Fifth Grade Curriculum Map - Paris Elementary School · Aligned With Tennessee State Core Curriculum Standards 2013 - 2014 Paris Special School District This Curriculum Map provides

Fifth Grade English/Language Arts Curriculum Map Aligned With Tennessee State Core Curriculum Standards 2013 - 2014 Paris Special School District

This Curriculum Map provides a projection for fifth grade reading and language arts using the Houghton Mifflin Harcourt Journeys Textbook.

Focus core curriculum standards and “I Can Statements” are listed for each week. Assessments are included for each six weeks. TCAP Review

1

1st 6wks

Unit 1 Harcourt Journeys

1st Semester Balanced Literacy

Unit 1 5th Grade ELA Curriculum Map PES 2013 - 2014 Wk 1 CC Standard Reading Targets CCST Grammar CCST Writing Spelling Lesson 1

CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Read Aloud-“Ode to Lunch” Anchor Text “A Package for Mrs. Jewels” from Wayside School Is Falling Down Genre: Humorous Fiction “Questioning Gravity” Genre: Readers’ Theater

Leveled Readers The Cafeteria Contest- Below Serves Two Hundred – On Project Bug – ADV Dinner for Two Hundred – ELL AR Reading- Independent reading.

Target Skill Story Structure Target Strategy Summarize Supporting Skills Irony Point of View

CCSS.ELA-Literacy.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Grammar Skill Complete Sentences Vocabulary Using Context

CCSS W5.3b Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Writing Model Narrative Writing Writing Form Short Story Focus Trait Ideas Write About Reading

Words Their Way

Lesson 1

Essential Question How can an experiment clarify an idea?

I Can explain the importance of chapters, scenes, and stanzas in a text.

I can use grammar correctly in my writing and speaking.

I can write a narrative text.

Wk 2 Lesson 2

CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text

Read Aloud “The Iron Princess” Anchor “A Royal Mystery” Genre – Play “The Princess and the Pea” Fairy Tale

Leveled Readers Ella’s Big Night City Cousin, Country Cousin Jack and the Mean Beans In the City, In the Country

Target Skill Theme Target Strategy Question Supporting Skills Elements of Drama, Characterization

CCSS.ELA-Literacy.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. I can use grammar correctly in my writing and speaking.

Kinds of Sentences Vocabulary Using Context

CCSS.ELA-Literacy.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 CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

Narrative Description Focus Trait Voice

WTW Lesson 2

http://www.corestandards.org/ELA-Literacy/RL/5/5/

http://www.corestandards.org/ELA-Literacy/L/5/1/





http://www.corestandards.org/ELA-Literacy/W/5/3/b/


http://www.corestandards.org/ELA-Literacy/W/5/3/d/


2

Essential Question How can art and performance help people understand text?

I Can use specific details to determine the theme of a text. I can summarize the text.

Beginning of year Assessment: Fluency Assessment

Week 2 Journey’s Diagnostic Assessment

I can use narrative techniques to enhance the events and the characters in a story.

I can use descriptive words and details to help readers better understand a story.

3

1st 6wks



5th Grade ELA Curriculum Map PES 2013 - 2014 Wk 3 CC Standard Reading Targets CCST Grammar CCST Writing Spelling Lesson 3

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Read Aloud “Should We Let Politics Become Personal?” Anchor “Off and Running” Realistic Fiction

Leveled Readers The Mighty, Mighty Daffodils The Presentation The Geography Bee A Better Plan

Target Skill Compare & Contrast Idioms Target Strategy Infer/Predict Supporting Skills Elements of Drama, Characterization

CCSS.ELA-Literacy.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs. CCSS.ELA-Literacy.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Compound Sentences Quotation Marks Vocabulary Suffixes

CCSS.ELA-Literacy.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Narrative Dialogue Focus Trait: Word Choice

WTW Lesson 3

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

I Can use specific details from a text to compare and contrast characters, settings, or events.

I can recognize and explain idioms, adages, and proverbs.

I can establish a situation, introduce characters and a narrator, and organize events in a story.

Wk 4 Lesson 4

CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Read Aloud “Learning the Ropes” Anchor - “Double Dutch: A Celebration of Jump Rope,Rhyme,and Sisterhood Narrative Non Fiction

Leveled Readers Games We Play Patsy Mink Title IX Patsy Mink and Title IX Students will read poems from “Score?”

