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Fifth GradeEnglish Language Arts Curriculum Map

Waterloo School District

Striving toward greater focus and coherence throughContent Standards and Practice Standards

Waterloo Community Unit School District

K-5 ELA Standard Topics

Each standard in the English Language Arts has a consistent focus, or anchor, across

grades. Although the standards describe increasingly sophisticated skills as children

progress through the school years, the primary topic of each standard is the same in each

grade. The following charts outline the focus for each standard in the area of Reading,

Writing, Speaking/Listening, and Language.

Reading StandardsLiterature Informational Text Foundational Skills

Key Ideas and Details

RL.1 Ask and Answer Questions

RI.1 Ask and Answer Questions Print Concepts Recognition

RF.1 Concepts about Print (K-1)

RL.2 Retell Stories RI.2 Main Topic/Idea and Key Details

Phonological Awareness

RF.2 Spoken words, syllables, and sounds (K-1)

RL.3 Story Elements RI.3 Connections and Relationships in Information Text

Phonics and Word Recognition

RF.3 Decoding Words/Phonics(K-5)

Craft and Structure

RL.4 Word Meaning within Text

RI.4 Word Meaning within Text Fluency RF.4 Accuracy and fluency to support comprehension

RL.5 Text Structure RI.5 Text Features and Structures

RL.6 Point of View RI.6 Author/Illustrator Purpose and Point of View

Integration of Knowledge and Ideas

RL.7 Visuals and Text RI.7 Visuals Support Comprehension

RL.8 N/A RI.8 Author’s Supporting Points

RL.9 Compare and Contrast RI.9 Compare and Contrast

Range and Reading and Level of Text Complexity

RL.10 Text Complexity RI.10 Text Complexity

Writing StandardsText Types and Purposes W.1 Opinion/Argument

W.2 Informative/ExplanatoryW.3 Narrative

Production and Distribution of Writing W.4 Production (Begins in Grade 3)W.5 Plan/Revise/EditW.6 Technology Integration

Research to Build and Present Knowledge W.7 ResearchW.8 Determine Importance and Organize InformationW.9 Draw Evidence from Literary or Informational Text (Begins in Grade 4)

Range of Writing W.10 Write Routinely over Varied Time Frames (Begins in Grade 3)

Speaking and Listening StandardsComprehension and Collaboration SL.1 Conversation

SL.2 Listening ComprehensionSL.3 Listen and Respond

Production and Distribution of Writing SL.4 Oral ExpressionSL.5 Multimedia PresentationSL.6 Adapting Oral Communication

Language StandardsConventions of Standard English L.1 Grammar Usage

L.2 Capitalization, Punctuation, and SpellingL.3 Conventions of Language

Knowledge of Language L.4 Word MeaningsVocabulary Acquisition and Use L.5 Word Relationships and Nuances

L.6 Vocabulary Development

Fifth Grade English Language Arts Curriculum Map

Waterloo School District Scope and Sequence Overview

Unit of StudyLiteracy by

Design Alignment

Standards

1

RL:

RI:

RF:

W:

SL:

L:

2 RL:

RI:

RF:

W:

SL:

L:


Waterloo School District Scope and Sequence Overview (continued)

3 RL:

RI:

RF:

W:

SL:

L:

4RL:

RI:

RF:

W:

SL:

L:

5 RL:

RI:

RF:

W:

SL:

L:


Waterloo School District Scope and Sequence Overview (continued)

6 RL:

RI:

RF:

W:

SL:

L:

7RL:

RI:

RF:

W:

SL:

L:

8 RL:

RI:

RF:

W:

SL:

L:

Fifth GradeInstruction and Assessment Schedule

2014-2015

It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed.

Approx. Number of

Days of I

nstruction

?? ?? ?? ??

