Neshaminy School District Curriculum Maps Fifth Grade ELA€¦ · Neshaminy School District Curriculum Maps Fifth Grade ELA Resources Available to Teachers for Instruction: Good Habits

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Neshaminy School District Curriculum Maps Fifth Grade ELA

Resources Available to Teachers for Instruction: Good Habits Great Readers

Words Their Way

Vocabulary Workshop

Reading A to Z and Raz Kids (online)

Writing Fundamentals (Launching, Narrative, Informational, and Opinion Units)- mentor texts, shared read-alouds, and mini-lessons

The Fundamentals of Grammar and Conventions

Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom.

1. Persisting -sticking to a task until it iscompleted.

Identify characteristics of persistenceshown by individuals in well-knownevents

Imagine what might have occurred ifmore or less persistence was shown ina given scenario.

2. Managing Impulsivity -thinkingbefore acting.

Model the use of patience,including wait time duringdiscussion, or using helpfulsentence stems that reflectintentional choice.

3. Listening to Others-WithUnderstanding and Empathy –listening, understanding, andempathizing with someone else’s pointof view.

Model appropriate listening andhelp student identify the mostcommon “errors” in conversation.

4. Thinking Flexibly- consideringalternative points of view or dealing withseveral sources of informationsimultaneously.

Use RAFT assignments (Role,Audience, Format, Topic) wherestudents must consider a situation,letter, speech or poem from adifferent perspective.

Contents of Document: 1. Teacher Resources2. Habits of Mind3. Pa Core Standards and Common Core Standards Crosswalk4. English Language Arts Curriculum Map

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5. Thinking About our Thinking(Metacognition)- mapping out thinkingprocess.

Diagram the relationship between awant and a need.

Map out how characters from booksor thinkers in history might havearrived at certain starting or stoppingpoints in thought.

6. Striving for Accuracy and Precision -taking time to check over work.

Use “three before me,” a strategythat insists on any importantassignment being checked by atleast three other people beforebeing handed in.

7. Questioning and Posing Problems- knowing how to ask questions to fill inthe gaps and asking a range ofquestions.

Create a “parking lot” area in theclassroom—stocked with post-itnotes—where students can postquestions.

8. Applying Past Knowledge to NewSituations-being able to abstractmeaning from one experience and applyit in a new and novel situation.

Use questions stems like “What doyou remember about. . .?”, “Whenhave you ever seen anything likethis?”

9.Thinking and Communicating withClarity and Precision- communicatingaccurately in both written and oral form.

Remind students to avoid thevagueness and abstraction—andimprecision—of terms like always,never, all, everybody, teachers, etc.

10. Gathering Data through All Senses –knowing information gets into the brainthrough different sensory pathways.

Allow students to “cite” sourcesfrom sensory data in addition totraditional textual sources.

11. Creating, Imagining, andInnovating –examining alternativepossibilities from many angles.

Offer persistent sources ofinspiring thought, design, art ormultimedia through writingprompts, discussion points orsimply as a daily class closure.

12. Taking Responsible Risks-acceptingconfusion, uncertainty, and the higherrisks of failure as part of the normalprocess.

Create an environment where failureis analyzed, not punished.

13. Taking Responsible Risks-acceptingconfusion, uncertainty, and the higherrisks of failure as part of the normalprocess.

Create an environment where failureis analyzed, not punished.

14. Finding Humor –initiating humormore often, placing greater value onhaving a sense of humor, appreciatingand understanding others’ humor.

Point out humor where it is notimmediately apparent, especially instories and examples from yourown life.

Teach students to distinguishbetween situations of human frailtyand fallibility that are in need ofcompassion and those that are trulyfunny.

15. Thinking Interdependently- realizing that all of us together aremore powerful, intellectually and /orphysically, than any one individual.

Cooperative learning groups

Using digital and social mediaprovides opportunity forinterdependence.

16. Learning Continuously –alwaysstriving for improvement.

Revisit old ideas, writing andprojects to identify areas fordevelopment, improvement orrevision.

Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D. Teaching Tips created by Terry Heich, www.edutopia.org

http://www.edutopia.org/

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PA Common Core - Common Core - PA Academic Standards Crosswalk Grade 5 ELA

PA Common Core Standard Common Core State Standard

Foundational Skills CC.1.1.5.D.

Know and apply grade level phonics and word

analysis skills in decoding words.

Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and

morphology to read accurately unfamiliar

multisyllabic words.

RF.5.3 (Phonics and Word Recognition) 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.

CC.1.1.5.E.

Read with accuracy and fluency to support

comprehension:

• Read on-level text orally with accuracy,

appropriate rate, and expression on successive

readings.

• Use context to confirm or self-correct word

recognition and understanding, rereading as

necessary

RF.5.4 (Fluency) 4. Read with sufficient accuracy and fluency to

support comprehension.

a. Read on-level text with purpose and

understanding.

b. Read on-level prose and poetry orally with

accuracy, appropriate rate, and expression on

successive readings.

c. Use context to confirm or self-correct word

recognition and understanding, rereading as

necessary.

Informational Text CC.1.2.5.A

Determine two or more main ideas in a text and

explain how they are supported by key details;

summarize the text.

RI.5.2 Determine two or more main ideas of a text and

explain how they are supported by key details;

summarize the text.

CC.1.2.5.B.

Cite textual evidence by quoting accurately from the text to explain what

the text says explicitly and make inferences.

RI.5.1 Quote accurately from a text when explaining what

the text says explicitly and when drawing inferences

from the text.

CC.1.2.5.C.Explain the relationships or interactions between two or more

individuals, events, ideas, or concepts in a text based on specific

information

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

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in the text. specific information in the text.

CC.1.2.5.D.

Analyze multiple accounts of the same event or

topic, noting important similarities and

differences in the point of view they represent.

RI.5.6 Analyze multiple accounts of the same event or

topic, noting important similarities and differences in

the point of view they represent.

CC.1.2.5.E.

Use text structure, in and among texts, to

interpret information (e.g., chronology,

comparison, cause/effect, problem/ solution).

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.

CC.1.2.5.F.

Determine the meaning of words and phrases as they are used in grade

level text, including

interpretation of figurative language.

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.

CC.1.2.5.G.

Draw on information from multiple print or digital sources,

demonstrating the ability to locate an answer to a question quickly or to

solve a problem efficiently.

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.

CC.1.2.5.H.

Determine how an author supports particular

points in a text through reasons and evidence.

