Fifth Grade English Language Arts - mauryk12.org

MAURY COUNTY PUBLIC SCHOOLS June 2015

Office of Instruction Page 1 of 23

Quarter 1

Ongoing Standards: These standards are year-long ongoing standards that should be taught to mastery by the end of the year. Cite Evidence Analyze Content Study & Apply

Grammar Study & Apply

Vocabulary Conduct Discussions

W.5.9 R.I.5.10, R.L5.10 L.5.1, L.5.2e, L 5.3, L.5.4

R.L.5.4, R.I.5.4, L.5.6 SL 5.1, SL 5.2, SL 5.3, SL 5.4, SL 5.5

Reading Foundation Skills Writing Process

Phonics and word recognition Fluency Writing Skills

RF 5.3, RF 5.4 RF 5.4 W 5.4, W 5.5, W 5.6, W 5.10

TNReady Assessment Percentages: Literature 23-28% 40-45 days Writing 39% 60 days Vocabulary 9-12% 16-21 days

SUGGESTED EXTENDED TEXT: Frindle

EXAMPLES OF SHORT TEXTS: (literary)

1. Journeys “A Package for Mrs. Jewels”

2. Journeys “Lunch Money”

SUPPLEMENTAL MATERIALS:

1. Scholastic Storyworks

2. Journeys leveled readers

WRITING FOCUS: informative/explanatory writing

WRITING TASKS:

1. SRSD pre-write using a graphic organizer

2. Model/Shared Writing

ROUTINE WRITING:

1. Reader Response Journals (respond to text)

2. Quick Writes

Formative Assessments: teacher observation, conferencing, exit tickets, quick writes, quizzes, peer edits, accountable talks, short response writing, timed writing Final Product/Assessment: What is the significance of Mrs. Granger’s letter to Nick? After reading Frindle, write an explanatory essay that explains the significance of the letter that Mrs. Granger wrote to Nick. Support your explanation with evidence from the book.



W

eek

1 -

4

Standards Student Learning Target: Instruction/Strategies RL 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL 5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 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. W 5.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. (a-e)

inferences, story elements, cite evidence, paraphrase, vocabulary theme, analyze characters, plot, and conflict resolution, summarize the text. Story structure, sequencing events Write informative/explanatory text a. introduce topic clearly b. develop topic with text evidence c. Use transitions to link information d. use domain specific vocabulary e. conclusion

UNRA(A)VEL

Short answer question response

Graphic organizers

Text dependent question that require citing quotations as evidence

Close reading

Frayer models

SRSD strategies (ex. Pow-TIDE)

Summarizing mnemonic device Somebody/wanted/but/so

Think/pair share oral summary of text

Participate in shared writing experiences

Explain/elaborate on cited evidence

Write in response to literature

Edit/revise own writing using checklist

Peer edit/revise writing using checklist

Quick Writes

Consistently provide opportunities for students to write/respond to multiple texts.



L 5.1(a-e) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 5.2 (a-e) Demonstrate

command of the

conventions of standard

English capitalization,

punctuation, and

spelling when writing.

L 5.3 (a-b) Use

knowledge of language

and its conventions

when writing, speaking,

reading, or listening.

Write different types of sentences using conjunctions, prepositions, and interjections. Write using proper capitalization, punctuation, and spelling. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Quarter 1 Continued

TNReady Assessment Percentages: Informational Text 23-28% 40-45 days Writing 39% 60 days Vocabulary 9-12% 16-21 days

EXTENDED TEXT: Frindle continued

EXAMPLES OF SHORT TEXTS: (informational)

1. Journeys “Everglades Forever”

2. Journeys “Cougars”




1. readworks.org

2. TNCORE.org Unit- Space

3. LDC.org CORE TOOLS for writing prompts

4. MICA/MIST portal for practice

WRITING FOCUS: informative/explanatory writing

WRITING TASKS:

1. Write introductory paragraph with topic sentence

2. Write body of essay

3. Write conclusion to essay

4. Revise/edit

ROUTINE WRITING:

1. Quick Writes

2. Text Dependent Questions

Formative Assessments: teacher observation, conferencing, exit tickets, quick writes, quizzes, peer edits, accountable talks, short response writing, timed writing

Final Product/Assessment: [Insert essential question] After (reading 2 informational texts on [content), write an essay in which you explain (content). Support your response with evidence from the texts.

