Focus NJ English Language Arts Assessment Grade 5 , Unit 1

Approved Summer 2015

Deptford Township 2015-2016 Curriculum Guide Subject: ELA Grade Level: 5

Focus

NJ English Language Arts Assessment Grade 5, Unit 1

# STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS/NJCCCS

1 Refer to a text using direct quotes to explain what the text says explicitly and when drawing inferences from the text.

RL.5.1; RI 5.1G

2 Identify a theme of a story, drama, or poem. 3 Discuss how characters respond to challenges or how the speaker in a poem reflects upon a topic. RL.5.2 4 Summarize the text RL.5.2

5 Justify how the parts of a text contribute to the overall meaning of a work regarding the order of chapters, scenes or stanzas.

6 Describe the point of view of the speaker or narrator. 7 Speculate how point of view influences the description of the events in a text. RL.5.6

8 Read and comprehend literature independently including stories, dramas, and poetry in grades 4-5 text complexity band.

RL.5.10

9 Explain how an author uses evidence to support specific points. RI.5.8

10

Identify what evidence supports each point. RI.5.8

11 Demonstrate the ability to decode unknown grade-level words by applying letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read multi-syllabic words in grade 5 text and out of context.

RF.5.3.a

12 Use accuracy, appropriate rate, and expression when reading grade-level prose and poetry. RF.5.4.b

13 Apply context clues and self-correction strategies when recognizing and understanding grade 5 level words, rereading as necessary. RF.5.4.c

14 Write a narrative creating an introduction that introduces a narrator and/or character. W.5.3.a

15 Apply narrative techniques such as dialogue, description, and pacing and develop experiences and W.5.3.b


events and produce responses of narrator and/or characters to situations. 16 Create a clear and coherent writing piece paying specific attention to task, purpose, and audience. W.5.4

17 Produce writing within long (time for research, reflection, and revision) and short time frames (a single sitting or a day or two) in response to fiction and informational text for a range of discipline-specific tasks, purposes, and audiences.

W.5.10

18 Participate in a variety of collaborative discussions and construct questions to demonstrate understanding of topic SL.5.1.a

19

Locate key words and phrases using print and digital dictionaries, glossaries and thesauruses, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.4.c

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


Title

Unit 1 Meeting Challenges What kinds of challenges do people face and how do they meet them?

Description

5.1.1 Red Kayak – What inspires people to act courageously? Word Analysis/Spelling Suffix-ly / Short Vowel VCCV, VCV Comprehension Skill Literary Elements: Character and Plot Comprehension Strategy Monitor and Clarify Language Vocabulary Homographs Language Conventions Four Kinds of Sentences Fluency Appropriate Expression Writing Summarize / compare and Contrast

5.1.2 Thunder Rose– How can nature challenge us? Word Analysis/Spelling Greek and Latin Roots/ Long Vowel VCV Comprehension Skill Cause and Effect Comprehension Strategy Summarize Language Vocabulary Homonyms Language Conventions Subjects and Predicates Fluency Rate Writing Summarize / Explanatory

5.1.3 Island of the Blue Dolphins – How do people survive in the wilderness? Word Analysis/Spelling Compound Words / Long Vowel Digraphs Comprehension Skill Literary Elements: Theme and Setting Comprehension Strategy Inferring Language Vocabulary Unknown Words Language Conventions Independent and Dependent Clauses Fluency Appropriate Expression Writing Sequencing / Explanatory


5.1.4 Satchel Paige – How do we face personal challenges? Word Analysis/Spelling Shades of Meaning / Adding -ed, -ing Comprehension Skill Fact and Opinion Comprehension Strategy Questioning Language Vocabulary Antonyms Language Conventions Compound and Complex Sentences Fluency Appropriate Phrasing Writing Sequencing / Compare and Contrast

5.1.5 Ten Mile Day – What challenges do immigrants encounter? Word Analysis/Spelling Suffix -ing / Contractions Comprehension Skill Cause and Effect Comprehension Strategy Text Structure Language Vocabulary Multiple Meeting Words Language Conventions Common, Proper and Collective Nouns Fluency Accuracy Writing Summarize / Explanatory


