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SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 1 Lesson 1 1st nine weeks
“A Package for Mrs. Jewls” Target Skill: Story Structure Target Strategy: Summarize
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 1st Nine Weeks Standards Essential Knowledge, Skills and Processes
Communications:
Speaking, Listening and Media Literacy
5.1 The student will listen, draw conclusions, and share
responses in subject-related group learning
activities.
a) Participate in and contribute to
discussions across content areas.
e) Demonstrate the ability to collaborate
with diverse teams.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
demonstrate that they can work independently on group-
related tasks.
5.3 The student will learn how media messages are
constructed and for what purposes.
a) Differentiate between auditory, visual,
and written media messages.
access media messages and identify what types of media
are used.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading 5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones.
e) Use dictionary, glossary, thesaurus, and
other word-reference materials.
f) Develop vocabulary by listening to and
reading a variety of texts.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root
word, prefix, and suffix in order to determine its
pronunciation.
understand how a prefix changes the meaning of a root
word.
identify when an author uses language figuratively.
use word references and context clues to determine which
meaning is appropriate in a given situation.
identify the word-reference materials, such as a
dictionary, glossary, or thesaurus, that is most likely to
contain the information needed.
develop vocabulary by listening to and reading a variety
of texts.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. b) Describe character development.
c) Describe the development of plot and
explain the resolution of conflict(s).
f) Identify and ask questions that clarify
various points of view.
m) Read with fluency and accuracy.
i) Draw conclusions and make inferences
from text.
k) Make, confirm, or revise predictions.
h) Summarize supporting details from text.
understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think about
them.
understand that some characters change during the story
or poem and some characters stay the same.
understand that the main character has a conflict that
usually gets resolved.
identify the conflict or problem of the plot.
understand that plot is developed through a series of
events.
identify the events in sequence that lead to resolution of
the conflict.
identify and ask questions that clarify various points of
view.
summarize supporting details from text.
draw conclusions/make inferences from text.
make, confirm, or revise predictions.
5.6 The student will read and demonstrate comprehension of nonfiction texts. g) Locate information to support opinions,
predictions, and conclusions.
j) Identify, compare and contrast
relationships
identify specific information in text that supports predictions.
locate details to support opinions, predictions, and conclusions.
identify, compare, and contrast relationships between
characters, events, and facts.
compare and contrast a firsthand and secondhand account of the
same event or topic; describe the differences in focus and the
information provided.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade.
b) Use a variety of prewriting strategies.
e) Write multiparagraph compositions.
g) Vary sentence structure by using
transition words.
h) Revise for clarity of content using
specific vocabulary and information.
produce a clear and coherent written piece in which the
development and organization are appropriate to purpose
and audience.
create a plan, and organize thoughts before writing.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
focus, organize, and elaborate to construct an effective
message for the reader.
write multiparagraph compositions focused on a topic,
grouping related information in paragraphs and sections.
choose precise descriptive vocabulary and information to
create tone and voice
develop and strengthen writing as needed, in consultation
with peers or adults, by prewriting, drafting, revising,
editing, or rewriting.
use precise language and content-specific vocabulary to
inform about or explain a topic, to persuade, describe or
entertain.
include sentences of various lengths and beginnings to
create a pleasant, informal rhythm.
vary sentence structure by using transition words and
phrases.
clarify writing when revising.
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a)Use plural possessives.
d)Use apostrophes in contractions and
possessives.
j) Use correct spelling of commonly used
words.
h) Edit for fragments and run-on sentences.
punctuate correctly
apostrophes in contractions (e.g., isn’t), and
possessives (e.g., Jan’s);
use plural possessives, (e.g., “The books’ covers are
torn.”).
avoid fragments.
avoid run-ons, (e.g., “I opened the door, the dog went
out.”).
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
a) Construct questions about a topic. c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
use available technology to gather information and to aid
in writing.
formulate research questions based on a topic.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation
software, digital media).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 1 Lesson 2 1st Nine Weeks
Blasting Off to Space Academy Target Skill: Text and Graphic Features
Target Strategy: Question GRADE/COURSE: 5th Grade/Language Arts Grading Period: 1st Nine Weeks
Standards Essential Knowledge, Skills and Processes Communications: Speaking, Listening and Media Literacy
5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
e) Demonstrate the ability to collaborate
with diverse teams.
f) Demonstrate the ability to work
independently.