Target Skill Sequence of Events Narrative Pacing Rhythm Target Strategy Monitor/Clarify Fluency

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.5.2e Spell grade-appropriate words correctly, consulting references as needed. I can use capitalization, punctuation, and spelling correctly when writing.

Common and Proper Nouns Vocabulary CCSS.ELA-Literacy.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-Literacy.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.

Prewrite a Fictional Narrative Focus Trait: Ideas

WTW Lesson 4

Essential Question How can being active in sports improve someone’s attitude?

I Can use direct evidence from a text to explain and draw inferences.

I can read and comprehend grade-level fiction texts.

I can spell words correctly. I can use reference materials when I need help spelling a word.

I use strategies to determine the meaning of unfamiliar words and phrases.

I can plan, revise, and edit my writing. I can rewrite or try a different approach if needed.



http://www.corestandards.org/ELA-Literacy/L/5/5/b/


http://www.corestandards.org/ELA-Literacy/L/5/3/a/


http://www.corestandards.org/ELA-Literacy/W/5/3/a/


http://www.corestandards.org/ELA-Literacy/RI/5/1/




http://www.corestandards.org/ELA-Literacy/L/5/2/e/




http://www.corestandards.org/ELA-Literacy/W/5/5/


4

1st 6wks




CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text

Read Aloud “Fair or Foul?” Anchor – “Elisa’s Diary” – Realistic Fiction

Leveled Readers Not Just Second Place Baseball Rules Far from Home Baseball Memories Poetry – Words Free as Confetti

Target Skill . Theme .Dialogue .Sequence of Events Target Strategy Visualize Poetry – examine use of imagery

CCSS.ELA-Literacy.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.

Singular and Plural Nouns Vocabulary Suffixes CCSS.ELA-Literacy.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific

words and phrases,

CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons that are supported by facts and details.

Continue work on fictional narrative from prev. lesson, using Elisa’s Diary as model for distinctive voice.

WTW Lesson 5

Essential Question How can overcoming a challenge change someone’s life?

I Can use specific details to determine the theme of a text. I can summarize the text.

I can use strategies to determine the meaning of unfamiliar words and phrases.

I can learn and use academic and subject-specific vocabulary.

I can use words and phrases that show logical relationships.

I can use organized facts and details to support reasons.

6 wks Assess.

Wk 6 Assessments Benchmark Performance TSK Reading Complex Text Pages 37-39

Benchmark Test – Unit 1 Reading and Analyzing Text Pages 1-23

TCAP Practice Test

BenchMark Test Revising and Editing Pages 24-33

Academic Vocabulary Assessment

Unit 1 CRA Practice

BenchMark Writing to Narrate Pages 34-36

WTW Lesson 7





http://www.corestandards.org/ELA-Literacy/L/5/4/c/






5

2nd 6wks

Unit2 Harcourt Journeys


Unit 2 5th Grade ELA Curriculum Map PES 2013 - 2014 Wk 7 CC Standard Reading Targets CCST Grammar CCST Writing Spelling Les 6 CCSS.ELA-

Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Fluency – CCSS.ELA-Literacy.RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

I can read aloud with accuracy, fluency, and expression.

Read Aloud America’s Eagle Anchor Text Quest for the Tree Kangaroo Genre – Informational Text Why Koala Has No Tail (Myth)

Leveled Readers Kangaroos Rain Forest Wildlife Marsupials! Animals of the Rain Forest

CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently

Target Skill . Cause/Effect . Quotes and Description . Domain-Specific Vocab. Target Strategy .Question

CCSS.ELA-Literacy.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases

CCSS.ELA-Literacy.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Verbs CCSS.ELA-Literacy.L.5.1c Use verb tense to convey various times, sequences, states,

and conditions. Vocabulary Synonyms/Antonyms

CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Informative Writing: Procedural Composition Focus Trait: Organization

WTW Lesson 8

Essential Question Why is it important to research and protect endangered animals?

I can use specific details from a text to compare and contrast characters, settings, or events.


I can use verb tense to convey meaning.

I can use direct evidence from a text to explain and draw inferences.