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).

CC.1.2.5.I.

Integrate information from several texts on the

same topic to demonstrate understanding of that topic.

RI.5.9 Integrate information from several texts on the

same topic in order to write or speak about the

subject knowledgeably.

CC.1.2.5.J.

Acquire and use accurately grade-appropriateconversational, general academic, and domain specific words and

phrases, including those that

signal contrast, addition, and other logical relationships.

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).

CC.1.2.5.K.

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade level reading and content, choosing

flexibly from a range of strategies and tools.

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.

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CC.1.2.5.L.

Read and comprehend literary non-fiction and

informational text on grade level, reading

independently and proficiently.

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.

Literature CC.1.3.5.A

Cite textual evidence by quoting accurately from the text to explain what

the text says explicitly and make inferences.

RL.5.1 Quote accurately from a text when explaining what

the text says explicitly and when drawing inferences

from the text.

CC.1.3.5.B

Compare and contrast two or more characters, settings or events in a

story or drama, drawing on specific details in the text.

RL.5.3 Compare and contrast two or more characters, settings, or events in a

story or drama, drawing on specific details in the text (e.g., how

characters interact).

CC.1.3.5.C

Determine a theme of a text from details in thetext, 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.5.2 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 on how the

speaker in a poem reflects upon a topic; summarize

the text.

CC.1.3.5.D

Analyze multiple accounts of the same event ortopic, noting important similarities and differences in the point of view

they represent.

RL.5.6 Describe how a narrator’s or speaker’s point of view

influences how events are described.

CC.1.3.5.E

Explain how a series of chapters, scenes or

stanzas fits together to provide the overall

structure of a particular story, drama, or poem.

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.

CC.1.3.5.F

Determine the meaning of words and phrases as they are used in grade

level text, including interpretation of figurative language.

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.

CC.1.3.5.G RL.5.7

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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).

Analyze how visual and multimedia elements

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

(e.g., graphic novel, multimedia presentation of

fiction, folktale, myth, poem).

CC.1.3.5.H

Compare and contrast texts in the same genre on their approaches to

similar themes and topics as well as additional literary elements.

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.

CC.1.3.5.I


words and phrases based on grade 5 reading and content, choosing

flexibly from a range of strategies and tools.

L.5.4


words and phrases based on grade 5 reading and content, choosing

flexibly from a range of strategies.

CC.1.3.5.J

Acquire and use accurately grade-appropriateconversational, general academic, and domain specific words and

phrases, including those that

signal contrast, addition, and other logical relationships.

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).

CC.1.3.5.K

Read and comprehend literary fiction on grade

level, reading independently and proficiently.

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.

Writing CC.1.4.5.A

Write informative/ explanatory texts to examine a topic and convey ideas

and information clearly.

W.5.2

Write informative/explanatory texts to examine a topic and convey

ideas and information clearly.

CC.1.4.5.B

Identify and introduce the topic clearly.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.

.

CC.1.4.5.C

Develop the topic with facts, definitions, concrete details, quotations, or

other information and examples related to the topic; include illustrations

W.5.2a / W.5.2b

Introduce a topic clearly, provide a general

observation and focus, and group related

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and multimedia when useful to aiding comprehension. information logically; include formatting (e.g.,

headings), illustrations, and multimedia when useful to aiding

comprehension. Develop the topic with facts, definitions, concrete

details, quotations, or other information and examples related to the

topic.

CC.1.4.5.D

Group related information logically linking ideaswithin and across categories of information using words, phrases, and

clauses; provide a

concluding statement or section; include formatting when useful to aiding

comprehension.

W.5.2c / W.5.2e / W.5.2a

Link ideas within and across categories of information using words,

phrases, and clauses (e.g., in contrast, especially). Provide a concluding

statement or section related to the information or explanation presented.

Include formatting (e.g., headings), illustrations, and multimedia when

useful to aiding comprehension.

CC.1.4.5.E

Write with an awareness of style.

• Use precise language and domain-specific

vocabulary to inform about or explain the topic.

• Use sentences of varying length.

W.5.2d

Use precise language and domain-specific vocabulary to inform about

or explain the topic.

CC.1.4.5.F

Demonstrate an appropriate command of the conventions of standard

English grammar, usage, capitalization, punctuation, and spelling.

L.5.2

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?). Use

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

grade-appropriate words correctly, consulting references as needed.

CC.1.4.5G

Write opinion pieces on topics or texts.W.5.1

Write opinion pieces on topics or texts, supporting a point of view with

reasons and information.

CC.1.4.5.H

Introduce the topic and state an opinion on the

topic.

W.5.1a

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.

CC.1.4.5.I

Provide reasons that are supported by facts and

details; draw from credible sources.

W.5.1b

Provide logically ordered reasons that are supported

by facts and details.

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CC.1.4.5.J

Create an organizational structure that includes

related ideas grouped to support the writer’s

purpose; link opinion and reasons using words,

phrases, and clauses; provide a concluding

statement or section related to the opinion.

W.5.1a / W.5.1c / W.5.1d

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.

Link opinion and reasons using words, phrases, and clauses (e.g.,

consequently, specifically). Provide a concluding statement or section

related to the opinion presented.

CC.1.4.5.K

Write with an awareness of style.

• Use sentences of varying length.

• Expand, combine, and reduce sentences for

meaning, reader/listener interest, and style.

L.5.3

Use knowledge of language and its conventions when writing,

speaking, reading, or listening. Expand, combine, and reduce sentences

for meaning, reader/listener interest, and style.

CC.1.4.5.L

Demonstrate an appropriate commandof the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling.

L.5.2

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?).

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

Spell grade-appropriate words correctly, consulting references as

needed.

CC.1.4.5.M

Write narratives to develop real or imagined experiences or events.

W.5.3

Write narratives to develop real or imagined

experiences or events using effective technique, descriptive details, and

clear event sequences.

CC.1.4.5.N

Orient the reader by establishing a situation and

introducing a narrator and/or characters.

W.5.3a

Orient the reader by establishing a situation and

introducing a narrator and/or characters; organize

an event sequence that unfolds naturally.

CC.1.4.5.O

Use narrative techniques such as dialogue,

description, and pacing, to develop experiences

W.5.3b / W.5.3d

Use narrative techniques, such as dialogue, description, and pacing, to

develop experiences and events or show the responses of characters to

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and events or show the responses of characters

to situations; use concrete words and phrases

and sensory details to convey experiences and

events precisely.

situations. Use concrete words and phrases and sensory details to

convey experiences and events precisely.