Participate in a range of discussions building on
others’ ideas and clearly expressing their own (e.g.,
one-on-one, in groups, teacher-led).
Follow rules for discussions and assigned group
roles.
Participate as active listeners in group learning
activities by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
Participate as informed contributors in subject-
related group learning activities by:
asking and answering questions at appropriate
times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion
for presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to
delivery; and
summarizing a presentation orally prior to
delivery.
Exhibit the ability to collaborate with diverse
teams.
Demonstrate that they can work independently on
group-related tasks.
5.3 The student will learn how media messages are
constructed and for what purposes.
a) Differentiate between auditory, visual,
and written media messages.
Access media messages and identify what types of
media are used.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones.
f) Develop vocabulary by listening to and
reading a variety of texts.
g) Study word meanings across content areas.
Use context as a clue to infer the correct meanings
of unfamiliar words and phrases.
Use context and sentence structure to determine
meanings and differentiate among multiple
meanings of words.
Apply knowledge of roots, affixes (prefixes and
suffixes), synonyms, antonyms, and homophones.
Begin to learn about Greek and Latin affixes.
Understand that often a word can be divided into
root word, prefix, and suffix in order to determine
its pronunciation.
Understand how a prefix changes the meaning of a
root word.
Develop vocabulary by listening to and reading a
variety of texts.
Study cross-curricular vocabulary.
5.6 The student will read and demonstrate
comprehension of nonfiction texts.
a) Use text organizers, such as type,
headings, and graphics, to predict
and categorize information in both
print and digital texts.
b) Use prior knowledge and build
additional background knowledge
as context for new learning.
d) Identify main idea of nonfiction
texts.
e) summarize supporting details in
nonfiction texts.
h) Identify cause and effect
relationships following transition
words signaling the pattern.
i) Differentiate between fact and
opinion.
j) Identify, compare and contrast
relationships
m) Read with fluency and accuracy.
Use text features, such as type styles (e.g., boldfaced,
italics) and color, captions under pictures and graphics,
and headings of sections and chapters, to predict and
categorize information in both print and digital texts.
Apply prior knowledge to make predictions and build
additional background knowledge as context for
learning.
Determine the main idea of a text and summarize
supporting key details.
Identify structural and organizational patterns such as
cause and effect, comparison/contrast,
problem/solution, and chronological order.
Identify cause and effect relationships following
transition words signaling the pattern.
Distinguish between fact and opinion.
Identify, compare, and contrast relationships between
characters, events, and facts.
Compare and contrast a firsthand and secondhand
account of the same event or topic; describe the
differences in focus and the information provided.
Become aware of when they do not understand (e.g.,
by reflecting upon and articulating what exactly is
causing difficulty).
Read familiar text with fluency, accuracy, and
prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing
5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to explain, and
to persuade.
b) Use a variety of prewriting strategies.
c) Organize information to convey a
central idea.
d) Write a clear topic sentence focusing
on the main idea.
e) Write multi-paragraph compositions.
f) Use precise and descriptive vocabulary
to create tone and voice.
h) Revise for clarity of content using
specific vocabulary and information.
i) Include supporting details that
elaborate the main idea.
Create a plan, and organize thoughts before writing.
Use a variety of prewriting strategies (e.g.,
brainstorming, listing, free-writing, and using
graphic organizers.
Focus, organize, and elaborate to construct an
effective message for the reader.
Write a clear topic sentence focusing on the main
idea.
Purposefully shape and control language to
demonstrate an awareness of the intended audience.
Write multiparagraph compositions focused on a
topic, grouping related information in paragraphs
and sections.
Choose precise descriptive vocabulary and
information to create tone and voice
Use precise language and content-specific
vocabulary to inform about or explain a topic, to
persuade, describe or entertain.
Vary sentence structure by using transition words
and phrases.