I can consider the purpose and audience when writing.



http://www.corestandards.org/ELA-Literacy/RF/5/4/b/

http://www.corestandards.org/ELA-Literacy/RF/5/4/b/












6

2nd 6wks




CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text

Read Aloud- Annie’s Pride Anchor Text Old Yeller Genre – Historical Fiction Readers Theater - What Makes It Good (persuasive text)

Leveled Readers Young Eagle and His Horse On the Long Drive Riding with the Camel Corps The Long Cattle Drive

Target Skill .Understanding Characters .Author’s Word Choice .Dialect Target Strategy .Visualize

CCSS.ELA-Literacy.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.

Direct and Indirect Objects Vocabulary Adages and Proverbs

CCSS.ELA-Literacy.W.5.2c Link ideas within and across categories of information using words, phrases, and clauses CCSS.ELA-Literacy.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

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

W

Essential Question How can dangerous situations bring people closer together?

I can explain how people, events, ideas, or concepts are connected in a historical, scientific, or technical text.

I can find evidence from the text to support what the author believes or wants me to believe About a certain topic or event.

I can recognize and explain idioms, adages, and proverbs

I can use words, phrases, and clauses to connect ideas throughout my writing.

I can use specific words related to the topic to support my writing.







http://www.corestandards.org/ELA-Literacy/W/5/2/c/




7

2nd 6wks




CCSS.ELA-Literacy.RF.5.4a Read grade-level text with purpose and understanding. RF.5.4b Read with sufficient accuracy and fluency to support comprehension

CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Read Aloud Attack of the Alien Species Anchor – Everglades Forever: Restoring America’s Great Wetland Genre – Narrative Nonfiction National Parks of the West – Informational Text (website example)

Leveled Readers Guardian of the Everglades America’s Urban Parks The Salton Sea America’s City Parks

Target Skill .Author’sPurpose .Explain Scientific .Purpose .Domain-Specific Vocabulary Target Strategy Analyze/Evaluate

CCSS.ELA-Literacy.L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. CCSS.ELA-Literacy.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Conjunctions Vocabulary Prefixes en, re, pre, pro Homophones

CCSS.ELA-Literacy.W.5.5 develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach CCSS.ELA-Literacy.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)

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

WTW

Lesson 10

Essential Question What reasons do people have for protecting the environment?

I Can read on-level text with purpose and understanding.

I can Understand when and where to use conjunctions,prepo -sitions, &interjections.

I can create sentences to create various meanings.

I can plan, revise, and edit my writing if needed.

I can write over different time frames for various purposes and audiences.

Wk 10 Lesson

9

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are

described.

Read Aloud A Watery Grave Anchor Text Storm Warriors Genre – Historical Fiction Pea Island’s Forgotten Heroes Informational Text (Magazine article)

Leveled Readers Sugaring Weather The River Kept Rising Night of the Killer Waves The Rising River

Target Skill .Conclusions and Generalizations .Point of View .Characterization Target Strategy .Infer/Predict I can leanr and use academic and subject-specific vocabulary. I can use words and phrases that show

CCSS.ELA-Literacy.L.5.1e Use correlative conjunctions (e.g.,

either/or,neither/nor). CCSS.ELA-Literacy.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style

Complex Sentences Vocabulary Greek and Latin Roots

CCSS.ELA-Literacy.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.

Informative Writing: Prewrite a Research Report Focus Trait: Ideas

WTW Lesson 11

Essential Question How can an act of courage re veal a person’s true nature?

I can use direct evidence from a text to explain and draw inference.

logical relationships. I can use correlative conjunctions such as either/or and neither/nor.

I can create sentences to convey various meanings.

I can gather and summarize information and provide sources.

http://www.corestandards.org/ELA-Literacy/RF/5/4/a/

http://www.corestandards.org/ELA-Literacy/RF/5/4/a/

http://www.corestandards.org/ELA-Literacy/SL/5/2/



















8

2nd 6wks



5th Grade ELA Curriculum Map PES 2013 - 2014 CC Standard Reading Targets CCST Grammar CCST Writing Spelling Wk 11 Lesson

10

CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Read Aloud Who Tamed the Cat? Anchor Text – Cougars Genre – Informational Text Purr-fection – Poetry

Leveled Readers .Sharks .The Return of the Yellowstone Grizzly .Saving the Mexican Wolves .Grizzly Bears return to Yellowstone CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Target Skill .Main Ideas and Details .Explain Scientific Ideas .Domain-Specific Vocabulary Target Strategy .Monitor/Clarify

CCSS.ELA-Literacy.L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Direct Quotations and Interjections Vocabulary Shades of Meaning

CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. CCSS.ELA-Literacy.W.5.2c Link ideas within and across categories of information using words, phrases, and clauses

Informative Writing: Write a Research Report Focus Trait: Sentence Fluency

WTW Lesson

12

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

I Can determine the main idea and details of a text. I can summarize text.