CC.1.4.5.P

Organize an event sequence that unfolds

naturally, using a variety of transitional words

and phrases to manage the sequence of events;

provide a conclusion that follows from the

narrated experiences and events.

W.5.3c / W.5.3e

Use a variety of transitional words, phrases, and

clauses to manage the sequence of events. Provide

a conclusion that follows from the narrated

experiences or events.

CC.1.4.5.Q

• Write with an awareness of styles.• Use sentences of varying length.

• Expand, combine, and reduce sentences for

meaning, reader/listener interest, and style.

L.5.3

Use knowledge of language and its conventions

when writing, speaking, reading, or listening.

Expand, combine, and reduce sentences for

meaning, reader/listener interest, and style

CC.1.4.5.R

Demonstrate an appropriate command

of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling.

L.5.2

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?).

Use underlining, quotation marks, or italics to

indicate titles of works.

Spell grade-appropriate words correctly,

consulting references as needed.

CC.1.4.5.S

Draw evidence from literary or informational texts to support analysis,

reflection, and research, applying grade level reading standards for

literature and informational texts.

W.5.9

Draw evidence from literary or informational texts to

support analysis, reflection, and research.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,

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

characters interact]”).

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]”).

CC.1.4.5.T

With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a

new approach.

W.5.5

With guidance and support from peers and adults,

develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new

approach.

CC.1.4.5.U

With some guidance and support, use

technology, including the Internet, to produce

and publish writing as well as to interact and

collaborate with others; demonstrate sufficient

command of keyboarding skills to type a

minimum of two pages in a single sitting.

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.

CC.1.4.5.V

Conduct short research projects that use several

sources to build knowledge through investigation of different aspects of a

topic.

W.5.7

Conduct short research projects that use several

sources to build knowledge through investigation of

different aspects of a topic.

CC.1.4.5.W

Recall 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.5.8

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.

CC.1.4.5.X

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.

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.

1.5 Speaking and Listening CC.1.5.5.A SL.5.1

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Engage effectively in a range of collaborative

discussions on grade level topics and texts,

building on others’ ideas and expressing their

own clearly.

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.

• 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.

CC.1.5.5.B

Summarize the main points written text readaloud or information presented in diverse media and formats, including

visually, quantitatively, and orally.

SL.5.2 Summarize a written text read aloud or information

presented in diverse media and formats, including

visually, quantitatively, and orally.

CC.1.5.5.C

Summarize the points a speaker makes and

explain how each claim is supported by reasons

and evidence.

SL.5.3 Summarize the points a speaker makes and explain

how each claim is supported by reasons and

evidence.

CC.1.5.5.D

Report on a topic or present an opinion,

sequencing ideas logically and using appropriate

facts and relevant, descriptive details to support

main ideas or themes; speaking clearly with

adequate volume, appropriate pacing, and clear pronunciation.

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.

CC.1.5.5.E

Include multimedia components and visual

displays in presentations when appropriate to

enhance the development of main ideas or

SL.5.5 Include multimedia components (e.g., graphics,

sound) and visual displays in presentations when

appropriate to enhance the development of main

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themes. ideas or themes.

CC.1.5.5.F

Adapt speech to a variety of contexts and tasks,

using formal English when appropriate to task

and situation.

SL.5.6 Adapt speech to a variety of contexts and tasks,

using formal English when appropriate to task and

situation.

CC.1.5.5.G

Demonstrate command of the conventions of

standard English when speaking based on grade

5 level and content.

L.5.1

• Demonstrate command of the conventions of

standard English grammar and usage when writing

or speaking.

• Explain the function of conjunctions, prepositions,

and interjections in general and their function in

particular sentences.

• Form and use the perfect (e.g., I had walked; I

have walked; I will have walked) verb tenses.

• Use verb tense to convey various times,

sequences, states, and conditions.

• Recognize and correct inappropriate shifts in verb

tense.*

• Use correlative conjunctions (e.g., either/or,

neither/nor).

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CURRICULUM MAP COURSE/ SUBJECT: GRAMMAR GRADE: FIFTH MONTH: THROUGHOUT SCHOOL YEAR

Enduring Understanding: Writing is a means of documenting thinking.

Essential Question: What role does writing play in our lives?

Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.

Essential Question: How do we develop into effective writers?

Enduring Understanding: Purpose, topic, and audience guide types of writing.

Essential Questions: To what extent does the writing process contribute to the quality of writing?

STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT

CC.1.4.4.ECC.1.4.4.F

CC.1.4.4.K

CC.1.4.4.L

CC.1.4.4.O

CC.1.4.4.Q

CC.1.4.4.R

The Fundamentals of

Grammar and

Conventions

Punctuation

Parts of Speech

Capitalization

Sentence Structure

Layout

Explore the many uses of commas and recognize the important role they play

in how text is read and interpreted

Begin to learn about the use of ellipses and how some writers use them to

build anticipation and create drama

Identify how, when used effectively verbs add energy, originality, and power

Continue to learn about the different uses of pronouns

Learn that months of the year and geographic places, including the

abbreviations for states, should be capitalized

Learn where one sentence ends and the other begins in order to avoid the

overuse of “and,” which will enable them to use proper capitalization

Observe how sentences are built and how sentence lengths impact readers

Recognize that writers create a sense of rhythm with the fluency of their

sentences and a flow that readers find enjoyable

Begin to write paragraphs that include interesting beginnings, varied sentence

lengths, creative word order, and transitional phrases

Learn about nonfiction text layout features from a mentor text and discuss

effects on readers

Identify interesting font choices writers make and notice the impact they have

on how a story is read, understood, and enjoyed

Teacher

Anecdotal

Records

Conference

District Writing

Assessment

NSD Scope &

Sequence for

Conventions

Writing

Fundamentals

Skills Checklists

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CURRICULUM MAP

COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIFTH MONTH:SEPTEMBER/OCTOBER/NOVEMBER

Enduring Understanding: Spoken language can be represented in print.

Essential Question: How can the knowledge of language help us to communicate and understand?

Enduring Understanding: Effective use of vocabulary builds social and academic knowledge.