Benc

hmar

?? ?? ?? ?? End ofYear

k 2

InstructionalContent

Unit ofStudy

1

Unit ofStudy

2

Unit ofStudy

3

Unit ofStudy

4

Unit ofStudy

5

Unit ofStudy

6

Unit ofStudy

7

Unit ofStudy

8

Getting Ready forGr.1 Unit

Assessment

Fifth Grade Language Arts Curriculum Map - Overview

Unit of Study The literacy content is sequenced in Units of Study that will take approximately 4-5 weeks each to teach.The sequence of Units of Study provides a coherent flow to literacy instruction throughout the year.

Literacy by Design The primary textbook adopted in Waterloo School District for Grades K-5

Teacher’sResources and Notes

Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit ofStudy.

AdditionalResources

Assessment

There are many formative and summative assessment options:

Unit of Study 1 Fifth Grade Quarter 1 Approx. 15 daysIntroductory Unit

Reading LiteratureContent Objectives

Vocabulary Literacy By Design Alignment

Additional Resources

Standards:

RL5.2RL5.5RL5.6

I can:

Determine a theme of 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.

Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a story, drama, or poem.

Describe how a narrator’s or speaker’s point of view influences how events are described.

Academic Vocabulary:

Text Structure Non-fiction Fiction Genre Stanza Caption Index Glossary Flow chart Table of contents Personification Author’s purpose Persuade Inform Entertain Point of view Theme Setting

Introductory Unit

Reading InformationalContent Objectives



Standards:

RI.5.4

I Can: Determine the meaning of general

academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.

Introductory Unit

Reading FoundationalContent Objectives



I Can:

Speaking and ListeningContent Objectives



I can:


Unit of Study 2 Fifth Grade Quarter 1 Approx. 8 days

Creating Images




RL 5.1 RL 5.4 RL 5.7

I Can:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.

Visualizing Tone Mood Prefix Base word Creating images

Big Blue story – p. 208-211

Emilia and the Birthday Party story – p. 436-440

Creating Images Unit Plan




I Can:




I Can: Academic Vocabulary:

Section Vocabulary:





Unit of Study 3 Fifth Grade Quarter 1 or 3 Approx. 15 days

Frozen Man







RI 5.1RI 5.3RI 5.4RI 5.6RI 5.7RI 5.8RI 5.9

I Can: Quote accurately from

a text when explaining what the text says explicitly and when drawing inferences from the text.

Explain the relationships or interactions between two or more individuals, events, ideas or concepts in historical, scientific, or technical text based on specific information in the text.

Determine the meaning of general


Cloak Superiors Crude Mutilated Treacherous Morgue Autopsy Dehydration Alloying Metallurgist Contemporaries Composition Mummified Bog Gauze Decompose Sterilized Preserved Prominent Disintegrate Microscopic

organisms Repellent Canisters Shepherd Frantic Innumerable

Relentlessly

Frozen Man text and packet

academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.

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

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.

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.

Integrate information from several texts on the same topic in order to write or speak about

the subject knowledgeably.





Section Vocabulary:





Unit of Study 4 Fifth Grade Quarter 1 or 3 Approx. 15 days

Lost Star







RI 5.1RI 5.3RI 5.4RI 5.6RI 5.8RI 5.9




Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade

Hurtled Yearned Cruel Reliable Intentions Brisk Wry Volunteered Various Impression Attractive Contemplating Splendidly Seized Fond Loan Rotates Forbidden Rumors Evidence Pursued

Lost Star text and packet

5 topic or subject area. Analyze multiple

accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.





Section Vocabulary:






Determining Importance




RL 5.2

I Can: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.

Determining importance (non-fiction)

Determining importance (fiction)

Summary Refuge Plunge Transformed




RI 5.1RI 5.2



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





Section Vocabulary:






The Lion, Witch, and the Wardrobe




RL 5.1RL 5.2RL 5.3RL 5.4

I Can: Quote accurately from a text

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

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; summarize the text.

Compare and contrast two or more characters, settings, or events ina story or drama, drawing on specific details in the text.

Determine the meaning of words or phrases as they are used in a text, including figurative language such as metaphors and similes.

