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Teacher: CORE Language Arts Grade 5 Year: 2014-15

Course: Language Arts Grade 5 Month: All Months

Journeys Unit 1 (Lessons 1-3)

Standards Essential Questions Assessments Skills Content Lessons Resources

L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.W.5.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.5.3b-Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.W.5.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.3e-Provide a conclusion that follows from the narrated experiences or events.L.5.4a-Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.SL.5.5-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.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.)W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c-Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).W.5.9a-Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

How can an experiment clarify an idea?

Journeys Common Core Assessments- Weekly Test 9/10/2015

-Acquire and use domain-specific vocabulary-Draw on information from sources to solve problems-Conduct a short research project-Summarize and paraphrase during note-taking for research-Integrate information from multiple sources and prepare a presentation that includes visual displays or multimedia

-Recognize the VCV syllabication pattern-Read accurately words with long and short vowel sounds

-Spell grade-appropriate words with short vowel sounds

-Identify the subject and predicate in a sentence-Identify fragments-Use complete sentences in writing and speaking

-Use narrative techniques and precise details-Draft, revise, and edit a short story

Language -Vocabulary *Using Context -Spelling *Short Vowels -Grammar *Complete Sentences Writing -Narrative Writing: Short Story -Focus Trait: Ideas

Journeys Common Core 2014- Unit 1, Lesson 1

Strategies for Writers - Narrative Writing Unit

World of Language Unit 1

Journeys Common Core 2014 Instructional Materials

Zaner-Bloser "Strategies for Writers"Instructional Materials

World of LanguageInstructional Materials

L.5.6-Acquire and use accurately grade-appropriate general academic and How can art Journeys Common -Spell grade- Language Journeys Journeys Common

domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.3b-Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.L.5.4a-Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.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.SL.5.5-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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.)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.)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.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.5.3b-Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.W.5.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.9a-Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

and performance help people understand a text?

Core Assessments - Weekly Test 9/18/2015

appropriate words with the long a and long e sounds

-Identify declaratives, interrogative, imperative, and exclamatory sentences-Use a variety of sentences in writing and speaking

-Understand the features of a description-Demonstrate focus and clarity of ideas in writing-Write a description

-Vocabulary *Prefixes non-, dis-, mis- -Spelling *Long a and Long e -Grammar *Kinds of Sentences Writing -Narrative Writing: Description -Focus Trait: Voice

Common Core 2014- Unit 1, Lesson 2 (Performance and Visual Arts) "A Royal Mystery" and "The Princess and the Pea"



Core 2014 Instructional Materials



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).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.3b-Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.L.5.4a-Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.SL.5.2-Summarize a written text read aloud or information presented in diverse

Why is determination a good quality for a politician to have?

Journeys Common Core Assessments- Weekly Test 9/26/2015

-Spell grade-appropriate words with the long i and the long o sounds

-Use complete subjects and predicates-Use complete simple

Language -Vocabulary *Vocabulary Strategies -Spelling *Long i and Long o -Grammar *Compound

Journeys Common Core 2014- Unit 1, Lesson 3 (Politics) "Off and Running" and "Vote for Me"




media and formats, including visually, quantitatively, and orally.SL.5.3-Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.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.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.)SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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.)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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1d-Provide a concluding statement or section related to the opinion presented.W.5.3b-Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.W.5.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.9a-Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

and compound sentences with subject-verb agreement

-Understand how dialogue can develop experiences and events or show characters' responses-Demonstrate focused ideas in writing by using concrete words and phrases and sensory details-Write dialogue in a fictional narrative by planning, revising, editing, rewriting, or trying a new approach

Sentences Writing -Narrative Writing: Dialogue -Focus Trait: Word Choice



Journeys Unit 1 (Lessons 4- 5) and Unit 2 (Lesson 6)

Standards Essential Questions AssessmentsSkills Content Lessons Resources

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).L.5.2a-Use punctuation to separate items in a series.*L.5.2c-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?).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph,

How can being active in sports improve someone's attitude?