CC.1.1.5.D

CC.1.1.5.E

Words Their Way

Vocabulary Workshop

Units 1-6

Good Habits Great Readers

Phonics and Word

recognition

(Word Analysis)

Fluency

While reading, self-monitor and determine when a multisyllabic

word is unfamiliar

Demonstrate an understanding of what a root is and that many

words are made up of roots(e.g. min:small or less; ject:throw;

cand:shine)

Know meanings of common, grade appropriate roots

(e.g. geo:earth; graph:write; ped;foot)

Demonstrates accuracy, automaticity in oral reading of grade

level text in a variety of genres ( 132 wpm )

Increase independent reading to 30 minutes

Increase sight words read fluently

Demonstrate an understanding of the different purposes for

reading text

Participate in guided/shared reading of different genres of test

Demonstrate an understanding of grade-appropriate vocabulary

Make and confirm predictions in texts read aloud by the teacher

Determine genre of text before reading

Determine purpose for reading on-level text

Actively listen to different genres(poetry, mysteries, adventure

novels, technical texts) read aloud fluently Determine when on-level text is not understood and when a word

is misread

Word Their

Way

Assessment

Teacher

Anecdotal

Records

MAP

DRA2

15

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: SEPTEMBER/OCTOBER/NOVEMBER

Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.

Essential Question: How do we think while reading in order to understand and respond?

STANDARDS CORE MATERIALS CONTENT SKILLS - INFORMATIONAL ASSESSMENT

CC.1.2.5.A

CC.1.2.5.B

CC.1.2.5.C

CC.1.2.5.D

CC.1.2.5.E

CC.1.2.5.F


Unit 1: Great Readers Read to Learn

Informational

Key Ideas and Details

Craft and Structure

Explain what a text is about and draw conclusions by quoting correctly from the text Identify two or more main ideas and

find the key details that strengthen these main ideas

Summarize the main points in a text in your own words

Describe the connections( how they are the same or how they are

different) between two or more people, events, ideas or concepts

in historical, scientific or “how to” texts by quoting accurately to

support their findings

Tell how historical events are connected

Find the meaning of general vocabulary words or phrases specific

to grade level topics to subjects using glossaries and context clues

Explain how the events, ideas or concepts fit into the overall

structure of a text by finding the similarities and differences

between two or more texts

Discuss the similarities and differences unique to various

perspectives presented in the text

Determine what features in the text help you find important

information about what you’re are reading

Describe how the information is presented or organized in each

text

Determine what the author wants the reader to understand

Find the information in a text to support your thinking

Use media efficiently to answer questions and to solve problems

Determine what a diagram/image tells you about a topic

Find the part the author uses as evidence to support his/her

thinking

Find the reasons the author gives for his/her thinking

Unit 1: Great

Readers Read

to Learn

Checklist

Teacher

Anecdotal

Records

Reading

Conference

DRA-2

Pearson

Summary

Rubric

MAP

16

CC.1.2.5.G

CC.1.2.5.H

CC.1.2.5.I

CC.1.2.5.J

CC.1.2.5.K

CC.1.2.5.L

Vocabulary Workshop

Units 1-6

Integration of

Knowledge and Ideas

Vocabulary Acquisition

and Use

Range of Reading and

Level of Text

Complexity

Determine the similarities and differences between points

presented in texts

Gather facts and pieces of evidence from texts to support your

thinking about a topic

Combine information from several texts about the same subject in

a written or oral response that demonstrates knowledge of the

subject.

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade-level reading and

content

Acquire and use grade-appropriate words and phrases

Read and understand a wide range of informational texts within

the higher end of the 4th

-5th

grade text level efficiently by the end

of the year

Show a steadily growing ability to discern more from and make

fuller use of text including making an increasing number of

connections among ideas and between texts, considering a wider

range of textual evidence, and becoming more sensitive to

inconsistencies, ambiguities, and poor reasoning in texts.

Acquire the habits of reading independently and closely, which are

essential to their future success

Encounter appropriately complex texts at each grade level in order

to develop the mature language skills and conceptual knowledge

needed for success in school and life

Encounter texts with minimal clarifications

17

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH:SEPTEMBER/OCTOBER/NOVEMBER



STANDARDS CORE MATERIALS CONTENT SKILLS - FICTION ASSESSMENT

CC.1.3.5.A

CC.1.3.5.B

CC.1.3.5.C

CC.1.3.5.D

CC.1.3.5.E

CC.1.3.5.F

CC.1.3.5.G

CC.1.3.5.H


Unit 1: Great Readers See Themselves as

Readers

Unit 2: Great Readers Make Sense of Text

Unit 3 : Great Readers Use what They

Know

The First Twenty Days

Literature


Craft and Structure

Integration of

Knowledge and Ideas

Classroom Management – Rituals and Procedures Tell the reasons why you think as you do and link your thinking to

the text

Determine the most important events in a story and show how you

know from evidence in the text

Demonstrate the ability to support their evidence by quoting

accurately from the text

Determine the theme of a text with focus on the character’s actions

using specific evidence from the text

Summarize a story from beginning to end in a few sentences

Tell how a character solves a problem in the story

Describe how two characters, setting or events are the same and

how they are different in a text. Use evidence from the text to

support your thinking

Use context clues to determine the meanings of words or phrases

in text and focus on figurative language

Tell how a text is presented or organized Think about what is read and determine who is telling the story

Describe how the narrator’s point of view affects the events of the

story

Tell how the illustrations affect the mood of the text

Determine whether a hypertext or embedded video helps you

better understand the text.

Use technology to help you better understand the text

Compare the similarities and differences between what happens to

characters within the same genre

Determine whether characters solve problems in different ways across texts of the same genre

Unit 1: Great

Readers See

Themselves as

Readers

Checklist

Unit 2: Great

Readers Make Sense of Text

Checklist

Unit 3: Great

Readers Use

What They

Know

Checklist

Teacher

Anecdotal

Records

Reading

Conference

DRA-2

Pearson

Summary

Rubric

18

CC.1.3.5.I

CC.1.3.5.J

CC.1.3.5.K

Vocabulary Workshop

Units 1-6 Vocabulary Acquisition

and Use


Level of Text

Complexity



content


Demonstrate a steadily growing ability to discern more from and

make fuller use of texts including making an increasing number of


range of textual evidence and becoming more sensitive to




Encounter appropriately complex texts at each grade level in order to develop the mature language skills and conceptual knowledge