I can explain how people, events, ideas, or concepts are connected in a historical, scientific, Or technical text.

I can compare and contrast the organi -- zational structures in different texts.

I can understand when and where to use conjunctions, prepositions, and interjections.

I can use information from different texts to write or talk about subject.


Wk12

Benchmark Performance TSK Reading complex text Pages 71-73

Benchmark Unit 2 Test Reading and Analyzing Text Pages 41-56

TCAP Practice Unit 2 CRA Practice


Benchmark Unit 2 Revising and Editing Pages 101-110

Benchmark Writing Writing to Inform Pages 67-69











9

3rd 6wks




CCSS.ELA-Literacy.RL.5.1

Quote accurately from a

text when explaining what

the text says explicitly and

when drawing inferences

from the text.

CCSS.ELA-Literacy.RL.5.2

Determine a theme of a

story, drama, or poem from

details in the text, including

how characters in a story

or drama respond to

challenges or how the

speaker in a poem reflects

upon a topic; summarize

the text.

Read Aloud – Japanese Cartoons Are Manga-nificent Anchor Text - Lunch Money Genre – Realistic Fiction Zap! Pow! A History of the Comics – Inform. Text

Leveled Readers Dog Walker, Inc. Incognito The Three R’s The Lost Comic Book

Target Skill Author’s Purpose Voice Visual Elements Target Strategy Monitor/Clarify


Adjectives Vocabulary Word Origins

CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Narrative Writing: Friendly Letter Focus Trait: Voice

WTW Lesson 13

Essential Question In what ways can illustrations enhance a reader’s experience?

I can analyze the text for details to infer the author’s purpose.


I can write a friendly letter showing my reader how I feel.

Wk 14 Lesson17

CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Read Aloud – The Visitor (Model intonation) Anchor Text – Lafff Genre – Science Fiction From Dreams to Reality (Informational Text)

Leveled Readers Robot Rescue The Watch Girl Pancakes Kendria’s Watch

Target Skill .Story Structure .Literary Devices .Point of View: First Person Target Strategy Infer/Predict

CCSS.ELA-Literacy.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases CCSS.ELA-Literacy.L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital

Adverbs Vocabulary - Reference Materials

CCSS.ELA-Literacy.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.

Narrative Writing Character Description Focus Trait: Word Choice

WTW Lesson 14

Essential Question What role does imagination play in the invention process?

I can explain the importance of chapters, scenes, and stanzas in a text.

I can describe how the point of view affects the story.

I can use narrative techniques to enhance the events and the characters in a story.
















10

3rd 6wks




CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Read Aloud Hundreds Rally at Fullerton High (Model Fluency) Anchor Text – The Dog Newspaper Genre – Autobiography Poetry about Poetry (Poetry)

Leveled Readers Maria Tallchief B.B.King Isabel Allente B.B.King

Target Skill Fact/Opinion Main Ideas/Detail Narrative Pacing Target Strategy Analyze/Evaluate

CCSS.ELA-Literacy.L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Prepositions and Prepositional Phrases Vocabulary Using Strategies

CCSS.ELA-

Literacy.W.5.3c Use a

variety of transitional

words, phrases, and

clauses to manage the

sequence of events.

CCSS.ELA-

Literacy.W.5.3d Use

concrete words and

phrases and sensory

details to convey

experiences and

events precisely.

Narrative Writing: Autobiography Focus Trait: Voice

WTW Lesson 15

Essential Question What do facts and opinions contribute to a story?


I can find evidence from the text to support what the author believes

or wants me to believe about a certain topic or event.

I can use transitional

words, phrases, and clauses to help the events in a story flow.