Texts

5.1.1 Red Kayak Paired Texts-“What Will I Do In An Emergency” Teacher Read Aloud-“Run, Kate Shelley, Run” Sleuth-“A Dream in Her Heart” 5.1.2 Thunder Rose Paired Texts-“Measuring Tornadoes” Teacher Read Aloud-“Night of the Twisters” Sleuth-“Thunder< Lighting, and Thor” 5.1.3 Island of the Blue Dolphins Paired Texts-“Seven Survival Questions” Teacher Read Aloud-“Jenks and the Fire” Sleuth-“The World/s Smallest Island Nation” 5.1.4 Satchel Paige Paired Texts-“Roberto Clemente” Teacher Read Aloud-“Teammates” Sleuth-“Major League Dreams” 5.1.5 Ten Mile Day Paired Texts-“Working of the Railroad” Teacher Read Aloud-“Journey to Ellis Island” Sleuth-“The Tree of Heaven”


Skills

Skills addressed throughout Reading Street Curriculum in current Marking Period:

Code # Common Core State Standards

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.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm,

meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. 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.

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

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).

RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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


a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

e. Provide a conclusion that follows from the narrated experiences or events. W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 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. SL 5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

a. 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.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading

and content, choosing flexibility from a range of strategies.

c. 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.5.5 Demonstrate understanding of figuarative language, word relationships, and nuances in word meanings.

c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibility from a range of strategies.


L.5.5 Demonstrate understanding of figuarative language, word relationships, and nuances in word meanings.


L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibility from a range of strategies.


L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



Interdisciplinary Connections Social Studies / Science

Science: 21st Century Skills Social Studies: Thunder Rose Ten Mile Day Island of Blue Dolphins Red Kayak Satchel Paige

*****21st Century Skills are embedded throughout the Reading Street program and daily classroom routines.

Assessments

Unit 1

***Assessment can be modified to meet the needs of individual learners. The following resources can be used:

• Fresh Reads • Response to Intervention Kit • ELL Materials • Sidewalks • Differentiated centers • Individual assessments can be created using pearsonsuccessnet.com

http://www.pearsonsuccessnet.com/


Assessment Completed Together (for modeling purposes)

Graded (but not entered in Gradebook

Entered as Classwork

Entered as a Quiz

Entered as a Test

Baseline Group Test (for guided reading groupings)

X

Red Kayak Test Spelling Quiz Grammar Quiz

X X X

Thunder Rose Test Spelling Quiz Grammar Quiz

X X

X

Isl. of the Blue Dolphins Test Grammar Quiz Spelling Quiz

X X

X

Satchel Paige Test Grammar Quiz Spelling Quiz

X X

X

Ten Mile Test Grammar Quiz Spelling Quiz

X X

X

Writing: -Write Like A Reporter -Connect the Texts

X X

NJ Core Assessment Unit 1 X Totals: 2 1 2 10 4 Completed

Together (for modeling purposes)



Entered as a Quiz

Entered as a Test


Focus



1 Select two or more characters, setting or events in a story or drama and compare and contrast using specific details from the text.

RL.5.3

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

RL.5.4

3 Analyze how the graphics or the media in a multi-media presentation help the reader to understand more about the meaning, tone, or beauty of a text.

RL.5.7

4 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

RL.5.9

5 Read increasingly complex texts at the grades 4–5 text complexity band independently and proficiently.

RL.5.10

6 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events and ideas in two or more texts.

RI.5.5

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

RI.5.6

8 Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF.5.3

9 Create an introduction that states an opinion in which ideas are logically grouped to support the writer’s purpose.

W.5.1.a

10 Introduce a topic or text clearly and state an opinion. W.5.1.a 11 Provide logically ordered reasons that are supported by facts and details to support an opinion. W.5.1.b 12 Link opinion and reasons using words (e.g., consequently, specifically). W.5.1.c 13 Write a concluding statement or section related to the opinion presented. W.5.1.d 14 Introduce a topic clearly when writing informative/explanatory text. W.5.2.a 15 Provide a general observation and focus when writing informational/expository text. W.5.2.a


16 Develop a topic with facts, definitions, concrete details, quotations or other information and examples related to the topic.