Inquisitive Reigns Hoax Dominion Courtiers Faun Mantle Wardrobe Eternal Venture Gloating Lithe Sorcerer Stratagem Treacherous Prophecy Grave Fast Standard Minister Drawn Steep Course Craves Scepter Prey Forfeit Siege Rabble Appeased

The Lion, Witch, and the Wardrobe text and packet




RI 5.10

I Can:Academic Vocabulary:

Section Vocabulary:





Section Vocabulary:





Unit of Study 7 Fifth Grade Quarter 2 Approx. days

Making Connections




RL 5.4RL 5.9

I Can: Determine two or more main

ideas of a text and explain how they are supported by key details; summarize the text.

Compare and contrast stories in the same genre on their approaches to similar themes and topics.

ConnectText-to-selfText-to-textText-to-worldCompareContrastVeterinarian

Venn Diagram Famous Firsts story – p. 362-

366 Women of the Revolution – p.

28-32

Connections packet




RI 5.2RI 5.3RI 5.7

I Can: Determine two or more

main ideas of a text and explain how they are supported by key details; summarize the text.


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.


Section Vocabulary:





Section Vocabulary:






Asking Questions




RL 5.7RL 5.10

I Can: Analyze how visual and

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

Read and comprehend literature

Quick question Deep thinking

question Drought Prevention Frantically

The Smell of Soup and the Sound of Money – p. 120-124

Asking Questions packet




RI 5.10

I Can:Read and comprehend informational texts.





Section Vocabulary:






Infer




RL 5.1RL 5.2

I Can: Quote accurately

from a text when explaining what the text says explicitly and when drawing inferences from the text.

Determine a theme of a story, or drama from details in the details in the text; summarize the text.

InferenceInferEvidenceFlashbackForeshadowingImmigrationDiscrimination

Infer packet




RI 5.1RI 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.








Maniac Magee














Monitor Understanding










Literacy By Design Alignment



Shipwreck













Writing Unit 1: Getting Ready Fifth Grade Quarter ?? Approx. days

Writing Content Objectives Vocabulary Literacy By Design Alignment


W.5.3- a, b, c, d, e; W.5.5L.5.1 a, c; L.5.2 a, b, d, e

I Can:

W.5.3

Write real or imagined narrative piece with

descriptive details and clear events where I can:

a. establish a situation, introduce a narrator,

and organize an event sequence

b. use dialogue, descriptions, and pacing to

develop events and characters

c. use transitions words, phrases, and clauses to

manage sequence of events

d. use concrete words and phrases and sensory

details to convey experiences and events

e. provide a concluding statement or section

W.5.5

Use guidance from my peers and adults to plan,

revise, and edit my writing


PrewritingDrafting (Rough and Final)RevisingEditingPublishIdeasOrganizationWord ChoiceSentence FluencyVoiceConventionsPresentationDictionaryGlossaryThesaurusMultimediaIllustrationsFormattingHeadingsARMS (add, remove, move, substitute)QuotationsRubricStrong VerbsWeak VerbsSimileMetaphorPersonificationHyperboleAlliterationOnomatopoeiaPunctuationCapitalizationReflectionGenre

Writing Unit 2: Narrative Fifth Grade Quarter ?? Approx. days



W.5.3, W.5.4, W.5.5, W.5.6, W.5.10L.5.1 - a; L.5.2 – a, b, c, d, e; L.5.3 - a; L.5.5 – a, b

I Can:

W.5.3












W.5.4

Produce piece of writing that are appropriate for

fifth grade tasks, purposes, and audiences

W.5.5



W.5.6

Use technology to produce and publish my writing

as well as to interact and collaborate with others

Use keyboarding skills to type a minimum of two

pages in a single setting

W.5.10

Write for a range of time and tasks


ConjunctionsVarying SentencesPrepositionsInterjectionsMoodReal ExperienceImagined ExperienceSensory DetailsDialogueSequence of EventsFigurative LanguageSimilesMetaphorsPacingTransition WordsIntroductory ElementsCharacters VoiceMysteryDetectiveVillainSuspectsSettingImportant EventsImportant ThoughtsProblemConflictResolutionSensory ImagesProverbs