I can use descriptive words

and details to help readers better understand a story.

Wk 16 Lesson 19

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Read Aloud – The Power of Spirit Lake (Model fluency) Anchor Text – Darnell Rock Reporting Genre – Realistic Fiction Volunteer! (Persuasive Text)

Leveled Readers The Big Interview Saving The General Another View The Old Tree

Target Skill Author’s Purpose Dialogue Characterization Target Strategy Summarize


More Kinds of Pronouns Vocabulary Greek and Latin Suffixes

CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and

audience.

Narrtive Writing: Prewrite a Personal Narrative Focus Trait:Ideas

WTW Lesson 16

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





















11

3rd 6wks



5th Grade ELA Curriculum Map PES 2013 - 2014 Wk 17

CC Standard Reading Targets CCST Grammar CCST Writing Spelling

Lesson 20

CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Read Aloud – The Huntress (Model Fluency) Anchor Text - The Black Stallion Genre- Fiction Adventure Horse Power(Informational Text)

Leveled Readers The Deer Wilderness Rangers Day of the Coyotes Lost in a Canyon

Target Skill Story Structure Characterization Theme Target Strategy Question

CCSS.ELA-Literacy.L.5.2d Use underlining, quotation marks, or italics to indicate titles of works. CCSS.ELA-Literacy.L.5.5a Interpret figurative language, including similes and metaphors, in context.

Proper Mechanics Writing Titles Vocabulary Figurative Language

CCSS.ELA-Literacy.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.

Narrative Writing: Write a Personal Narrative Focus Trait: Voice

WTW Lesson

17

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


I can interpret figurative language in a text.

I can write over different time frames for various purposes and audiences.

Wk 18 End of six weeks.

As Benchmark Performance TSK Reading complex text Pages 147-150

Unit 4 Benchmark Test Reading and Analyzing Text Pages 119-133

BenchMark Test Revising and Editing pages 134-142


Writing Assessment



http://www.corestandards.org/ELA-Literacy/L/5/2/d/






12

4th 6wks


2nd Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2013 - 2014 CC Standard Reading Targets CCST Grammar CCST Writing Spellin

g Wk 19 Lesson 21

CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text

Read Aloud- “Land Rush!” Anchor Text- “Tucket’s Travels” Genre – Historical Fiction “Wild Weather” Technical Text

Leveled Readers Voyage to California Riding with the Pony Express Decision at Fort Laramie Ned Rides for the Pony Express

Target Skill Sequence of Events Figurative Language Author’s Word Choice Target Strategy Visualize

CCSS.ELA-Literacy.L.5.1c Use verb tense to convey various times, sequences, states, and conditions.

The Verbs Be and Have

CCSS.ELA-Literacy.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 CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using words, phrases, and clauses

Opinion Writing Editorial Focus Trait: Voice

WTW Lesson

22

Essential Question What does it mean to have good instincts?

I can use specific details to determine the theme of a text. I can summarize the text.

I can determine the meaning of figurative language.

I can use verb tense to convey various conditions.

I can organize my writing with a logical progression that supports an opinion.

I can use words, phrases, and clauses to connect an opinion &reasons.

Wk 20 Lesson 22

CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language.

Read Aloud-‘’’Tales and Truths of the Ojibwe” Anchor Text The Birchbark House Genre- Historical Fiction “Four Seasons of Food” (Informational Text)

Leveled Readers City in the Cliffs Buffalo Hunt Old Bark’s Cure The Big Hunt

Target Skill Theme Author’s Word Choice Visual Elements Target Strategy Infer/Predict I can figure out the meaning of words and phrases such as metaphors and similes in a text.

CCSS.ELA-Literacy.L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb

tenses.

Verb Perfect Tenses Vocabulary Shades of Meaning

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure

Opinion Writing Response to Literature Focus Trait: Organization

WTW Lesson 23

Essential Question How can traditions influence a person’s feelings?


I can determine the meaning of figurative language.

I can form and use the perfect verb tenses.


I can organize my writing with a logical progression that

supports an opinion.





