Journeys Common Core Test-Weekly Assessment 10/10/2015

-Spell grade-appropriate words with patterns that have the /oo/ and /yoo/ sounds

-Identify common and proper nouns-Use proper nouns in writing and speaking

-Study and evaluate fictional narratives

Language -Vocabulary *Suffixes -ion, -tion -Spelling *Vowel Sounds /oo/, /yoo/ -Grammar *Common and Proper Nouns

Writing -Narrative

Journeys Common Core 2014 - Unit 1, Lesson 4




Zaner-Bloser Strategies for Writers Instructional Materials

World of Language Instructional Resources

photosynthesis).SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.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.)W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W.5.10-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.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2e-Provide a concluding statement or section related to the information or explanation presented.

-Demonstrate focused ideas in writing-Use the writing process to plan a fictional narrative

Writing: Prewrite a Fictional Narrative -Focus Trait: Ideas

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).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L.5.5a-Interpret figurative language, including similes and metaphors, in context.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.1a-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.SL.5.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.W.5.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose,

How can overcoming a challenge change someone's life?


-Learn and use words with the suffixes -ly, and -ful-Use suffixes as clues to determine word meaning

-Spell grade-appropriate words with the /ou/, /o/, and /oi/ sounds

-Write the plural forms of nouns correctly-Use exact nouns in writing

-Write a fictional narrative-Draft, revise, proofread, and edit a fictional narrative-Publish final drafts

Language -Vocabulary *Suffixes -ly, -ful -Spelling *Vowel Sounds /ou/, /o/, /oi/ -Grammar *Singular and Plural Nouns

Writing -Narrative Writing: Write a Fictional Narrative -Focus Trait: Voice







and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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.)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.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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.5.3b-Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.W.5.3c-Use a variety of transitional words, phrases, and clauses to manage the sequence of events.W.5.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.3e-Provide a conclusion that follows from the narrated experiences or events.W.5.9a-Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). 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).L.5.1c-Use verb tense to convey various times, sequences, states, and conditions.L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L.5.5c-Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.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.)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

Why is it important to research and protect dangerous animals?


-Use the relationship between synonyms and antonyms to determine their meanings and better understand the words-Consult print and digital reference materials to clarify the meanings of words

-Use knowledge of syllabication patterns to recognize words with common beginning syllables-Read accurately words with common beginning syllables

Language -Vocabulary *Synonyms and Antonyms -Spelling *Vowel + /r/ Sounds -Grammar *Verbs

Writing -Informative Writing: Procedural Composition -Focus Trait: Organization


Strategies for Writers - Informative/Explanatory Unit





demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.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.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2c-Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).W.5.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.5.2e-Provide a concluding statement or section related to the information or explanation presented.W.5.9b-Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

-Spell grade appropriate words with the vowel + /r/ sounds

-Identify main verbs, helping verbs, and linking verbs-Use main, helping, and linking verbs in writing and speaking-Use verb tenses to convey times, sequences, states, and conditions

-Prewrite, draft, and revise a procedural composition-Describe a process, or a series of events or steps-Develop the topic with facts, definitions, details, quotations, or other information


Standards Essential Questions AssessmentsSkills Content Lessons Resources

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).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.3b-Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.L.5.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.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.SL.5.6-Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See

How can dangerous situations bring people closer together?

Journeys Common Core Assessments -Weekly Test 11/5/2015

-Spell mor grade-appropriate words that have the vowel + /r/ sound

-Identify direct and indirect objects-Create compound direct objects-Combine sentences for meaning and style

-Write a compare-contrast essay-Use details and quotations to develop a comparison

Language -Vocabulary: Adages and Proverbs -Grammar: Direct and Indirect Objects -Spelling: More Vowel + /r/ Sounds

Writing -Informative Writing: Compare-Contrast Essay -Focus Trait: Word Choice




Journeys Common Core 2014 Instructional Resources

Zaner-Bloser Strategies for Writers Instructional Resources


grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.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.)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.)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.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2c-Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).W.5.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.5.2e-Provide a concluding statement or section related to the information or explanation presented. 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).L.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.2a-Use punctuation to separate items in a series.*L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

What reasons do people have for protecting the environment?