W.5.2.b

17 Link ideas within and across categories of information using words (e.g. especially, consequently, furthermore).

W.5.2.c

18 Express ideas using precise language and domain-specific vocabulary to explain topic. W.5.2.d 19 Provide a concluding statement or section related to the information or explanation presented. W.5.2.e 20 Use a variety of transitional words to manage the sequence of events. W. 5.3.c 21 Use concrete words and phrases and sensory details to convey experiences and events precisely. W. 5.3.d 22 Create a conclusion that follows from the narrated experiences or events. W. 5.3.e 23 Produce clear and coherent writing, appropriate to task, purpose, and audience. W.5.4 24 With guidance and support from peers and adults, develop and strengthen writing by planning,

revising, editing, rewriting, or trying a new approach. W 5.5

25 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.7

26 Create writing pieces routinely over extended (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

W.5.10

27 Follow agreed-upon rules and assigned roles in one-on-one small and whole group discussions. SL.5.1.b 28 Summarize a grade 5 written text read aloud or information presented in diverse media and

formats, including visually, quantitatively, and orally. SL.5.2

29 Report on a topic or text. SL 5.4 30 When presenting a report, sequence ideas logically. SL 5.4 31 Recognize and correct inappropriate shifts in verb tense. L.5.1.d 32 Use context clues to determine unknown and multiple-meaning words and phrases based on

grade 5 reading and content. L.5.4

33 Acquire and use grade appropriate general academic and domain specific words. L.5.6 34 Acquire phrases that signal contrast, addition, and other logical relationships (e.g., however,

although, nevertheless, similarly, moreover, in addition). L.5.6

35 When presenting a report, use appropriate facts and relevant, descriptive details to support main L.5.6


ideas or themes. 36 Speak clearly at an understandable pace when presenting a report. L.5.6

Title

Unit 2 Doing The Right Thing

What makes people want to do the right thing?

Description

5.2.1 At the Beach – Why is honest important? Word Analysis/Spelling Spanish Word Origins/ Diagraphs -th, -sh, -ch, and -ph Comprehension Skill Compare and Contrast Comprehension Strategy Visualize Language Vocabulary Unfamiliar Words Language Conventions Regular and Irregular Plural Nouns Fluency Appropriate Expression Writing Narrative / Sequencing

5.2.2 Hold the Flag High – What are the risks in helping others? Word Analysis/Spelling French Word Origins / Irregular Plurals Comprehension Skill Sequence Comprehension Strategy Inferring Language Vocabulary Unknown Words Language Convention Inferring Fluency Accuracy Writing Narrative


5.2.3 The Ch’i-lin Purse - What are the rewards in helping others? Word Analysis/Spelling Suffixes -tion, -ion/ Vowels Sounds with r Comprehension Skill Compare and Contrast Comprehension Strategy Story Structure Language Vocabulary Greek and Latin Roots Language Convention Action and Linking Verbs Fluency Expression Writing Narrative / Compare and Contrast

5.2.4 A Summers Trade – Why do people make sacrifices for others? Word Analysis/Spelling Spanish Origins / Final Syllables -en, -an, -el, -le, and -il Comprehension Skill Author’s Purpose Comprehension Strategy Monitor and Clarify Language Vocabulary Unfamiliar Words Language Convention Main and Helping Verbs Fluency Appropriate Phrasing Writing Compare and Contrast / Narrative

5.2.5 The Midnight Ride of Paul Revere - How can people promote freedom? Word Analysis/Spelling Word Families / Final Syllables -er, -ar, and -or Comprehension Skill Author’s Purpose Comprehension Strategy Background Knowledge Language Vocabulary Ending -s, -ed, -ing Language Convention Subject Verb Agreement Fluency Rate Writing Narrative