13

4th 6wks

Unit 5 Harcourt Journeys 2nd Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2013 - 2014 CC Standard Reading Targets CCST Grammar CCST Writing Spelling Wk 21 Lesson 23

CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details/summarize. CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text

Read Aloud- “The Turbulent History of Texas” Anchor Text The Birchbark House Genre-Historical Fiction “Four Seasons of Food” Informational Text

Leveled Readers Rodeo The Goodnight-Loving Trail How Barbed Wire Changed the West Blazing a Cattle Trail

Target Skill Theme Author’s Word Choice Visual Elements Target Strategy Infer/Predict

CCSS.ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts

Perfect Tenses Vocabulary Reference Materials

CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions

Opinion Writing Response to Literature Focus Trait: Organization

WTW Lesson

24

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

I can use specific detils to determine the theme of a text. I can describe how the point of view affects a story

I can analyze graphics or images and determine what they add to a text.

I can read and comprehend grade-level informational texts.

I can prepare for discussions and use the information to explore and discuss a topic.

I can summarize a discussion and draw conclusions from key ideas, information, and knowledge gained from it.

Wk 22 Lesson 24

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text

Read Aloud- ”Tales of the Trail: Anchor Text- “Vaqueros: America’s First Cowboys” Genre – Informational Text “Rhyme on the Range”- Poetry

Leveled Readers Down the Columbia Gold for Chan Li Dear Cousin Chan Li’s Pot of Gold

Target Skill Cause and Effect Figurative Language Point of View

Target Strategy Analyze/Evaluate

CCSS.ELA-Literacy.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or

listening.

Making Comparisons Vocabulary Using Context

CCSS.ELA-Literacy.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.

Opinion Writing Prewrite a Response Essay

Focus Trait: Organization

WTW Lesson 25

Essential Question Why would a pioneer traveler record events


I can use specific details from a text to compare and contrast characters, settings, or events.

I can use appropriate language to enhance my writing and speaking.

I can plan, revise, and edit my writing.

I can rewrite or try a different approach if needed.









http://www.corestandards.org/ELA-Literacy/SL/5/1/a/

http://www.corestandards.org/ELA-Literacy/SL/5/1/a/

http://www.corestandards.org/ELA-Literacy/SL/5/1/d/

http://www.corestandards.org/ELA-Literacy/SL/5/1/d/









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in a journal?

4th 6wks



5th Grade ELA Curriculum Map PES 2013 - 2014 CC Standard Reading Targets CCST Grammar CCST Writing Spelling Wk 23 Lesson 25

CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure or information in two or more texts.

Read Aloud- “The True Story of Sacagawea” Anchor Text “Lewis and Clark” Genre- Narrative Nonfiction “A Surprise Reunion” – Play

Leveled Readers The Corps of Discovery History of the Fur Trade Friends Along the Way The American Fur Trade

Target Skill Main Ideas And Details Primary Sources Explain Historical Events Target Strategy Monitor/Clarify

CCSS.ELA-Literacy.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of

the words. I can use the relationship between words to better understand each of the words.

CCSS.ELA-Literacy.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

Contractions Vocabulary Analogies

CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using words, phrases, and clauses CCSS.ELA-Literacy.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.

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

WTW Lesson

26

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

I can determine the main idea and details of a text. I can compare and contrast the organizational structures in different texts.

I can spell words correctly I can use reference materials when I need help spelling a word.

I can write using reasons and information to support an opinion.

I can use technology to create, publish, and show my writing. I can type at least two pages.

Wk 24 6 wks ends

Assessment

Unit 5 BenchMark Reading and Analyzing Text Pages 151- 178

Unit 5 CRA Practice

Unit 5 BenchMark Revising and Editing Pages 179-190


BenchMark Writing Opinions Pages 197-200











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5th 6 wks.



Wk 25

5th Grade ELA Curriculum Map PES 2013 - 2014

CC Standard Reading Targets CCST Grammar CCST Writing Spelling Lesson 26

CCSS.ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts. CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently

Read Aloud – Moving from Place to Place Anchor Text- Animals on the Move Genre-Informational Text “Skywoman’s Rescue”-Play “The Whale”,”Wild Geese” -Poetry

Trade Books- Use 5 weeks Skunk Scout – Below Level Frindle – On Level Mysteries of the Mummy Kids - Advanced

Target Skill Text and Graphic Features Target Strategy Visualize

CCSS.ELA-Literacy.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. CCSS.ELA-Literacy.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

Possessive Nouns Vocabulary Multiple-Meaning Words

CCSS.ELA-Literacy.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Informative Writing:

Definition Paragraph Focus Trait: Word Choice

WTW Lesson

18

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

I can read and comprehend grade-level informational texts.