Wee

ks 5

- 9

Standards Student Learning Target:

Instruction/Strategies:

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

Citing evidence, using quotes from text, inferencing

UNRA(A)VEL

Graphic organizers

Text dependent question that require citing quotations as evidence

Close reading

Frayer models



RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI 5.4 Determine meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.

RI 5.6 Analyze multiple accounts of the same event or topic noting important similarities and differences and the point of view they represent. W 5.2 (a-e) Write informative/explanatory texts to examine a topic and convey ideas and information clearly. L 5.1 (a-e) Demonstrate command of the

Main idea, supporting details, summarize Vocabulary words, context clues Analyze two or more accounts of the same event noting similarities

and differences

a. introduce topic clearly b. develop topic with text evidence c. Use transitions to link information d. use domain specific vocabulary e. conclusion a. conjunctions, prepositions, interjections b. perfect verb tenses c. verb tenses in sequence, time, and conditions

KWL chart

SRSD strategies (ex. POW-TIDE)

Use main idea and details to form a summary

Think/pair share oral summary of text



Write in response to informational text



Quick Write




conventions of standard English grammar and usage when writing or speaking. L 5.2 (a-e) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L 5.3 (a-b) Use knowledge of language and its conventions when writing, speaking, reading, or listening.

d. appropriate and inappropriate shifts in verb tenses e. correlative conjunctions

a. commas with items in series b. commas for introductory clauses/ phrases c. comma to set off yes and no, indicate direct address d. underling, quotation marks, or italics to indicate titles e. spell grade appropriate words correctly

a. expand, combine, and or reduce sentences for meaning, interest, or style

b. compare and contrast varieties of English used in stories, dramas, or poems



Quarter 2

Ongoing Standards: These standards are yearlong ongoing standards that should be taught to mastery by the end of the year.

Cite Evidence Analyze Content Study & Apply Grammar

Study & Apply Vocabulary

Conduct Discussions

W.5.9 R.I.5.10, R.L5.10 L.5.1, L.5.2e, L 5.3, L.5.4




RF 5.3, RF 5.4 RF 5.4 W 5.4, W 5.5, W 5.6, W 5. 10


SUGGESTED EXTENDED TEXT: Bud, Not Buddy

EXAMPLES OF SHORT TEXTS: (literary)

1. Journeys “LAFF”

2. Journeys “Double Dutch”



2. TNCORE.org unit- Pam Nunez Ryan


WRITING FOCUS: Opinion Writing

WRITING TASKS:

1. Is Bud brave? Write a multi-paragraph essay in which you explain reasons for your opinion. Be sure to cite reasons from the text

that support s your opinion.

2. SRSD (self-regulated-strategy-development)

ROUTINE WRITING: RESEARCH CONNECTIONS:



1. Reader Response Journal

2. Quick Write


1. The Great Depression

Formative Assessments: teacher observation, conferencing, exit tickets, quick writes, quizzes, peer edits, accountable talks, short response writing, timed writing Final Product/Assessment: In your opinion, which character do you relate to more, Bud or Todd? After reading Bud, Not Buddy, write an opinion essay in which you compare and contrast yourself to the traits of the character you choose. Be sure to support your opinion with evidence from the text.