-Use knowledge of letter-sound correspondences to recognize spelling changes in words that sound the same-Read accurately words that sound the same

-Spell grade-appropriate words that sound alike but have different meanings and spellings

-Explain the function of

Language -Vocabulary: Prefixes en-, re-, pre-, pro- -Grammar: Conjunctions -Spelling: Homophones

Writing -Informative Writing: Cause-and-Effect Essay -Focus Trait: Ideas




Zaner-Bloser Strategies for Writers Instructional Resources


SL.5.3-Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.SL.5.1a-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.SL.5.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.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.)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.)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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2c-Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).W.5.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.5.2e-Provide a concluding statement or section related to the information or explanation presented.W.5.9b-Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

conjunctions-Use coordinating and subordinating conjunctions-Combine sentences using conjunctions

-Write a cause-and-effect essay-Use specific facts and other details to develop the topic

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).L.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.1e-Use correlative conjunctions (e.g., either/or, neither/nor).

How can an act of courage reveal a Peron’s true nature?


-Use Greek and Latin roots photo, tele, scrib, and rupt as clues to word meaning-Use knowledge of morphology to recognize the two or more words in a

Language -Vocabulary: Greek and Latin Roots -Grammar: Complex Sentences -Spelling: Compound Words

Writing



World of Language


Zaner-Bloser Strategies for Writers Instructional

L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.1a-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.SL.5.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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.)W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W.5.10-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.W.5.9a-Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

compound word-Use knowledge of morphology to read a compound word accurately

Spell grade-appropriate compound words as one word, a hyphenated word, or separate words

-Identify and form complex sentences-Explain the function of subordination conjunctions in complex sentences-Use correlative conjunctions

-Plan a research report-Use print and digital sources to gather information-Practice organizational skills related to writing a research report

-Informative Writing: Prewrite a Research Report -Focus Trait: Ideas

Unit 1 Resources


Journeys Unit 2 (Lesson 10), Unit 3 (Lessons 11-12)

Standards Essential QuestionsAssessmentsSkills Content Lessons Resources

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).L.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.1c-Use verb tense to convey various times, sequences, states, and conditions.L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4a-Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.3-Summarize the points a speaker makes and explain how each claim is

What can a scientist learn by observing the behaviors of a particular animal?


-Acquire and use vocabulary in speaking and writing

-Recognize different shades of meaning among synonyms

-Use knowledge of syllabication patterns to recognize stressed

Language -Vocabulary Strategies *Shades of Meaning -Spelling *Final Schwa + /r/ Sounds -Grammar *Direct Quotations and Interjections



Journeys Common Core 2014 - Instructional Materials


World of

supported by reasons and evidence.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.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.)SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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.)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.)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.W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W.5.10-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.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.W.5.1d-Provide a concluding statement or section related to the opinion presented.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2c-Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).W.5.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.5.2e-Provide a concluding statement or section related to the information or explanation presented.W.5.9b-Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

and unstressed syllables-Use knowledge of syllabication patterns to apply the schwa + /r/ sound to unstressed r-controlled syllables

-Spell grade-appropriate words that have the final schwa + /r/ sounds

-Use and explain the function of interjections-Recognize and use proper capitalization and punctuation for direct quotations

-Draft, revise, and edit a research report-Publish final drafts

Writing -Opinion Writing: Write a Research Report -Focus Trait: Sentence Fluency

Language Instructional Materials

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).L.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.1c-Use verb tense to convey various times, sequences, states, and conditions.L.5.1e-Use correlative conjunctions (e.g., either/or, neither/nor).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.3a-Expand, combine, and reduce sentences for meaning, reader/listener interest,

How can people's differences of opinion lead to a revolution?