I can quickly find evidence in the text to support my thinking when answering a question or solving a problem.

I can create sentences to convey various meanings.

I can use context clues to understand an unfamiliar word or phrase.

I can establish a situation, introduce characters and a narrator, and organize events in a story.


Wk 26 Lesson 27

CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text

Read Aloud-The Paleo Indian Changing with the Times Anchor Text:”Mysteries at Cliff Palace” (Readers’ Th.) “Cave of the Crystals” Informational Text “Places and Names: A Traveler’s Guide”-Poetry Trade Books Cont.

Target Skill Theme Target Strategy Analyze/Evaluate


Abbreviations Vocabulary Suffixes

CCSS.ELA-Literacy.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

Informative Writing:

Journal Entry Focus Trait: Voice CCSS.ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

WTW Lesson 19

Essential Question What lessons can we learn from other cultures?


I can spell words correctly. I can use reference materials when I need help.

I can organize my writing and use text features to help readers better understand a topic.























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5th 6wks




CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(

Read Aloud- Sue Tells A Story Anchor Text: “Fossils: A Peek Into the Past” (Informational Text) “Trapped in Tari” (Informational Text) “Journey of the Woolly Mammoth” (Poetry) Trade Books Cont.

Target Skill Fact/Opinion Target Strategy Question

CCSS.ELA-Literacy.L.5.2b Use a comma to separate an introductory element from the rest of the sentence. CCSS.ELA-Literacy.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs

Commas in Sentences Vocabulary Idioms

CCSS.ELA-Literacy.W.5.2c Link ideas within and across categories of information using words, phrases, and clauses

Informative Writing Summary Focus Trait: Ideas

WTW Lesson

20

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

I can find evidence from the text to support what the author believes or wants me to believe about a certain topic or event.

I can use commas correctly in the beginning of sentences.

I can recognize and explain idioms, adages, and proverbs


Wk28 Lesson 29

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

Read Aloud – Fossils Anchor Text- “The Case of the Missing Deer” Genre – Realistic Fiction “Fossil Fish Found!” (Informational Text) “Encounter” & “Deep in the Forrest” (Poetry Trade Books Cont.

Target Skill Conclusions and Generalizations Target Strategy Infer/Predict

CCSS.ELA-

Literacy.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

More Commas

CCSS.ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Informative Writing Informational Essay Focus Trait: Organization

WTW Lesson 21

Essential Question Why are people fascinated by nature?


I can use commas when setting off introductory words or phrases in a sentence.

I can use specific information such as facts, definitions, and details to support a topic.















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5th 6wks



5th Grade ELA Curriculum Map PES 2013 - 2014 Wk 29

CC Standard Reading Targets CCST Grammar CCST Writing Spelling

Lesson 30

CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally

Read Aloud-Finding Their Way Anchor Text-“Get Lost! The Puzzle of Mazes” Informational Text “Journey to Cuzo” (Myth) “The Best Paths” “Compass” (poetry) Trade Books Concluded

Target Skill Main Ideas and Details Target Strategy Summarize

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

Other Punctuation Vocabulary Word origins

CCSS.ELA-Literacy.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

here.)

Informative Writing: Informational Essay Focus Trait: Ideas

WTW Lesson

22

Essential Question What traits help make a person good at solving problems?

I can determine the main idea and details of a text. I can summarize text.

I can use capitalization, punctuation, and spelling correctly when writing.

I can plan, revise, and edit my writing. I can rewrite or try a different approach if needed.

Wk 30 End of 6 wks

Benchmark Performance TSK Reading complex text Pages 231-234

Unit 6 Benchmark Reading and Analyzing Text Pages 201-215

Unit 6 CRA Practice

Unit 6 Benchmark Revising and Editing Pages 216-227


Bench Mark Novel Tests Pages 235-243

Bench Mark Writing to Inform Pages 228-230









http://www.corestandards.org/ELA-Literacy/L/5

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6th 6wks

4th Grade Unit or Novels


5th Grade ELA Curriculum Map PES 2013 - 2014 CC Standard Reading Targets Spelling Wks 31-37

Standards and I can statements are tied to the TCAP review materials.