Wee

ks 1

- 4

Standards Student Learning Target: Instruction/Strategies: RL 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL 5.3 Compare and contrast two or more characters, settings, events, in a story or drama, drawing on specific details in the text. 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. RL 5.9 Compare and contrast stories in the

inferences, story elements, cite evidence, paraphrase, vocabulary compare and contrast two or more characters, settings, or events figurative language such as metaphors, similes, idioms, adages, and proverbs using context clues compare and contrast characters, settings, and events within one and across two literary pieces from the same genre with similar

Compare and contrast-Venn Diagram Quick writes

T chart

UNRA(A)VEL

Short answer question response

Graphic organizers

Text dependent question that require citing evidence

Close reading

Frayer models

SRSD strategies (ex. OREO)

Think/pair share



Write in response to literature






same genre on their approaches to similar themes and topics. RL 5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

themes Explain how the narrator’s point of view and text structure influence text

W 5.1 (a-d) Write opinion pieces or texts supporting a point of view with reasons and information.

a. Introduce topic and state an opinion b. Provide logical ordered reasons and support with text

evidence c. Use transition words to link d. Conclusion

L 5.4 (a) Determine or clarify the meaning of general academic and domain- specific words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L 5.5 (a-c) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L 5.1, 5.2, 5.3

Context clues and vocabulary Figurative language, word relationships, and nuances in word meanings. Ongoing (see above)



Quarter 2 Continued


EXTENDED TEXT: Bud, Not Buddy continued

SHORT TEXTS: (informational)

1. Journeys Quest for the Tree Kangaroo

2. Journeys ‘They Called Her Molly Pitcher”

3. Journeys “James Forten: Now is Your Time”



2. readworks.org


WRITING FOCUS: Opinion Writing

WRITING TASKS:

1. SRSD (self-regulated-strategy-development)

2. publish final draft of opinion essay from Bud, Not Buddy

ROUTINE WRITING:

1. Quick Writes






Final Product/Assessment: [Insert essential question] After (reading 2 informational text/s on [content), write a multi-paragraph opinion essay in which you compare (content). Support your opinion with evidence from the texts.

W e e k s 5 - 9

Standards Student Learning Target: Instruction/Strategies:



RI 5.3 Explain the relationships between two or more individuals, events, ideas, or concepts. RI 5.5 Compare and contrast the overall structure of concepts in two or more texts (e.g. chronology, cause/effect, and problem/solution). RI 5.6 Analyze multiple accounts of the same event or topic noting important similarities and differences and the point of view they represent. RI 5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which points.

Explain relationships between events, ideas, or procedures from an informational text and use text to support explanation Compare and contrast overall structure of events or ideas in two or more texts Analyze two or more accounts of the same event noting similarities and differences Explain how author uses reasons and evidence to support his points

• UNRA(A)VEL • Graphic organizers • Text dependent question that require citing quotations as evidence • Close reading • Frayer models • KWL chart • SRSD strategies (ex. POW-TIDE) • Use main idea and details to form a summary • Think/pair share oral summary of text • Participate in shared writing experiences • Explain/elaborate on cited evidence • Write in response to informational text • Edit/revise own writing using checklist • Peer edit/revise writing using checklist

• Consistently provide opportunities for

students to write/respond to multiple texts.



W 5.1 (a-d) Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce topic and state an opinion b. Provide logical ordered reasons and support with text evidence c. Use transition words to link d. Conclusion

Quarter 3






W.5.9 R.I.5.10, R.L5.10 L.5.1, L.5.2e, L 5.3, L.5.4




RF 5.3, RF 5.4 RF 5.4 W 5.4, W 5.5, W 5.6, W 5. 10


EXTENDED TEXT:


1. Journeys Reading Adventures

2. provide numerous informational texts for close reading and opportunities to respond in writing


1. readworks.org

2. Time for Kids


WRITING FOCUS: Opinion and informative/explanatory writing to prepare for writing assessment in February

WRITING TASKS:

1. provide numerous opportunities for students to respond to texts

2. quick writes to practice writing conventions and mechanics

ROUTINE WRITING:




2. Quick Writes


Final Product/Assessment: [Insert essential question] After reading (literary texts and/or informational texts on [content], write an essay in which you analyze how (content) contributes to an understanding of (content). Support your response with evidence from the texts.