-Use knowledge of syllabication patterns, specifically vowel sounds in

Language -Vocabulary Strategies *Reference Materials -Spelling *VCCV Pattern -Grammar


Strategies for Writers - Opinion Writing Unit



Zaner-Bloser Strategies for Writers

and style.L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.1a-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.SL.5.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.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.)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.)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.W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c-Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).W.5.1d-Provide a concluding statement or section related to the opinion presented.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

stressed syllables, to read words accurately

-Spell grade-appropriate words that have the VCCV pattern

-Identify subject and object pronouns-Use subject and object pronouns in speaking and writing

-Understand the features of an opinion essay-Demonstrate focused ideas in writing-Write an opinion essay

*Subject and Object Pronouns

Writing -Opinion Writing: Opinion Essay -Focus Trait: Voice

Instructional Materials

World of Language Instructional Materials

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).L.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.1d-Recognize and correct inappropriate shifts in verb tense.*L.5.1e-Use correlative conjunctions (e.g., either/or, neither/nor).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.5a-Interpret figurative language, including similes and metaphors, in context.L.5.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.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.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.)SL.5.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to

How can people's differences of opinion lead to a revolution?



-Interpret figurative language, including similes and metaphors, in context-Recognize and explain the meanings of common idioms

-Spell grade-appropriate words that have the VCV

Language -Vocabulary Strategies *Figurative Language -Spelling *VCV Pattern -Grammar *Verb Tenses

Writing -Opinion Writing: Problem-Solving Composition -Focus Trait: Organization






explore ideas under discussion.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.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.)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.)W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W.5.10-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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c-Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).W.5.1d-Provide a concluding statement or section related to the opinion presented.W.5.9b-Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

pattern

-Identify and understand simple verb tenses-Use simple verb tenses in writing and speaking-Recognize and correct inappropriate shifts in simple verb tenses

-Identify the features of a problem-solution composition-Introduce a topic, state and opinion, and create an organizational structure-Write a problem-solution composition

Journeys Unit 3 (Lesson 13-15) and Unit 4 (Lessons 16-17)

Standards Essential QuestionsAssessmentsSkills Content LessonsResources

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).L.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.1c-Use verb tense to convey various times, sequences, states, and conditions.L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.5-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6-Adapt speech to a variety of 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.)SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that

How can individual acts of bravery shape history?



-Spell grade-appropriate words that have the VCCCV spelling pattern

-Identify and use regular and irregular verbs-Use regular and irregular verbs in speaking and writing

-Understand the features of a persuasive letter-Demonstrate focused ideas in writing-Write a persuasive letter

Language-Vocabulary Strategies*Reference Materials-Spelling*VCCCV Pattern-Grammar*Regular and Irregular Verbs

Writing-Opinion Writing: Persuasive Letter-Focus Trait: Ideas







contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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.)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.)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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c-Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).W.5.1d-Provide a concluding statement or section related to the opinion presented. 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).L.5.1d-Recognize and correct inappropriate shifts in verb tense.*L.5.2a-Use punctuation to separate items in a series.*L.5.2b-Use a comma to separate an introductory element from the rest of the sentence.L.5.2c-Use a comma to set off the words yes and no (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?).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.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.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.)SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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

What events or feelings would lead someone to fight for freedom?



-Spell grade-appropriate words that have the VV pattern

-Use commas to separate and set off sentence elements-Use semicolons to separate items in a series

-Plan a persuasive essay-Practice organizational skills related to persuasive writing-Use guidance from peers to strengthen writing

Language -Vocabulary Strategies *Greek and Latin Roots -Spelling *VV Pattern -Grammar *Commas and Semicolons

Writing -Opinion Writing: Prewrite a Persuasive Essay -Focus Trait: Organization






Language standards 1–3 up to and including grade 5 on pages 28 and 29.)W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.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. 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).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.3b-Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.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.)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.)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.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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c-Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).W.5.1d-Provide a concluding statement or section related to the opinion presented.W.5.9b-Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

How are patriotism and courage related?