Clarify writing when revising.
Include supporting details that elaborate the main
idea.
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing.
c) Identify and use interjections.
j) Use correct spelling of commonly
used words.
Identify and use interjections (e.g., “Yikes, look at
the size of that bug!”).
Use correct spelling of commonly used words.
Research
5.9 The student will find, evaluate, and select
appropriate resources for a research product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
d) Organize information presented on
charts, maps, and graphs
Select and use appropriate references (e.g., atlases,
almanacs, and encyclopedias) including online,
print, and media resources.
Use available technology and media to organize,
evaluate, and communicate information (e.g.,
presentation software, digital media).
Organize information presented on charts, maps, and
graphs.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 1 Lesson 3
1st Nine Weeks
Off and Running
Target Skill: Compare and Contrast
Target Strategy: Infer and Predict
GRADE/COURSE: 5th
Grade/Language Arts Grading Period: 1st Nine Weeks
Standards Essential Knowledge, Skills and Processes Communications:
Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and share
responses in subject-related group learning
activities.
a) Participate in and contribute to discussions
across content areas.
f) Demonstrate the ability to work
independently.
Participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
Follow rules for discussions and assigned group roles.
Participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
Participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
Demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and
nonverbal communication skills to deliver planned
oral presentations.
a) Maintain eye contact with listeners.
i) Use language and style appropriate
to the audience, topic, and purpose.
Demonstrate appropriate eye contact with listeners.
Use appropriate facial expressions and gestures to
support, accentuate, or dramatize the message.
Speak clearly at an understandable pace.
Use acceptable posture according to the setting and the
audience.
Select information that develops the topic and is
appropriate for the audience.
5.3 The student will learn how media messages are constructed
and for what purposes.
b) Identify the characteristics and effectiveness
of a variety of media messages.
Access media messages and identify what types of media
are used.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading 5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
b) Use context and sentence structure to
determine meanings and differentiate
among multiple meanings of words.
d) Identify an author’s use of figurative
language.
e) Use dictionary, glossary, thesaurus, and
other word-reference materials.
f) Develop vocabulary by listening to and
reading a variety of texts.
Use context as a clue to infer the correct meanings
of unfamiliar words and phrases.
Use context and sentence structure to determine
meanings and differentiate among multiple
meanings of words.
Identify when an author uses language figuratively.
Use word references and context clues to determine
which meaning is appropriate in a given situation.
Identify the word-reference materials, such as a
dictionary, glossary, or thesaurus that is most likely
to contain the information needed.
Develop vocabulary by listening to and reading a
variety of texts.
5.5 The student will read and demonstrate
comprehension of fictional texts, narrative
nonfiction, and poetry.
b) Describe character development
e) Describe how an author’s choice of
vocabulary contributes to the
author’s style.
g) Identify the main idea.
h) Summarize supporting details from
text.
i) Draw conclusions and make
inferences from text.
m) Read with fluency and accuracy.
Discuss the similarities and differences between a
text and previously read materials (e.g., compare
and contrast characters).
Understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think
about them.
Understand that some characters change during the
story or poem and some characters stay the same.
Identify the events in sequence that lead to
resolution of the conflict.
Identify main idea or theme.
Summarize supporting details from text.
Draw conclusions/make inferences from text.
Become aware of when they do not understand (e.g.,
by reflecting upon and articulating what exactly is
causing difficulty).
Read familiar text with fluency, accuracy, and
expression to support comprehension.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing
5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to explain, and
to persuade.
b) Use a variety of prewriting strategies.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary
to create tone and voice.
h) Revise for clarity of content using
specific vocabulary and information.
Create a plan, and organize thoughts before writing.
Use a variety of prewriting strategies (e.g.,
brainstorming, listing, free-writing, and using
graphic organizers.
Purposefully shape and control language to
demonstrate an awareness of the intended audience.
Select specific information to guide readers more
purposefully through the piece.
Write multiparagraph compositions focused on a
topic, grouping related information in paragraphs
and sections.
Choose precise descriptive vocabulary and
information to create tone and voice
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing.
j) Use correct spelling of commonly
used words.