Wee

ks 1

- 5

Standards Student Learning Target: Instruction/Strategies: RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI 5.3 Explain

relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific

Citing evidence, using quotes from text, inferencing Main ideas, supporting details, and summarize

Explain relationships between events, ideas, or procedures, from informational text

• UNRA(A)VEL • Graphic organizers • Text dependent question that require citing quotations as evidence • Close reading • Frayer models • KWL chart • SRSD strategies (ex. POW-TIDE) • Use main idea and details to form a summary • Think/pair share oral summary of text • Participate in shared writing experiences • Explain/elaborate on cited evidence • Write in response to informational text • Edit/revise own writing using checklist

• Peer edit/revise writing using checklist





or technical text based on specific information in the text.

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. 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. RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and

Compare and contrast structure of events or ideas in two or more text Locate information from various sources to answer a question or solve a problem Explain how author uses reasons and evidence to support points



evidence support which point(s). W.5.1 W.5.2 L.5.1, L.5.2, L.5.3

Opinion writing Informative/explanatory writing Ongoing (see above)





Quarter 3 Continued


EXTENDED TEXT:


1. Journeys Reading Adventures

2. provide numerous informational texts for close reading and opportunities to respond in writing


1. TNCORE.org units – Space

2. various primary and secondary sources


WRITING FOCUS: short research project

WRITING TASKS:

1. note taking during research

2. After conducting research, students will complete a research project of the teacher’s choice.

ROUTINE WRITING:




Wee

ks 6

- 9

Standards Student Learning Target: Instruction/Strategies: RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing

Use specific quotes from text to draw inferences and explain text

• UNRA(A)VEL • Graphic organizers • Text dependent question that require citing quotations as evidence • Close reading • Frayer models • KWL chart



inferences from the text. RI 5.7 Draw on information from multiple print or digital sources demonstrating the ability to locate and answer to a question quickly or to solve a problem efficiently. RI 5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W 5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Locate information from various sources to answer questions or solve problems Combine information from two texts on the same topic to write or speak about the subject Research project using several sources, note taking

• SRSD strategies (ex. POW-TIDE) • Note taking from source • Outline • Chunk project • Explain/elaborate on cited evidence • Write in response to informational text • Edit/revise own writing using checklist

• Peer edit/revise writing using checklist





L.5.1, L 5.2, L 5.3

Ongoing (see above)

Quarter 4




W 5.9 R.I.5.10, R.L5.10 L.5.1, L.5.2e, L 5.3, L.5.4

RL 5.4, RI 5.4, L5.6 SL 5.1, SL 5.2, SL 5.3, SL 5.4, SL 5.5



RF 5.3, RF 5.4 RF 5.4 W 5.4, W 5.5, W 5.6, W 5. 10


Writing Focus: No writing/ Review for TNReady Test

Formative Assessments: teacher observation, conferencing, exit tickets, quick writes, quizzes, peer edits, accountable talks, short response writing

Wee

k 1

– 5

Standards Student Learning Target: Instruction/Strategies: RL 5.1 – RL 5.3 Text evidence, inferences, summarizing, theme, characters, setting, plot, structure of

text, point of view, compare and contrast Study Island

Jeopardy

Games

Team Competitions

Quia.com

TNReady Practice Portal

L 5.4 L 5.5

Multiple meaning words, context clues, root words, affixes, and reference materials Figurative language, idioms, analogies, word meanings, synonyms, antonyms, homographs

RI 5.2 - RI 5.6

Main idea, supporting details, events, ideas, and concepts, cause and effect, academic

language, text structure, point of view

Quarter 4 Continued

Writing Focus: Narrative Writing (TNREADY is over by this time)

Assessment:

W e e k 6 - 9

Standards Student Learning Target: Instruction/Strategies:



W 5.3(a-e) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

SRSD Writing Strategies and Process



Documents

Fifth Grade English Language Arts - mauryk12.org