Texts

5.2.1 At the Beach Paired Texts-“The Eagle and the Bat” Teacher Read Aloud-“Bulleye” Sleuth-“Jesse’s Perfect Score” 5.2.2 Hold the Flag High Paired Texts-“How to Hold the American Flag” Teacher Read Aloud-“Number of the Stars” Sleuth-“The Price of Freedom” 5.2.3 The Ch’i-lin Purse Paired Texts-“The Story of Phan Ku” Teacher Read Aloud-“The Call of the Sea” Sleuth-“Peanut Butter Sandwiches” 5.2.4 A Summers Trade Paired Texts-“Thunderbird and Killer Whale” Teacher Read Aloud-“Christie’s Sacrifice” Sleuth-“The Swap” 5.2.5 The Midnight Ride of Paul Revere Paired Texts-“The Heroic Paul Revere” Teacher Read Aloud-“Molly Pitcher” Sleuth-“On Loyalty to Country”


Skills



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).

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.5.7 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).

RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

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.

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

RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and

affixes) to read accurately unfamiliar multisyllabic words in context and out of context. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. 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. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to

the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.


W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

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.

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.

SL 5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

a. Follow agreed-upon rules for discussions and carry out assigned roles. SL 5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually,

quantitatively, and orally. SL5.4 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. L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

d . Recognize and correct inappropriate shifts in verb tense.* L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

c. 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.5.4 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. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

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).


Interdisciplinary Connections Social Studies / Science

Science: 21st Century Skills Social Studies: The Eagle and the Bat At The Beach At the Beach Hold the Flag High The Midnight Ride of Paul Revere


Assessments

Unit 2




Assessment Completed Together (for modeling

purposes)



Entered as a Quiz

Entered as a Test

At the Beach Test Grammar Quiz Spelling Quiz

X X

X

Hold the Flag High Test Grammar Quiz Spelling Quiz

X X

X

The Ch’i-lin Purse Test Grammar Quiz Spelling Quiz

X X

X

A Summer’s Trade Test Grammar Quiz Spelling Quiz

X X

X

The Midnight Ride of Paul Revere Test Grammar Quiz Spelling Quiz

X X

X


X X

NJ Core Assessment Unit 2 X

Totals: 0 0 2 11 5

Completed Together (for modeling

purposes)

Graded (but not entered in

Gradebook)


Entered as a Quiz

Entered as a Test


Focus



1 Compare and contrast two or more characters, setting or events in a story or drama and compare and contrast using specific details from the text.

RL.5.3

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

RL.5.4, L.5.5.a

3 Analyze how the graphics or the media in a multimedia presentation help the reader to understand more about the meaning, tone, or beauty of a text.

RL.5.7

4 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

RL.5.9

5 Read increasingly complex text at the grades 4-5 text complexity band independently and proficiently.

RL.5.10

6 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/ solution) of concepts or information in two or more texts.

RI.5.5


RI.5.6

8 Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF.5.3.a

9 Read grade-level text with purpose and understanding. RF.5.4.a 10 Read grade-level prose and poetry aloud with appropriate rate, expression, and accuracy. RF.5.4.b 11 Use context to confirm or self-correct word recognition and understanding, rereading as

necessary. RF.5.4.c

12 Write a narrative creating an introduction that introduces a narrator and/or character. W.5.3.a 13 Use narrative techniques, such as dialogue, description, and pacing and develop experiences and

events and produce responses of narrator and/or characters to situations. W.5.3.b

14 Use a variety of transitional phrases to manage the sequence of events. W.5.3.c


15 Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3.d 16 Create a conclusion that follows from the narrated experiences or events. W.5.3.e 17 Produce clear and coherent writing, appropriate to task, purpose, and audience. W.5.4

18 With guidance and support from peers and adults, develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach.

W.5.5

19 Apply grade 5 Reading standards to literature, by responding to literature through writing that compares and contrasts two or more characters, setting, or events in a story or drama, drawing on specific details in the text [e.g., how characters interact]”).

