of










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Tri

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2

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: C

om

pare

an

d C

on

tras

t:

Ge

nre

, C

ult

ure

, a

nd

Po

int

of

Vie

w

(20

days

)

Un

it 4

Wee

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-5

(1

0 d

ay

s)



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). (S)


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. (F)



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. (F)

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. (S)

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








Standards in the Unit of Study addressed in Treasures: 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 in which ideas are logically grouped to support the writer’s purpose. (F)

b. Provide logically ordered reasons that are supported by facts and details. (F)

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). (F)

d. Provide a concluding statement or section related to the opinion presented. (F)

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

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (S)

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (S)

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially) . (S)

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. (S)

e. Provide a concluding statement or section related to the information or explanation presented. (S)




















Considerations: W.5.7 Conduct short research projects that use several

sources to build knowledge through investigation of different aspects of a topic. (S)

Refer to “Connect to Content” in Unit 4 p. 498 & 511. Supplement Needed: 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. (S)

Supplement Needed: 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. (F)







shifts in verb tense.* (S) Refer to Treasures Unit 3 Grammar Lessons. L.5.2 Demonstrate command of the














b. Recognize and explain the meaning of common idioms, adages, and proverbs. (F)




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pin

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/Arg

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en

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In

form

ati

on

al T

ex

t:

Wri

tten

, R

ea

d, a

nd

Sp

ok

en

(25

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Un

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Standards in the Unit of Study addressed in Treasures: RI.5.1 Quote accurately from a text when


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. (F)

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. (F)

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. (S)

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

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).(S)





















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. (F)


a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (S)

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (S)






Considerations: 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. (S)

Considerations: W.5.7 Conduct short research projects that

use several sources to build knowledge through investigation of different aspects of a topic. (S)

Refer to “connect to Content” in Unit 5 p. 545, 547, 574, 600, 6127, 641, 649A, and 649K.

Supplement Needed: 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 in which ideas are logically grouped to support the writer’s purpose. (F)




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. (S)


makes and explain how each claim is supported by reasons and evidence. (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. (F)

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. (S)







shifts in verb tense.* (F) Refer to Treasures Unit 3 Grammar Lessons. L.5.2 Demonstrate command of the







Refer to Unit 2 p. 239H, Unit 3 p. 315O, Unit 5 p. 577H, 577W and 559L 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.

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. (S)




a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (S)

e. Use correlative conjunctions (e.g., either/or, neither/nor). (F)


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?). (S)




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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. (F)

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. (F)

RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. (S)








a. Read on-level text with purpose and understanding. (F)

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (F)





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. (S)











a. Interpret figurative language, including similes and metaphors, in context. (F)







Supplement Needed: 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. (F)

Supplement Needed: 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 in which ideas are logically grouped to support the writer’s purpose. (F)




Supplement Needed: 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. (F)





sequences, states, and conditions. (S) Refer to Treasures Unit 3 Grammar Lessons.




a. Use punctuation to separate items in a series.* (F) Refer to unit 1 Grammar Lessons.

b. Use a comma to separate an introductory element from the rest of the sentence. (S)



Refer to Unit 2 p. 239H, Unit 3 p. 315O, Unit 5 p. 577H, 577W and 559L L.5.3 Use knowledge of language and its conventions

when writing, speaking, reading, or listening. b. Compare and contrast the varieties of English

(e.g., dialects, registers) used in stories, dramas, or poems. (F)

Refer to Unit 1 p. 43, 52, 53O, 116, Unit 3 p. 361, 380, Unit 5 p. 536, 541, 599, 602, 612, 635.

Supplement Needed: L.5.1 Demonstrate command of the conventions of


a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (S)

e. Use correlative conjunctions (e.g., either/or, neither/nor). (F)


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?). (S)




Documents

Introduction to the Macmillan McGraw-Hill Treasures Core ...sevenbarteaching.com/Grade_5_CCSS_UoS Alignment Treasures.pdf · Introduction to the Macmillan McGraw-Hill Treasures Core