Use correct spelling of commonly used words.
Research
5.9 The student will find, evaluate, and select
appropriate resources for a research product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
Use available technology to gather information and
to aid in writing.
Use available technology and media to organize,
evaluate, and communicate information (e.g.,
presentation software, digital media).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 1 Lesson 4 1st Nine Weeks Double Dutch
Target Skill: Sequence of Events Target Strategy: Monitor/Clarify
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 1st Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and share
responses in subject-related group learning
activities.
a) Participate in and contribute to discussions
across content areas.
e) Demonstrate the ability to collaborate with
diverse teams.
f) Demonstrate the ability to work
independently.
Participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
Follow rules for discussions and assigned group roles.
Participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
Participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
Demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and
nonverbal communication skills to deliver planned
oral presentations.
g) Summarize main points as they
relate to main idea or supporting
details.
Put information in order, providing an overview of the
information at the beginning or a summary of the
information at the end.
5.3 The student will learn how media messages are constructed
and for what purposes.
b) Identify the characteristics and effectiveness
of a variety of media messages.
Access media messages and identify what types of media
are used.
Identify the attributes of a constructed message (i.e., authorship, format, audience, content, and purpose).
Deconstruct several types of media messages by addressing the main question(s) raised by the media attributes.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use context and sentence structure to
determine meanings and differentiate
among multiple meanings of words.
f) Develop vocabulary by listening to and
reading a variety of texts.
g) Study word meanings across content areas.
Use context as a clue to infer the correct meanings
of unfamiliar words and phrases.
Use context and sentence structure to determine
meanings and differentiate among multiple
meanings of words.
Use word references and context clues to determine
which meaning is appropriate in a given situation.
Develop vocabulary by listening to and reading a
variety of texts.
Study cross-curricular vocabulary.
5.5 The student will read and demonstrate
comprehension of fictional texts, narrative
nonfiction, and poetry.
d) Describe the characteristics of free
verse, rhymed, and patterned
poetry.
m) Read with fluency and accuracy.
Recognize structural elements of poems (e.g., verse,
rhythm) and drama (e.g., casts, dialogue).
Read familiar text with fluency, accuracy, and
expression to support comprehension.
5.6 The student will read and demonstrate
comprehension of nonfiction texts.
b) Use prior knowledge and build
additional background knowledge as
context for new learning.
e) Summarize supporting details in
nonfiction texts.
f) Identify structural patterns found in
nonfiction.
g) Locate information to support
opinions, predictions, and conclusions.
l) Use reading strategies throughout the
reading process to monitor
comprehension
m) Read with fluency and accuracy.
Apply prior knowledge to make predictions and
build additional background knowledge as context
for learning.
Determine the main idea of a text and summarize
supporting key details.
Identify structural and organizational patterns such
as cause and effect, comparison/contrast,
problem/solution, and chronological order.
Identify specific information in text that supports
predictions.
Form opinions and draw conclusions from the
selection.
Locate details to support opinions, predictions, and
conclusions.
Become aware of when they do not understand (e.g.,
by reflecting upon and articulating what exactly is
causing difficulty).
Read familiar text with fluency, accuracy, and
prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing
5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to explain, and
to persuade.
b) Use a variety of prewriting strategies.
Produce a clear and coherent written piece in which
the development and organization are appropriate to
purpose and audience.
Create a plan, and organize thoughts before writing.
Use a variety of prewriting strategies (e.g.,
brainstorming, listing, free-writing, and using
graphic organizers.
Focus, organize, and elaborate to construct an
effective message for the reader.
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing.
j) Use correct spelling of commonly
used words.
Use correct spelling of commonly used words.
Research
5.9 The student will find, evaluate, and select
appropriate resources for a research product.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
Use available technology to gather information and
to aid in writing.
Formulate research questions based on a topic.
Use available technology and media to organize,
evaluate, and communicate information (e.g.,
presentation software, digital media).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 1 Lesson 5
1st Nine Weeks
Elisa’s Diary
Target Skill: Theme
Target Strategy: Visualize
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 1st Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and share responses in subject-
related group learning activities.
a) Participate in and contribute to discussions across
content areas.
f) Demonstrate the ability to work independently.