W.5.9.a

20 Create writing pieces routinely over extended (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two).

W.5.10

21 Pose and respond to specific questions by making comments that contribute to a discussion and elaborate on the remarks of others.

SL.5.1.c

22 Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses when writing and speaking.

L.5.1.b

23 Recognize and correct inappropriate shifts in verb tense. L.5.1.d 24 Use correlative conjunctions (e.g., either/or, neither/nor) when writing speaking. L.5.1.e 25 Construct sentences by combing, expanding, and reducing sentences for meaning and

reader/listener interest. L.5.3.a

26 Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, and poems.

L.5.3.b


Title

Unit 3 Inventors and Artists What do people gain from the work of inventors and artists?

Description

5.3.1 The Fabulous Perpetual Motion Machine – How do inventors inspire our imaginations? Word Analysis/Spelling Shades of Meaning / Words with schwa Comprehension Skill Sequence Comprehension Strategy Summarize Language Vocabulary Multiple Meaning Words Language Convention Past, Present, and Future Tenses Fluency Expression Writing Argument / Compare and Contrast

5.3.2 Leonardo’s Horse – How do artists inspire future generations? Word Analysis/Spelling Greek and Latin Roots / Compound Words Comprehension Skill Main Idea and Details Comprehension Strategy Visualize Language Vocabulary Greek and Latin Roots Language Convention Principal Parts of Regular Verbs Fluency Rate Writing Argument / Compare and Contrast

5.3.3 The Dinosaurs of Waterhouse Hawkins – How can paleontologist help us understand the past? Word Analysis/Spelling Suffixes -tion and -sion /Words with Consonant Sounds j/ks/sk/s Comprehension Skill Fact and Opinion Comprehension Strategy Predict and Set Purpose Language Vocabulary Homonyms Language Convention Principal Parts of Irregular Fluency Appropriate Phrasing Writing Argument / Sequencing / Compare and Contrast


5.3.4 Mahalia Jackson – How does and artists use music to inspire others? Word Analysis/Spelling Suffix -ous / One Consonant or Two Comprehension Skill Main Idea and Details Comprehension Strategy Text Structure Language Vocabulary Antonyms Language Convention Troublesome Verbs Fluency Rate Writing Argument

5.3.5 Special Effects In Film and Television – How do artists create special effects to entertain us? Word Analysis/Spelling Compound Words / Prefixes -un, -de, and -dis Comprehension Skill Graphics Sources Comprehension Strategy Important Ideas Language Vocabulary Prefixes pre-, re- Language Conventions Prepositions and Prepositional Phrases Fluency Jargon Writing Compare and Contrast


Texts

5.3.1 The Fabulous Perpetual Motion Paired Texts-“The Toy Space Shuttle Is Here!” Teacher Read Aloud-“What’s the Big Idea, Ben Franklin?” Sleuth-“The Greatest Invention?” 5.3.2 Leonardo’s Horse Paired Texts-“A Job for Michelangelo” Teacher Read Aloud-“Norman Rockwell” Sleuth-“Team Sports” 5.3.3 The Dinosaurs of Waterhouse Hawkins Paired Texts-“A Model Scientist” Teacher Read Aloud-“Graveyards of the Dinosaurs” Sleuth-“The Bone and the Tooth” 5.3.4 Mahalia Jackson Paired Texts-“Perfect Harmony” Teacher Read Aloud-“Bud, Not Buddy” Sleuth-“A Week of the Blues” 5.3.5 Special Effects In Film and Television Paired Texts-“Searching for Animation” Teacher Read Aloud-“The Making of the Lord of the Rings” Sleuth-“The Uncanny Valley”


Skills





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).

RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

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.

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.


RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.5.1.c Write opinion pieces on topics or texts, supporting a point of view with reasons and information. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence


that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.



W.5.9 Draw evidence from literary or informational texts to support analysis, reflection and research. a. 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]”).

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.