MAP

19

COURSE/ SUBJECT: WRITING GRADE: FIFTH MONTH: SEPTEMBER/OCTOBER/NOVEMBER








CC.1.4.5.ACC.1.4.5.B

CC.1.4.5.C

CC.1.4.5.D

CC.1.4.5.E

CC.1.4.5.F

CC.1.4.5.G

CC.1.4.5.H

CC.1.4.5.I

CC.1.4.5.J

CC.1.4.5.K

CC.1.4.5.L

CC.1.4.5.M

CC.1.4.5.N

CC.1.4.5.O

CC.1.4.5.P

CC.1.4.5.Q

CC.1.4.5.R

CC.1.4.5.T

CC.1.4.5.U

CC.1.4.5.V

CC.1.4.5.W

CC.1.4.5.X

Writing Fundamentals- Unit 1 How Writers Work

Unit 2- Memoir

Informative/Explanatory

Opinion/Argumentative

Narrative

Conventions of

Language

Conducting Research

Establish routines and procedures for writer’s workshop

Form a community of writers who listen, share, and respond to each

other’s thoughts, stories, and ideas

Think about the writer and his or her process when reading mentor texts

Recognize how writing is a process that takes hard work and time to

create meaningful pieces

Write routinely over extended time frames and shorter time frames for a

range of purposes and audiences

Understand the ways to listen and be heard when working a writing

partnership

Discover ways to problem solve when experiencing writer’s block

Publish a piece of writing, with teacher guidance and support, that they

develop and strengthen using writing process- collecting, drafting,

revising, and editing

Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

Orient the reader by establishing a situation and introducing a narrator

and/or characters

Organize an event sequence that unfolds 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 and phrases and sensory details to

convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or

events.

Recall relevant information from experiences or gather relevant

information from print and digital sources; summarize or paraphrase

Teacher Anecdotal

Records

Conferences

Writing

Fundamentals

Rubrics

District Writing

Assessment

20

information in notes and finished work, and provide a list of sources.


reflection and research.

Compare and contrast two or more characters, settings, or events in a

story or drama, drawing on specific details in the text.

21

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIFTH MONTH: SEPTEMBER/OCTOBER/ NOVEMBER




CC.1.5.5.A

CC.1.5.5.B

CC.1.5.5.C

CC.1.5.5.D

CC.1.5.5.E

CC.1.5.5.F

CC.1.5.5.G

Good Habits Great Readers Units 1-3

Writing Fundamentals

Units 1-2

Comprehension and

Collaboration

Presentation of

Knowledge and Ideas

Engage effectively in a range of collaborative discussions on grade-level

topics and texts, building on others’ ideas and expressing their own clearly

Summarize the main points of written text read aloud or information

presented in diverse media and formats, including visually, quantitatively,

and orally

Summarize the points a speaker makes and explain how each claim is

supported by reasons and evidence.

Report on a topic or present an opinion, sequencing ideas logically and

using appropriate facts and relevant, descriptive details to support main

ideas or themes; speaking clearly with adequate volume, appropriate pacing,

and clear pronunciation.

Include multimedia components and visual displays in presentations when

appropriate to enhance the development of main ideas or themes.

Adapt speech to a variety of contexts and tasks, using formal English when

appropriate to task and situation.

Demonstrate command of the conventions of standard English when

speaking, based on Grade 5 level and content.

Teacher

Anecdotal

Records

22

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIFTH MONTH: THROUGHOUT SCHOOL YEAR

SPANISH



COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIFTH MONTH: DECEMBER/JANUARY/FEBRUARY Enduring Understanding: Spoken language can be represented in print.



World

Language

Standards

12.1 Communication

Symtalk

Descubranos! (Level 5) Vocabulary

Greetings and

Introductions

Parts of Speech

o Verbs

o Nouns

o Pronouns

o Adjectives

Basic Grammar

Sound Patterns

Simple Conversations

Students will be able to:

Understand familiar names, words, and very simple

sentences.

Identify present tense; negative and interrogative

forms; qualifying, possessive, and demonstrative adjectives; near

future; recent past; and present progressive.

Recognize linguistic similarities and differences (e.g., sound patterns,

vocabulary, connotations/denotations)

Recognize structural similarities and differences (e.g., word

formation patterns sentence structure, idiomatic expressions – e.g.,

number, gender, adjective agreement, present tense, verb conjugation,

pronoun placement, subject pronoun, question formation).

Make short exchanges of basic information and about personal needs,

courtesies, feelings, likes and dislikes and other familiar topics

(school, vocabulary, time, food, family, clothing, weather, hobbies or

pastimes, travel, home, and health).

Sentence

formation

Speaking

and

listening

in groups

Writing

and

speaking

in small

sentences

23

Enduring Understanding: Effective use of vocabulary builds social and academic knowledge.



CC.1.1.5.D

CC.1.1.5.E

Words Their Way

Vocabulary Workshop

Units 7-12


Phonic and Word

Recognition

(Word Analysis)

Fluency


word is unfamiliar



cand:shine)



Demonstrates accuracy, automaticity in oral reading of grade level

text in a variety of genres ( 150 wpm )




reading text







novels, technical texts) read aloud fluently

Determine when on-level text is not understood and

when a word is misread

Word Their

Way

Assessment

Teacher

Anecdotal

Records

MAP

DRA2

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: DECEMBER/JANUARY/FEBRUARY


24



CC.1.2.5.A

CC.1.2.5.B

CC.1.2.5.C

CC.1.2.5.D

CC.1.2.5.E

CC.1.2.5.F

CC.1.2.5.G

CC.1.2.5.H

CC.1.2.5.I

Good Habits Great Readers Unit 5: Great Readers Read to Learn


Craft and Structure

Integration of

Knowledge and Ideas

Explain what a text is about and draw conclusions by quoting

correctly from the text

Identify two or more main ideas and








Recognize that revising and expanding inferences can enhance

understanding of a text

Find the meaning of general vocabulary words or phrases specific

to grade level topics to subjects using glossaries and context clues

Explain how the events, ideas or concepts fit into the overall

structure of a text by finding the similarities and differences

between two or more texts

Discuss the similarities and differences unique to various

perspectives presented in the text

Determine what features in the text help you find important

information about what you’re a re reading

Describe how the information is presented or organized in each

text

Determine what the author wants the reader to understand


Use media efficiently to answer questions and to solve problems



thinking



presented in texts




a written or oral response that demonstrates knowledge of the

Unit 5: Great

Readers Read

to Learn

Checklist

Teacher

Anecdotal

Records

Reading

Conference

DRA-2

Pearson

Summary

Rubric

MAP

25

CC.1.2.5.J

CC.1.2.5.K

CC.1.2.5.L

Vocabulary Workshop

Units 7-12 Vocabulary Acquisition

and Use


Level of Text

Complexity

subject.