Teachers may choose their focus strategies and then apply the appropriate standard and I can statements… Based on the anchor reading you select (Journeys or Novels).

Switch Materials with 4th

grade to teach the Journeys Unit which contains the reading material related to social studies standards. For some reason 4

th and 5

th are switched in the

textbooks.

Another possibility is Novel Studies. We have a large selection of novels on different reading levels. Incorporate review for TCAP during these next weeks prior to testing.

TCAP Review and Practice.

Follow the Chart,(on the next three pages) incorporating this review with the anchor reading materials of your choice.

CCSS.ELA-Literacy.L.5.2e Spell grade-appropriate words correctly, consulting references as needed. I can spell words correctly. I can use reference materials when I need help spelling a word.

WTW Lessons

22 23 24 25 26



19

6th Six weeks TCAP Review Materials and Schedule for Use Jouryneys Test Power Tennessee Test Prep

Wk 1

Lesson/ Page Number

Target Skill

Common Core Standard I Can Statement

L1. P. 1-4 Using Content

CCSS.ELA-Literacy.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.

I can use context clues to understand an unfamiliar word or phrase.

L2 P. 5-6 Writing to Narrate

CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.


L3 P.7-10 Language CCSS.ELA-Literacy.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I can use grammar correctly in my writing and speaking.

L4 P11-14 Prefixes and Suffixes


I can spell words correctly.

L5 P15-18 Poetry CCSS.ELA-Literacy.L.5.5a Interpret figurative language, including similes and metaphors, in context. CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

I can interpret figurative language in a text. I can explain the importance of chapters, scenes, and stanzas in text.

L6. P. 19-22 Synonyms and Antonyms

CCSS.ELA-Literacy.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words

I can use the relationship between words to better understand each of the words.

L7 P. 23-26 Speech CCSS.ELA-Literacy.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

I can summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

L8 P27-30

Writing and Research

CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

I can consider the purpose and audience when written.










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Wk 2

L 9 P31-34 Conclusions/ Generalizations

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


L10 P 35-36 Writing to Inform

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

I can write an informative text.

L 11 P 37-40 Cause/Effect CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

I can compare and contrast the organizational structures in different texts.

L 12 P 40 – 44 Figurative Language

CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including

figurative language such as metaphors and similes.

can interpret figurative language in a text.

L 13 P 45 - 46

Language

CCSS.ELA-Literacy.L.5.1d Recognize and correct inappropriate shifts in verb tense

I can recognize and correct inappropriate shifts in verb tense and aspect.

L 14 P 47-50 Sequence of Events

CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts

I can compare and contrast the organizational structures in different texts.

L 15 P 51 - 52 Writing Opinions

CCSS.ELA-Literacy.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


L 16 P 53-56 Author’s Purpose

CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


L 17 P 57 – 60 Story Structure CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.











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Wk 3

L 18 P61-64 Main Idea And Details

CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

I can determine the main idea and details of a text. I can summarize text.

L 19 P 65-68 Writing and Research

CCSS.ELA-Literacy.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]”).

I can use grade-level reading strategies when writing about informational texts.

L 20 P 69-70 Writing to Narrate

CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.


L 21 P 71-74 Language CCSS.ELA-Literacy.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

I can use the relationship between words to better understand each of the words.

L 22 P 75-78 Theme CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


L 23 P 79-82 Text and Graphic Features

CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

I can analyze graphics or images and determine what they add to a text.

L 24 P 83-86 Point of View CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

I can describe how the point of view affects a story.

L 25 P 87-88 Writing Opinions

CCSS.ELA-Literacy.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.


ELA Practice Test 89-124

Comprehensive of CC state standards.

Narrative Writing Practice Test P 125 - 127

L. Flowers 2013-2014 Paris Elementary Paris Special School District









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1st 6wks

Balanced Literacy

5th Grade ELA Curriculum Map PES 2013 - 2014 Wk 1 CC Standard Reading Targets CCST Grammar CCST Writing Spelling

Documents

Fifth Grade Curriculum Map - Paris Elementary School · Aligned With Tennessee State Core Curriculum Standards 2013 - 2014 Paris Special School District This Curriculum Map provides