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions (e.g., either/or, neither/nor).

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing b. Use a comma to separate an introductory element from the rest of the sentence

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context.


Interdisciplinary Connections Social Studies / Science Science: 21st Century Skills Social Studies: The Fabulous Perpetual Motion Machine The Dinosaurs of Waterhouse Hawkins


Assessments

Unit 3







Entered as a Quiz

Entered as a Test

The Fabulous Perpetual Motion Machine Test Grammar Quiz Spelling Quiz

X X

X

Leonardo’s Horse Test Grammar Quiz Spelling Quiz

X X

X

The Dinosaurs Test Grammar Quiz Spelling Quiz

X X

X

Mahalia Jackson Test Grammar Quiz Spelling Quiz

X X

X

Special Effects in Film Test Grammar Quiz Spelling Quiz

X X

X


X X

NJ Core Assessment Unit 3

X

Totals: 0 0 2 10 6 Completed

Together (for modeling purposes)

Graded (but not entered in

Gradebook)


Entered as a Quiz

Entered as a Test


Focus


# STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS

1 Select two or more characters, setting or events in a story or drama and compare and contrast using specific details from the text.

RL.5.3

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

RL.5.4


RI.5.6

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

RI.5.9

5 Read increasingly complex text at the grades 4-5 text complexity band independently and proficiently.

RI.5.10

6 Read grade-level text with purpose and understanding. RF.5.4a 7 Use context to confirm or self-correct word recognition and understanding, rereading as

necessary. RF.5.4c

8 Link opinion and reasons using clauses when writing. W.5.1.c 9 Introduce a topic clearly, provide a general observation and focus, and group related information

logically. When writing, include formatting (e.g., headings, illustrations, and multimedia) when useful to aiding comprehension.

W.5.2a

10 Use facts, definitions, concrete details, quotations, or other information and examples related to a topic when writing.

W.5.2b

11 Link ideas within and across categories of information using phrases. W.5.2c 12 Use precise language and domain-specific vocabulary to inform about or explain the topic. W.5.2d 13 Provide a concluding statement or section related to the information or explanation presented. W.5.2e 14 Produce clear and coherent writing, appropriate to task, purpose, and audience. W 5.4 15 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 W 5.8


sources. 16 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.9 17 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.5.1a

18 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

SL.5.3

19 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.5.5

20 Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

L.5.1a

21 Expand, combine, and reduce sentences for style. L.5.3a 22 Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a

word (e.g., photograph, photosynthesis). L.5.4b

23 Recognize and explain the meaning of common idioms, adages, and proverbs. L.5.5b


Title

Unit 4 Adapting How do people and animals adapt to different situations?

Description

5.4.1 Weslandia - How do people adapt to difficult situations? Word Analysis/Spelling Endings -ed, -ing,-s / Words from Many Cultures Comprehension Skill Draw Conclusions Comprehension Strategy Questioning Language Vocabulary Endings -ed, -ing, -s Language Convention Subject and Object Pronouns Fluency Appropriate Phrasing Writing Informative / Explanatory / Compare and Contrast

5.4.2 Tripping Over the Lunch Lady – How do people overcome obstacles? Word Analysis/Spelling Suffixes -ly, -ian/ Prefixes over-, under-, sub- Comprehension Skill Generalize Comprehension Strategy Predict and Set Purpose Language Vocabulary Unfamiliar Words Language Convention Pronouns and Antecedents Fluency Accuracy Writing Compare and Contrast / Explanatory

5.4.3 Exploding Ants – How do animals adapt to survive? Word Analysis/Spelling Suffix -ize / Homophones Comprehension Skill Graphic Sources Comprehension Strategy Important Ideas Language Vocabulary Synonyms Language Convention Possessive Pronouns Fluency Rate Writing Explanatory


5.4.4 The Stormi Giovanni Club – How do people adapt to new places? Word Analysis/Spelling Prefixes com-, pro-, epi- / Suffixes -ible, -able Comprehension Skill Generalize Comprehension Strategy Story Structure Language Vocabulary Unfamiliar Words Language Convention Indefinite and Reflexive Pronouns Fluency Expression Writing Compare and Contrast