-Spell grade-appropriate words that have the final schwa + /l/ sounds

-Identify transitions-Use transitions to link ideas

-Write a persuasive essay-Draft, revise, and edit a persuasive essay-Publish final drafts

Language -Vocabulary Strategies *Prefixes in-, im-, il-, ir- -Spelling *Final Schwa + /l/ Sounds -Grammar *Transitions

Writing -Opinion Writing: Write a Persuasive Essay -Focus Trait: Word Choice







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).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.1a-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.

In what ways can illustrations enhance a reader's experience?


-Spell grade-appropriate words that have the -ed or -ing ending

-Identify adjectives and descriptive adjectives-Use adjectives and articles in writing and speaking

-Write a friendly letter appropriate

Language -Vocabulary Strategies *Word Origins -SpellingWords with -ed or -ing -Grammar *Adjectives





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.)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.)W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W.5.10-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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c-Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).W.5.9a-Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

to task, purpose, and audience-Revise to strengthen and develop writing

Writing -Narrative Writing: Friendly Letter -Focus Trait: Voice



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).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.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.SL.5.5-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6-Adapt speech to a variety of 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.)SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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.)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.)W.5.7-Conduct short research projects that use several sources to build

What role does imagination play in the invention process?


-Spell grade-appropriate words that have the -ed or -ing ending

-Identify adverbs and the verbs they describe-Use adverbs in writing and speaking-Identify and adjust incorrect verb tenses

-Write a character description using narrative techniques, such as dialogue-Use concrete words and sensory language to convey meaning

Language -Vocabulary Strategies *Reference Materials -Spelling *More Words with -ed or -ing -Grammar *Adverbs

Writing -Narrative Writing: Character Description -Focus Trait: Word Choice







knowledge through investigation of different aspects of a topic.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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.5.3b-Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.W.5.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.3e-Provide a conclusion that follows from the narrated experiences or events.



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).L.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.3a-Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.L.5.5a-Interpret figurative language, including similes and metaphors, in context.L.5.5c-Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.1a-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.SL.5.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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.)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.)W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W.5.10-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

What do facts and opinions contribute to a story?


-Use knowledge of morphology to recognize words with suffixes.-Use endings and suffixes to read longer words accurately

-Spell grade-appropriate words that change the final y to i

-Recognize and explain the role of prepositional phrases in sentences-Use prepositional phrases in writing and speaking-Use academic and domain-specific words appropriately in writing and speaking

-Write and autobiography-Use narrative techniques and descriptive details to develop experiences

Language -Vocabulary Strategies: Using Context -Spelling: Changing Final y to i -Grammar: Prepositions and Prepositional Phrases

Writing -Narrative Writing: Autobiography -Focus Trait: Voice


Strategies for Writers Narrative Writing Unit





of discipline-specific tasks, purposes, and audiences.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.5.3b-Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.W.5.3c-Use a variety of transitional words, phrases, and clauses to manage the sequence of events.W.5.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.3e-Provide a conclusion that follows from the narrated experiences or events.W.5.9a-Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). 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).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.3b-Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.L.5.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.3-Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.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.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.)SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.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.)W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Why is it important to be aware of your community's needs?


-Use knowledge of morphology to recognize common suffixes-Use common suffixes to read longer words accurately

-Spell grade-appropriate words that have the suffixes -ful, -ly, -ness, -less, -and -ment.

-Identify indefinite, possessive, and interrogative pronouns-Use pronouns in writing and speaking

-Study and evaluate personal narratives-Recall information from experiences to plan a personal narrative-Develop and strengthen writing by planning a first draft

Language -Vocabulary Strategies: Greek and Latin Suffixes -ism, -ist, -able, -ible -Spelling: Suffixes -ful, -ly, -ness, -less, -ment -Grammar: More Kinds of Pronouns

Writing -Narrative Writing: Prewrite a Personal Narrative -Focus Trait: Ideas







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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details. 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).L.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.2d-Use underlining, quotation marks, or italics to indicate titles of works.L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.5a-Interpret figurative language, including similes and metaphors, in context.L.5.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.1a-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.SL.5.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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.)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.)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.W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W.5.10-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.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.5.3b-Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.W.5.3c-Use a variety of transitional words, phrases, and clauses to manage the sequence of events.W.5.3d-Use concrete words and phrases and sensory details to convey

What can a person learn by building a relationship with an animal?