Writing Unit 3: Informative Fifth Grade Quarter ?? Approx. days



W.5.2, W.5.4, W.5.5, W.5.6, W.5.10L.5.1 - c; L.5.2 - b; L.5.5 a; L.5.6

I Can:

W.5.2

Write an informative piece, which examines a topic

and conveys ideas, where I can:

a. Introduce a topic, provide a general focus, and

group related information and include

formatting and illustrations when helpful,

b. Use facts, definitions, details, and quotations

to develop the topic,

c. Use words, phrases, and clauses to link ideas

within and across categories

d. Inform or explain about the topic using

domain-specific vocabulary and precise

language

e. Provide a concluding statement or section

W.5.4



W.5.5



W.5.6





W.5.10



InformativeExplanatoryTopic SentenceHeadingIllustrationsMultimediaSupporting FactConcrete DetailsLinking WordsClausePhraseComparingContrastingConcluding StatementConcluding SentenceEmphasizingCentral Idea

L.5.1 –c, d (weak)

Writing Unit 4: Opinion Fifth Grade Quarter ?? Approx. days



W.5.1, W.5.4, W.5.5, W.5.6, W.5.10L.5.2 – a, b, c, d, e; L.5.3 – a; L.5.5 ; L.5.6I Can:

W.5.1

f. Write an opinion piece on a text/topic, that supports a

point of view, where I can:

a. Introduce a topic or name of a book, state an

opinion, and create an organizational structure that

supports my purpose,

b. Provide reasons that are supported by facts and

details and ordered logically

c. Use words, phrases, and clauses to link opinions and

reasons,

d. Provide a concluding section statement

W.5.4

g. Produce piece of writing that are appropriate for fifth

grade tasks, purposes, and audiences

W.5.5

h. Use guidance from my peers and adults to plan, revise,

and edit my writing

W.5.6

i. Use technology to produce and publish my writing as

well as to interact and collaborate with others

j. Use keyboarding skills to type a minimum of two pages

in a single setting

W.5.8

Use provided sources to find information, take notes

on sources, and categorize my notes

Summarize or paraphrase information found for my

finished work

Provide a list of sources used for a research project

W.5.10



Point of ViewOpinionFactSupporting DetailsConclusionOrganizational StructureLogicallyIdeasOrganizationVoiceSentence FluencyConventionsWord ChoiceLiterary TextInformational TextPresentationPrewritingRevisingDraft (Rough and Final)PublishEditingCollaborateReflectionAudienceTaskPurpose

Writing Unit 5: Narrative Fifth Grade Quarter ?? Approx. days



W.5.3, W.5.4, W.5.5, W.5.6, W.5.10L.5.1 – d; L.5.2 – a, b, c, e; L.5.4 – c; L.5.5 – a, b, c; L.5.6

I can:

W.5.3












W.5.4



W.5.5



W.5.6





W.5.10



Historical FictionPurpose to EntertainBrainstormingPlanning WheelsFirst PersonThird PersonNarrator

Writing Unit 6: Research Fifth Grade Quarter ?? Approx. days



W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.10L.5.1 – d; L.5.2 – e; L.5.3 - a ; L.5.4 – c,

I can:

W.5.4



W.5.5



W.5.6





W.5.7

Conduct short research project, that uses several

sources to build knowledge about a topic.

W.5.8

Use provided sources to find information, take

notes on sources, and categorize my notes

Summarize or paraphrase information found for my

finished work

Provide a list of sources used for a research project

W.5.10



ResearchParaphrasingSummarizingResourcesUnits of StudyNote takingInvestigationSubtopicCopyright DateParaphrasingAnalyzingPrint SourceDigital Source

Documents

Web viewWord Choice. Sentence Fluency. Voice. ... Varying Sentences. Prepositions. Interjections. Mood. ... Conduct short research . project, that