5.4.5 The Gymnast – Why do people try to change themselves? Word Analysis/Spelling Idioms / Negative Prefixes Comprehension Skill Draw Conclusions Comprehension Strategy Visualize Language Vocabulary Suffixes -ion, -ish Language Conventions Using Who, and Whom Fluency Appropriate Phrasing Writing Sequencing / Explanatory Essay


Texts

5.4.1 Weslandia Paired Texts-“Under the Back Porch” Teacher Read Aloud-“Birdsong on a Summer Evening” Sleuth-“A Green Island?” 5.4.2 Tripping Over the Lunch Lady Paired Texts-“Square Dancing: Good for the Heart and Mind” Teacher Read Aloud-“Sense” Sleuth-“Helping Hands” 5.4.3 Exploding Ants Paired Texts-“Is the Art Mimicry” Teacher Read Aloud-“Escape Artists” Sleuth-“’A Coat’ of Many Colors” 5.4.4 The Stormi Giovanni Club Paired Texts-“The Extra Credit Club” Teacher Read Aloud-“A Legacy of Courage” Sleuth-“The Big Move” 5.4.5 The Gymnast Paired Texts-“All About Gymnastics” Teacher Read Aloud-“The Winning Stroke” Sleuth-“You’ll Just Flip for Circus School"


Skills






RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical

texts, at the high end of the grades 4–5 text complexity band independently and proficiently. RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. 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. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.



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.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. 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.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. 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. L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L.5.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 5 reading and

content, choosing flexibility from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

L.5.5 Demonstrate understanding of figurative language, word relations, and nuances in word meanings. b. Recognize and explain the meaning of common idioms, adages, and proverbs.



Interdisciplinary Connections Social Studies / Science Science: 21st Century Skills Social Studies: Exploding Ants


Assessments

Unit 4







Entered as a Quiz

Entered as a Test

Weslandia Test Grammar Quiz Spelling Quiz

X X

X

Tripping Over the Lunch Lady Test Grammar Quiz Spelling Quiz

X X

X

Exploding Ants Test Grammar Quiz Spelling Quiz

X X

X

The Stormi Giovanni Club Test Grammar Quiz Spelling Quiz

X X

X

Thy Gymnast Test Grammar Quiz Spelling Quiz

X X

X


X X

NJ Core Assessment Unit 4 X

Totals: 0 0 2 10 6 Completed Together

(for modeling purposes)

Graded (but not entered in Gradebook)


Entered as a Quiz

Entered as a Test


Focus


# STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS

1 Refer to a text using direct quotes to explain what the text says explicitly and when drawing inferences from the text.

RL.5.1

2 Analyze how the graphics or the media in a multimedia presentation help the reader to understand the meaning, tone, or beauty of a text.

RL.5.7

3 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.

RL.5.10


RI.5.6

5 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.7

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

RI.5.9

7 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

RI.5.10

8 Read grade-level text with purpose and understanding. RF.5.4.a 9 Use context to confirm or self-correct word recognition and understanding, rereading as

necessary. RF.5.4.c

10 Link ideas within and across categories of information using clauses (e.g., in contrast, especially). W.5.2.c 11 Produce clear and coherent writing, appropriate to the task, purpose, and audience. W.5.4 12 With guidance and support from peers and adults, develop and strengthen writing by planning,

revising, editing, rewriting, or trying a new approach. W.5.5

13 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.

W.5.6


14 Demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

W.5.6

15 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.5.5

16 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

SL.5.6

17 Use verb tense to convey various times, sequences, states, and conditions. L.5.1.c 18 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.5.4.c

19 Obtain and use correctly 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.5.6


Title

Unit 5 Adventurers Who goes seeking adventure and why?