-Use knowledge of syllabication patterns and morphology to recognize the stressed syllable in three-syllable words-Read three-syllable words accurately

-Spell grade-appropriate words from other languages

-Use underlining, quotation marks, or italics to indicate titles-Know the rules for capitalization of titles

-Draft a personal narrative using narrative techniques-Write, revise, and edit drafts-Publish a final draft

Language -Vocabulary Strategies: Figurative Language -Spelling: Words from Other Languages -Grammar: Proper Mechanics and Writing TitlesWriting -Narrative Writing: Write a Personal Narrative -Focus Trait: Voice






experiences and events precisely.W.5.3e-Provide a conclusion that follows from the narrated experiences or events.W.5.9a-Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).



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).L.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.1b-Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4a-Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.5a-Interpret figurative language, including similes and metaphors, in context.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.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.)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.)W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c-Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).W.5.1d-Provide a concluding statement or section related to the opinion presented.W.5.9a-Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

What does it mean to have good instincts?


-Use knowledge of syllabication patterns to recognize words with common final syllables-Use common final syllables to read longer words accurately

-Spell grade-appropriate words with the final /n/ or /en/, /cher/, and /zher/ sounds

-Identify and use the verbs be and have in writing and speaking

--Write an editorial that introduces a topic and states an opinion about it-Provide logically ordered reasons for the opinion supported by facts and details-Link opinions and reasons with transitional words, phrases, and clauses

Language -Vocabulary Strategies- Shades of Meaning -Spelling: Final /n/, or /en/, /cher/, /zher/ -Grammar: The Verbs be and have

Writing -Opinion Writing: Editorial -Focus Trait: Voice







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).L.5.1b-Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.L.5.1c-Use verb tense to convey various times, sequences, states, and conditions.L.5.2a-Use punctuation to separate items in a series.*

How can traditions influence a person's thoughts and feelings?


-Spell grade-appropriate words with the final /ij/, /iv/, and /is/ sounds

-Identify perfect tenses

Language -Vocabulary Strategies: Reference Materials -Spelling: Final /ij/, /iv/, /is/ -Grammar: Perfect



Zaner-Bloser

L.5.2b-Use a comma to separate an introductory element from the rest of the sentence.L.5.2c-Use a comma to set off the words yes and no (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?).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L.5.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.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.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.)SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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.)W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c-Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).W.5.1d-Provide a concluding statement or section related to the opinion presented.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

-Form and use perfect tenses in writing and speaking

--Identify the features of a response to literature-Draft, revise, and edit a response to literature-Produce final drafts of a response to literature

Tenses

Writing -Opinion Writing: Response to Literature -Focus Trait: Organization


Strategies for Writers Instructional Materials


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).L.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L.5.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.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.

What kinds of lessons were learned by people who lived in the old west?


-Spell grade-appropriate words with unstressed syllables

-Identify and correctly use easily confused verbs-Use easily confused verbs in writing and speaking

-Introduce a topic, state an opinion, and

Language-Vocabulary Strategies: Adages and Proverbs-Spelling: Unstressed Syllables-Grammar: Easily Confused Verbs

Writing-Opinion Writing: Persuasive Argument-Focus Trait: Organization






World of Language Instructional

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.)SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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.)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.)W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W.5.10-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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c-Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).W.5.1d-Provide a concluding statement or section related to the opinion presented.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.9b-Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

create an organizational structure-Provide reasons supported by facts and details-Provide a conclusion and ensure that writing is appropriate to task, purpose, and audience-Develop and strengthen writing by planning and revising

Materials

Journeys Unit 5 (Lessons 24-25) and Unit 6 (Lesson 26)

Standards Essential QuestionsAssessmentsSkills Content Lessons Resources

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).L.5.2d-Use underlining, quotation marks, or italics to indicate titles of works.L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.3b-Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.L.5.4a-Use context (e.g., cause/effect relationships and comparisons in text) as a

Why would a pioneer traveler record events in a journal?