content




-5th

grade text level efficiently by the end of the year








Encounter appropriately complex texts at each grade level in order to develop the mature language skills and conceptual knowledge



26

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: DECEMBER/JANUARY/FEBRUARY




CC.1.3.5.A

CC.1.3.5.B

CC.1.3.5.C

CC.1.3.5.D

CC.1.3.5.E

CC.1.3.5.F

CC.1.3.5.G

CC.1.3.5.H

CC.1.3.5.I

CC.1.3.5.J


Unit 4: Great Readers Understand How

Stories Work

Vocabulary Workshop

Units 7-12


Craft and Structure

Integration and

Knowledge of Ideas


and Use

Tell the reasons why you think as you do and link your thinking to

the text

Recognize new information in a text and use this information to

modify and synthesize background knowledge





Determine the theme of a text with focus on the character’s actions using specific evidence from the text Summarize a story from beginning to end in a few sentences


Describe how two characters, setting or events are the same and

how they are different in a text. Use evidence from the text to




Tell how a text is presented or organized

Think about what is read and determine who is telling the story

Describe how the narrator’s point of view affects the events of the story







Determine whether characters solve problems in different ways

across texts of the same genre



content

Unit 4: Great

Readers

Understand

How Stories

Work

Checklist

Teacher

Anecdotal

Records

Reading

Conference

DRA-2

Pearson

Summary

Rubric

MAP

27

CC.1.3.5.K Range of Reading and

Level of Text

Complexity













28

COURSE/ SUBJECT: WRITING GRADE: FIFTH MONTH: DECEMBER/JANUARY/FEBRUARY Essential Question: What role does writing play in our lives?






CC.1.4.5.ACC.1.4.5.B

CC.1.4.5.C

CC.1.4.5.D

CC.1.4.5.E

CC.1.4.5.F

CC.1.4.5.G

CC.1.4.5.H

CC.1.4.5.I

CC.1.4.5.J

CC.1.4.5.K

CC.1.4.5.L

CC.1.4.5.M

CC.1.4.5.N

CC.1.4.5.O

CC.1.4.5.P

CC.1.4.5.Q

CC.1.4.5.R

CC.1.4.5.T

CC.1.4.5.V

CC.1.4.5.W

CC.1.4.5.X

Writing

Fundamentals- Unit 3- Biography

Information/Explanatory

Conventions of

Language

Conducting Research

Introduce a topic clearly, provide a general observation and focus, andgroup related information logically.

Develop a topic with facts, definitions, and clear details

Link ideas within and across categories of information using words,phrases, and clauses.

Use precise language and domain-specific vocabulary to inform about or

explain the topic.

Provide a concluding sentence or section that relates to the information

presented and is modeled after a mentor text

Strengthen their writing as needed by planning, revising, and editing with

guidance and support from peers and adults.

Publish an informative/explanatory text to examine a topic and convey

ideas and information clearly.

Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience.

Use technology to produce and publish writing as well as to interact and

collaborate with others.

Demonstrate sufficient command of keyboarding skills to type a

minimum of two pages in a single sitting.

Conduct short research projects that use several sources to build

knowledge through investigation of different aspects of a topic.

Recall relevant information from experiences or print and digital sources,

summarize or paraphrase information in notes and finished work, and

provide a list of sources.


reflection, and research.

Teacher Anecdotal

Records

Conferences


Rubrics

District Writing

Assessment

29

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIFTH MONTH: DECEMBER/JANUARY/FEBRUARY




CC.1.5.4.A

CC.1.5.4.B

CC.1.5.4.C

CC.1.5.4.D

CC.1.5.4.E

CC.1.5.4.F

CC.1.5.4.G



Units 3

Comprehension and

Collaboration

Presentation of

Knowledge and Ideas



Summarize the main points of written text read aloud or information

presented in diverse media and formats, including visually, quantitatively,

and orally

Summarize the points a speaker makes and explain how each claim is

supported by reasons and evidence.

Report on a topic or present an opinion, sequencing ideas logically and

using appropriate facts and relevant, descriptive details to support main

ideas or themes; speaking clearly with adequate volume, appropriate pacing,

and clear pronunciation.

Include multimedia components and visual displays in presentations when

appropriate to enhance the development of main ideas or themes.

Adapt speech to a variety of contexts and tasks, using formal English when

appropriate to task and situation.


speaking, based on Grade 5 level and content.

Teacher Anecdotal

Records

30

COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIFTH MONTH: MARCH/APRIL Enduring Understanding: Spoken language can be represented in print.

Enduring Understanding: Effective use of vocabulary builds social and academic knowledge



CC.1.1.5.D

CC.1.1.5.E

Words Their Way

Vocabulary Workshop

Units 13-16


Phonics and Word

Recognition

(Word Analysis)

Fluency


word is unfamiliar

Demonstrate an understanding of what a root is and that many words are made up of roots(e.g. min:small or less; ject:throw;

cand:shine)



Demonstrates accuracy, automaticity in oral reading of grade level

text in a variety of genres ( 155 wpm )




reading text






Actively listen to different genres(poetry, mysteries, adventure novels, technical texts) read aloud fluently

Determine when on-level text is not understood

Determine when a word is misread

Word Their

Way

Assessment

Teacher

Anecdotal

Records

MAP

DRA2

31

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: MARCH/APRIL




CC.1.2.5.A

CC.1.2.5.B

CC.1.2.5.C

CC.1.2.5.D

CC.1.2.5.E

CC.1.2.5.F

CC.1.2.5.G


Unit 6 : Great Reader Monitor Ideas and

Information

Unit 7 : Great Readers Think Critically

About Books


Craft and Structure

Integration of

Knowledge and Ideas

Recognize that revising and expanding inferences can enhance

understanding of a text









Identify historical and cultural influences in a text and analyze

how a story might be told differently in another culture or historic

period

Recognize gaps in information in a text and locates additional

information from other sources

Recognize how information is being presented or organized in a

text

Compare and contrast viewpoints and/or purposes of texts

Analyze an author’s motives for writing a book and recognize that

authors make choices

Recognize when they agree or disagree with a text and defend

their opinion with valid reasons

Recognize the role of bias in a text and identify the author’s slant

or bias

Explain what the author is emphasizing mostly in the

account of events or topics and decide whether it is the same

or different Find the information in a text to support your thinking Use media efficiently to answer questions and to solve problems



thinking

Pearson Summary

Rubric

MAP

Unit 6 : Great

Reader

Monitor Ideas

and

Information

Checklist

Unit 7 : Great

Readers Think

Critically

About Books

Checklist

Teacher

Anecdotal

Records

Reading

Conference

32

CC.1.2.5.H

CC.1.2.5.I

CC.1.2.5.J

CC.1.2.5.K

CC.1.2.5.L


and Use


Level of Text

Complexity



presented in texts




a written or oral response that demonstrates knowledge of the subject.