Description

5.5.1 The Skunk Ladder - How can we find adventure in ordinary events? Word Analysis/Spelling Prefix im- / Mulitsyllabic Words Comprehension Skill Literary Elements: Character and Plot Comprehension Strategy Background Knowledge Language Vocabulary Greek and Latin Roots Language Convention Contractions and Negatives Fluency Expression Writing Argumentative

5.5.2 The Unsinkable Wreck of the R.M.S. Titanic- How does technology help adventurers reach new places? Word Analysis/Spelling Acronyms / Related Words Comprehension Skill Graphic Sources Comprehension Strategy Inferring Language Vocabulary Unknown Words Language Convention Adjectives and Articles Fluency Expression Writing Argumentative

5.5.3 Talk With an Astronaut – What is life like for an astronaut? Word Analysis/Spelling Greek and Latin Roots / Greek Word Parts Comprehension Skill Author’s Purpose Comprehension Strategy Monitor and Clarify Language Vocabulary Multiple Meaning Words Language Convention This, That, These and Those Fluency Accuracy Writing Argumentative


5.5.4 Journey to the Center of the Earth – How do we explore places underground? Word Analysis/Spelling Complex Spelling Patterns: -ous,-ious, -eous / Latin Roots Comprehension Skill Cause and Effect Comprehension Strategy Summarize Language Vocabulary Unfamiliar Words Language Convention Comparative and Superlative Adjectives Fluency Appropriate Phrasing / Punctuation Ques Writing Argumentative

5.5.5 Ghost Towns of the American West – What adventures helped drive the westward expansion? Word Analysis/Spelling Morphemes / Greek Word Parts Comprehension Skill Generalize Comprehension Strategy Questioning Language Vocabulary Prefixes over-, in- Language Conventions Adverbs Fluency Rate Writing Argumentative


Texts

5.5.1 The Skunk Ladder Paired Texts-“Books and Adventure” Teacher Read Aloud-“How the Desert Made Us Different” Sleuth-“Welcome to the Neighborhood” 5.5.2 The Unsinkable Wreck of the R.M.S. Titanic Paired Texts-“Shipwreck Season” Teacher Read Aloud-“Tea Leaves and Buried Treasure” Sleuth-“Technology and Treasure” 5.5.3 Talk with an Astronaut Paired Texts-“Women Astronauts” Teacher Read Aloud-“Apollo 13 Sleuth-“Charlotte’s Space Travel” 5.5.4 Journey to the Center of the Earth Paired Texts-“The Sea Battle” Teacher Read Aloud-“Bartlett and the City of Flames” Sleuth-“Escape from the Mine” 5.5.5 Ghost Towns of the American West Paired Texts-“Gold Dreams” Teacher Read Aloud-“By the Great Horn Spoon” Sleuth-“The Ghost Town"


Skills



RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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). 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. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they

represent. 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.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical

texts, at the high end of the grades 4–5 text complexity band independently and proficiently. RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.5.2.c Write informative/explanatory texts to examine a topic and convey ideas and information clearly. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).



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.

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

c. Use verb tense to convey various times, sequences, states, and conditions. 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. c. 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.



Interdisciplinary Connections Social Studies / Science Science: 21st Century Skills Social Studies: Journey to the Center of the Earth Ghost Towns of the American West


Assessments

Unit 5







Entered as a Quiz

Entered as a Test

The Skunk Ladder Test Grammar Quiz Spelling Quiz

X X

X

The Unsinkable Wreck of the R.M.S Titanic Test Grammar Quiz Spelling Quiz

X X

X

Talk With an Astronaut Test Grammar Quiz Spelling Quiz

X X

X

Journey to the Center of the Earth Test Grammar Quiz Spelling Quiz

X X

X

Ghosts Towns of the American West Test Grammar Quiz Spelling Quiz

X X

X


X X

NJ Core Assessment Unit 5 X Totals: 0 0 2 10 6 Completed Together

(for modeling purposes)

Graded (but not entered in Gradebook)


Entered as a Quiz

Entered as a Test


Documents

Focus NJ English Language Arts Assessment Grade 5 , Unit 1