-Spell grade-appropriate words that have the prefixes in-, un-, dis-, and mis-

-Identify comparative/superlative forms

Language-Vocabulary Strategies: Using context-Spelling: Prefixes: in-, un-, dis-, mis--Grammar:




Zaner-Bloser Strategies for

clue to the meaning of a word or phrase.L.5.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.5a-Interpret figurative language, including similes and metaphors, in context.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.1a-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.SL.5.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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.)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.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.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c-Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

-Use comparative/superlative forms in writing and speaking

-Understand that a response essay requires the writer to state an opinion about a topic-Provide reasons and details from the text when responding to literature

Making Comparisons

Writing-Opinion Writing: Prewrite a Response Essay-Focus Trait: Organization

Writers Instructional Materials


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).L.5.1b-Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.5c-Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.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.)SL.5.1a-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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.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.)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.)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.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

How did explorers help America become the country it is today?


-Spell grade-appropriate words that have the suffix -ion

-Use apostrophes in contractions-Use contractions with pronouns

-Introduce a topic and state and opinion-Provide logically ordered reasons supported by facts and details-Link opinions and reasons with transitions-Provide a concluding statement or paragraph-Use technology to produce and publish writing

Language-Vocabulary Strategies: Analogies-Spelling: Suffix: -ion-Grammar: Contractions

Writing-Opinion Writing: Write a Response Essay-Focus Trait: Word Choice

Journeys Common Core 2014 _ Unit 5, Lesson 25






purpose.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c-Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).W.5.1d-Provide a concluding statement or section related to the opinion presented.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic. 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).L.5.3a-Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.L.5.4a-Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.SL.5.1d-Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.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.)W.5.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

What can people learn by reading about how different animals adapt and survive?


-Spell words that have the word parts com-, con-, pre-, and pro-

-Identify and write singular and plural possessive nouns-Practice combining sentences

-identify the features of a definition paragraph-Write a definition paragraph

Language-Vocabulary Strategies: Multiple-Meaning Words-Spelling: Word Parts com-, con-, pre-, pro--Grammar: Possessive Nouns

Writing-Opinion Writing: Write a Response Essay-Focus Trait: Word Choice








Standards Essential QuestionsAssessments Skills Content Lessons Resources

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).L.5.1b-Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.L.5.2d-Use underlining, quotation marks, or italics to indicate titles of works.L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.4a-Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L.5.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.3-Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.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.)W.5.5-With guidance and support from peers and adults, develop and strengthen

What lessons can we learn from other cultures?


-Spell words that have the suffixes -ant, -ent, -able, -ible, -ism, and -ist

-Recognize abbreviations-Write abbreviations and use them correctly

-Use descriptive words, factual details, and sensory language to convey

Language-Vocabulary Strategies: Suffixes -ness, -less, -ment-Spelling: Suffixes -ant, -ent, -able, -ible, -ism, -ist-Grammar: Abbreviations

Writing-Informative Writing: Journal Entry-Focus Trait: Voice







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.)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.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.

experiences precisely-Write a journal entry

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).L.5.2b-Use a comma to separate an introductory element from the rest of the sentence.L.5.2c-Use a comma to set off the words yes and no (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?).L.5.3a-Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.L.5.4a-Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.L.5.5c-Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.SL.5.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.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.)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.)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.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.5.2c-Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).W.5.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.

How does the study of fossils relate to our everyday lives?


-Spell words that have Greek word parts

-Use commas with introductory words and phrase, names, and to combine sentences

-Summarize the main ideas and supporting details in a text-Make logical connections between ideas in a text-Write a summary

Language-Vocabulary Strategies: Idioms-Spelling: Greek Word Parts-Grammar: Commas in Sentences








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).