meaning words and phrases based on grade-level reading and content




-5th

grade text level efficiently by the end of the year








33

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: MARCH/APRIL




CC.1.3.5.A

CC.1.3.5.B

CC.1.3.5.C

CC.1.3.5.D

CC.1.3.5.E

CC.1.3.5.F

CC.1.3.5.G

CC.1.3.5.H


Unit 6: Great Readers Monitor and

Organize Ideas and Information

Unit 7: Great Readers think Critically

about Books


Craft and Structure

Integration of

Knowledge and Ideas

Tell the reasons why you think as you do and link your thinking to the text Recognize new information in a text and use this information to

modify and synthesize background knowledge





Determine the theme of a text with focus on the character’s actions

using specific evidence from the text



Describe how two characters, setting or events are the same and how they are different in a text. Use evidence from the text to






Describe how the narrator’s point of view affects the events of the

story

Determine the similarities and differences between poems, drama

and prose and respond orally or through a written response








Unit 6: Great

Readers

Monitor and

Organize Ideas

and

Information

Checklist

Unit 7: Great

Readers think

Critically

about Books

Checklist

Teacher

Anecdotal

Records

Reading

Conference

DRA-2

Pearson

Summary

Rubric

MAP

34

CC.1.3.5.I

CC.1.3.5.J

CC.1.3.5.K

Vocabulary Workshop

Units 13-16


and Use


Level of Text

Complexity









content








35

COURSE/ SUBJECT: WRITING GRADE: FIFTH MONTH: MARCH/APRIL








CC.1.4.5.ECC.1.4.5.F

CC.1.4.5.K

CC.1.4.5.M

CC.1.4.5.N

CC.1.4.5.O

CC.1.4.5.P

CC.1.4.5.Q

CC.1.4.5.T

CC.1.4.5.VCC.1.4.5.W

CC.1.4.5.X

Writing

Fundamentals- Unit 4- Persuasive Essay

Opinion/Argument

Informative/Explanatory

Conventions of

Language

Produce clear and coherent writing that is appropriate to task, purpose, and

audience

Write opinion pieces on topics or texts, supporting a point of view with

reasons and information.

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.

Provide logically ordered reasons that are supported by facts and details.

Link opinion and reasons using words, phrases, and clauses.

Provide a concluding statement or section related to the opinion presented.

Write information/explanatory texts to examine a topic and convey ideas and

information clearly.

Introduce a topic clearly, provide a general observation and focus, and group

related information logically.

Develop a topic with facts, definitions, concrete details, quotations, or toher

information and examples related to the topic.

Link ideas within and across categories of information using words, phrases,

and clauses.

Use precise language and domain-specific vocabulary to inform about or

explain the topic.

Provide a concluding statement or section related to the information or

explanation presented.

Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience.

Use technology to produce and publish writing as well as to interact and

Checklists

Teacher Anecdotal

Records

Conferences

Writing

Fundamentals

Rubrics

District Writing

Assessment

36

collaborate with others.

Demonstrate sufficient command of keyboarding skills to type a minimum of

two pages in a single sitting.

Conduct short research projects that use several sources to build knowledge

through investigation of different aspects of a topic.

Recall relevant information from experiences or print and digital sources,summarize or paraphrase information in notes and finished work, and

provide a list of sources.


reflection, and research.

Strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach

37

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIFTH MONTH: MARCH/APRIL




CC.1.5.4.A

CC.1.5.4.B

CC.1.5.4.C

CC.1.5.4.D

CC.1.5.4.E

CC.1.5.4.F

CC.1.5.4.G



Units 4

Comprehension and

Collaboration

Presentation of

Knowledge and Ideas



Paraphrase portions of a text read aloud or information presented in diverse

media and formats, including visually, quantitatively, and orally

Identify the reasons and evidence a speaker provides to support particular

points

Report on a topic or text, tell a story, or recount an experience with

appropriate facts and relevant, descriptive details to support main ideas or

themes; speak clearly with adequate volume, appropriate pacing, and clear

punctuation

Differentiate between contexts that require formal English versus informal

situations

Add audio and visual displays when appropriate to enhance the

development of main ideas or themes


speaking, based on Grade 5 level and content

Teacher Anecdotal

Records

38

COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIFTH MONTH: MAY/JUNE



Enduring Understanding: Effective use of vocabulary builds social and academic knowledge



CC.1.1.5.D

CC.1.1.5.E

Words Their Way

Vocabulary Workshop

Units 17-18


Phonics and Word

Recognition

(Word Analysis)

Fluency

While reading, self-monitor and determine when a

multisyllabic word is unfamiliar



cand:shine)



Demonstrates accuracy, automaticity in oral reading of grade

level text in a variety of genres ( 155 wpm )




reading text


Demonstrate an understanding of grade-appropriate

vocabulary

Make and confirm predictions in texts read aloud by the

teacher




novels, technical texts) read aloud fluently

Determine when on-level text is not understood

Determine when a word is misread

Word Their

Way

Assessment

Teacher

Anecdotal

Records

MAP

DRA2

39

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: MAY/JUNE

Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interactions between reader and text.