Why are people fascinated by

Journeys Common Core Assessments -Weekly Test

-Spell words that have Latin

Language-Vocabulary Strategies: Greek


Journeys Common Core 2014

L.5.2a-Use punctuation to separate items in a series.*L.5.2b-Use a comma to separate an introductory element from the rest of the sentence.L.5.2c-Use a comma to set off the words yes and no (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?).L.5.2e-Spell grade-appropriate words correctly, consulting references as needed.L.5.3a-Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.L.5.4a-Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.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.SL.5.1c-Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.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.)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.)W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.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.W.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.5.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

nature? 5/16/2016 word parts

-Use commas with appositive, in series, in dates, and between cities and states in sentences-Combine sentences-Use commas in compound sentences

-Complete rewriting of an informational essay-Do research as necessary to build knowledge on a subject

and Latin Roots-Spelling: Latin Word Parts-Grammar: More Commas



Instructional Materials



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).L.5.1d-Recognize and correct inappropriate shifts in verb tense.*L.5.4a-Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).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.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.)W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.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.

What traits help make a person good at solving problems?


-Spell words that originated from other languages

-Use colons and parentheses in sentences-Proofread sentences

-Study and evaluate informati8ve writing-Draft and revise and informational

Language-Vocabulary Strategies: Word Origins-Spelling: Words form Other Languages-Grammar: Other Punctuation

Writing-Informative Writing: Informational Essay-Focus Trait: Ideas






W.5.1c-Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).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.

essay

Sentences/Classifying


1.1.5.A-Identify the author's purpose and type, using grade level text.1.2.5.B-Differentiate fact from opinion across multiple texts.1.4.5.A-Write poems, multi-paragraph stories, and plays.1.4.5.A.ii- Include literary elements and devices.1.4.5.B-Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports, instructions).1.4.5.B.i-Use relevant graphics (maps, charts, graphs, tables, illustrations, photographs).1.5.5.A-Write with a clear focus, identifying topic, task, and audience.1.5.5.B- Develop content appropriate for the topic.1.5.5.B.i-Gather, organize, and select the most effective information appropriate for the topic, task, and audience.1.5.5.B.ii-Write paragraphs that have a topic sentence and supporting details.1.5.5.C-Organize writing in a logical order.1.5.5.C.i-Use appropriate transitions within sentences and between paragraphs.1.5.5.C.ii-Include an identifiable introduction, body, and conclusion.1.5.5.E-Revise writing to improve organization and word choice: check the logic, order of ideas, and precision of vocabulary 1.5.5.F.i-Spell common, frequently used words correctly.1.5.5.F.ii-Use capital letters correctly.1.5.5.F.iii-Punctuate correctly.1.5.5.v-Use correct grammar and sentence formation.1.7.5.A-Identify differences in formal and informal language used in speech, writing, and literature.1.1.5.C-Use meaning and knowledge of words (e.g., homophones, homographs, root words) across content areas to increase reading vocabulary.

Review the parts of speech.Identify predicate nouns and the words they rename.

Identify conjunctions.Identify compound subjects.

Use compound subjects joined by and correctly.

Identify compound predicates.

Identify compound sentences.

Punctuate compound sentences correctly.Identify and correct run-on sentences.

Identify and use homographs.

Write a paragraph that compares.

Write a paragraph that contrasts.

Use the five stage writing process to write an article that compares.

A part of speech tells how a word is used.

A compound subject is two or more simple subjects that have the same predicate.

Compound subjects joined by and use the form of a verb that is used with a plural noun.

A compound predicate is two or more verbs that have the same subject.

A compound sentence contains two or more simple sentences joined by a conjunction.

A run-on sentence is two or more sentences not separated by correct punctuation or connecting words. Avoid run-ons in writing.

Homographs are words that are spelled the same but have different meanings.

A paragraph of comparison tells how one thing is like another. it begins with a topic sentence that tells what things are being compared.

A paragraph of contrast tells about differences between two similar things. It often begins with a topic sentence that tells what things are being contrasted.

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