CC.1.2.5.A

CC.1.2.5.B

CC.1.2.5.C

CC.1.2.5.D

CC.1.2.5.E

CC.1.2.5.F

CC.1.2.5.G


Craft and Structure

Integration of Knowledge

and Ideas

Recognize that revising and expanding inferences can enhance understanding of a text




Describe the connections( how they are the same or how they

are different) between two or more people, events, ideas or

concepts in historical, scientific or “how to” texts by quoting

accurately to support their findings


Identify historical and cultural influences in a text and analyze

how a story might be told differently in another culture or

historic period

Recognize gaps in information in a text and locates additional

information from other sources

Recognize how information is being presented or organized in

a text

Compare and contrast viewpoints and/or purposes of texts

Analyze an author’s motives for writing a book and recognize

that authors make choices

Recognize when they agree or disagree with a text and defend

their opinion with valid reasons

Recognize the role of bias in a text and identify the author’s

slant or bias

Explain what the author is emphasizing mostly in the account

Unit 7 : Great

Readers Think

Critically About

Books Checklist

Unit 6 : Great

Reader Monitor

Ideas and

Information

Checklist

Teacher

Anecdotal

Records

Reading

Conference

DRA-2

Pearson

Summary

Rubric

MAP

40

CC.1.2.5.H

CC.1.2.5.I

CC.1.2.5.J

CC.1.2.5.K

CC.1.2.5.L


and Use


Level of Text Complexity

of events or topics and decide whether it is the same or

different


Use media efficiently to answer questions and to solve

problems



thinking



presented in texts

Gather facts and pieces of evidence from texts to support your thinking about a topic

Combine information from several texts about the same subject

in a written or oral response that demonstrates knowledge of

the subject.



content




-5th

grade text level efficiently by the

end of the year

Show a steadily growing ability to discern more from and

make fuller use of text including making an increasing number

of connections among ideas and between texts, considering a

wider range of textual evidence, and becoming more sensitive

to inconsistencies, ambiguities, and poor reasoning in texts.

Acquire the habits of reading independently and closely, which

are essential to their future success

41

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIFTH MONTH: MAY/JUNE

Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interactions between reader and text.



CC.1.3.5.A

CC.1.3.5.B

CC.1.3.5.C

CC.1.3.5.D

CC.1.3.5.E

CC.1.3.5.F

CC.1.3.5.G

CC.1.3.5.H


Unit 6: : Great Readers Monitor and

Organize Ideas and Information

Unit 7 : Great Readers Think Critically About Books


Craft and Structure

Integration of Knowledge

Tell the reasons why you think as you do and link your

thinking to the text

Recognize new information in a text and use this information

to modify and synthesize background knowledge

Determine the most important events in a story and show how

you know from evidence in the text



Determine the theme of a text with focus on the character’s

actions using specific evidence from the text



Describe how two characters, setting or events are the same

and how they are different in a text. Use evidence from the text

to support your thinking

Use context clues to determine the meanings of words or

phrases in text and focus on figurative language


Tell how chapters, scenes or stanzas in a series fit into the overall structure of a story, drama or poem


Describe how the narrator’s point of view affects the events

of the story

Determine the similarities and differences between poems,

drama and prose and respond orally or through a written

response

Unit 6: : Great

Readers

Monitor and

Organize Ideas

and Information

Checklist

Unit 7 : Great

Readers Think

Critically About

Books Checklist

Teacher

Anecdotal

Records

Reading

Conference

DRA-2

Pearson

Summary

Rubric

MAP

42

CC.1.3.5.I

CC.1.3.5.J

CC.1.3.5.K

Vocabulary Workshop

Units 17-18

and Ideas


and Use


Level of Text Complexity





Compare the similarities and differences between what

happens to characters within the same genre



Find similarities in themes and topics when reading within the

same genre


meaning words and phrases based on grade-level reading and content


Demonstrate a steadily growing ability to discern more from

and make fuller use of texts including making an increasing

number of connections among ideas and between texts,

considering a wider range of textual evidence and becoming

more sensitive to inconsistencies, ambiguities, and poor

reasoning in texts.

Acquire the habits of reading independently and closely, which

are essential to their future success

Encounter appropriately complex texts at each grade level in

order to develop the mature language skills and conceptual

knowledge needed for success in school and life


43

COURSE/ SUBJECT: WRITING GRADE: FIFTH MONTH: MAY/JUNE








CC.1.4.5.ACC.1.4.5.B

CC.1.4.5.C

CC.1.4.5.D

CC.1.4.5.E

CC.1.4.5.F

CC.1.4.5.G

CC.1.4.5.H

CC.1.4.5.I

CC.1.4.5.JCC.1.4.5.K

CC.1.4.5.L

CC.1.4.5.M

CC.1.4.5.N

CC.1.4.5.O

CC.1.4.5.P

CC.1.4.5.Q

CC.1.4.5.R

CC.1.4.5.T

CC.1.4.5.U

CC.1.4.5.V

CC.1.4.5.W

CC.1.4.5.X

Writer’s Workshop- Fifth grade students should write opinion pieces that clearly state their

preferences and supply the reasoning for their thinking.

Demonstrate the ability to include both an introduction and a concluding

statement or section in their writing

Fifth grade students should write informative/explanatory pieces by

researching a topic, selecting relevant information and grouping like ideas.

Demonstrate the ability to include both an introduction and a concluding

statement or section in their writing

Fifth grade students write real and imaginative stories using description toshow characters’ thoughts and feelings as well as details of characters’

interaction through dialogue

With assistance, fifth grade students are expected to produce writing that is

clear and understandable to the reader.

Fifth graders are developing strategies to use digital tools for producing and

publishing their writing and collaborating with their peers

Fifth graders are expected to learn how to locate information from print and

digital sources as well as integrate information from their own experiences

Fifth graders are required to produce numerous pieces of writing over various

time frames to develop skills in research and reflect and revise as they move

through their work

Student Work

Teacher

Anecdotal

Records

Conference

District Writing

Assessment

44

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIFTH MONTH: MAY/JUNE




CC.1.5.4.A

CC.1.5.4.B

CC.1.5.4.C

CC.1.5.4.D

CC.1.5.4.E

CC.1.5.4.F

CC.1.5.4.G


Comprehension and

Collaboration

Presentation of

Knowledge and Ideas



Paraphrase portions of a text read aloud or information presented in diverse

media and formats, including visually, quantitatively, and orally

Identify the reasons and evidence a speaker provides to support particular

points

Report on a topic or text, tell a story, or recount an experience with

appropriate facts and relevant, descriptive details to support main ideas or

themes; speak clearly with adequate volume, appropriate pacing, and clear

punctuation

Differentiate between contexts that require formal English versus informal

situations

Add audio and visual displays when appropriate to enhance the

development of main ideas or themes


speaking, based on Grade 5 level and content

Teacher Anecdotal

Records

Documents

Neshaminy School District Curriculum Maps Fifth Grade ELA€¦ · Neshaminy School District Curriculum Maps Fifth Grade ELA Resources Available to Teachers for Instruction: Good Habits