Participate in a range of discussions building on others’ ideas and clearly expressing their own (e.g., one-on-one, in groups, teacher-led).
Follow rules for discussions and assigned group roles.
Participate as active listeners in group learning activities by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
Participate as informed contributors in subject-related group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making comments that contribute to the discussion and elaborating on the remarks of
others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for presentation;
preparing a prewriting tool (e.g., outline, web, or graphic organizer) for presentation prior to delivery; and
summarizing a presentation orally prior to delivery.
Exhibit the ability to collaborate with diverse teams.
Demonstrate that they can work independently on group-related tasks.
5.2 The student will use effective verbal and
nonverbal communication skills to deliver planned
oral presentations.
a) Maintain eye contact with listeners.
f) Organize content sequentially around
major ideas.
h) Incorporate visual media to support the
presentation.
Demonstrate appropriate eye contact with listeners.
Select information that develops the topic and is appropriate
for the audience.
Report on a topic or text sequencing ideas logically and using
relevant facts and descriptive details to support main ideas or
themes.
Organize content sequentially and group together related
information.
Put information in order, providing an overview of the
information at the beginning or a summary of the information
at the end.
Create and/or use visual aids in presentations when appropriate
to enhance development of themes and/or main ideas (e.g.,
graphics, sound)
5.3 The student will learn how media messages are constructed and
for what purposes.
b) Identify the characteristics and effectiveness of a
variety of media messages.
Access media messages and identify what types of
media are used.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use context and sentence structure to
determine meanings and differentiate
among multiple meanings of words.
d) Identify and author’s use of figurative
language.
f) Develop vocabulary by listening to and
reading a variety of texts.
g) Study word meanings across content
areas.
Use context as a clue to infer the correct meanings
of unfamiliar words and phrases.
Use context and sentence structure to determine
meanings and differentiate among multiple
meanings of words.
Identify when an author uses language figuratively.
Develop vocabulary by listening to and reading a
variety of texts.
Study cross-curricular vocabulary.
5.5 The student will read and demonstrate
comprehension of fictional texts, narrative
nonfiction, and poetry. a) Describe the relationship between text
and previously read materials.
e) Describe how an author’s choice of
vocabulary contributes to the author’s
style.
f) Identify and ask questions that clarify
various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
m) Read with fluency and accuracy.
Discuss the similarities and differences between a
text and previously read materials (e.g., compare
and contrast characters).
Discuss why an author might have used particular
words and phrases.
Describe how an author’s choice of vocabulary
contributes to the author’s style.
Identify and ask questions that clarify various points
of view.
Identify main idea or theme.
Summarize supporting details from text.
Read familiar text with fluency, accuracy, and
expression to support comprehension.
Become aware of when they do not understand (e.g.,
by reflecting upon and articulating what exactly is
causing difficulty).
5.6 The student will read and demonstrate
comprehension of nonfiction texts.
h) Identify cause and effect relationships
following transition words signaling
the pattern.
m) Read with fluency and accuracy.
Identify specific information in text that supports
predictions.
Identify cause and effect relationships following
transition words signaling the pattern.
Become aware of when they do not understand (e.g.,
by reflecting upon and articulating what exactly is
causing difficulty).
Read familiar text with fluency, accuracy, and
expression to support comprehension.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing
5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to explain, and
to persuade.
e) Write multi-paragraph compositions.
f) Use precise and descriptive
vocabulary to create tone and voice.
h) Revise for clarity of content using
specific vocabulary and information.
Purposefully shape and control language to
demonstrate an awareness of the intended audience.
Write multi-paragraph compositions focused on a
topic, grouping related information in paragraphs
and sections.
Choose precise descriptive vocabulary and
information to create tone and voice
Use precise language and phrases to develop writing
(e.g., consequently, specifically, especially).
Clarify writing when revising.
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing.
b) Use adjective and adverb
comparisons.
i) Eliminate double negatives.
j) Use correct spelling of commonly
used words.
Use adverb comparisons (e.g., fast, faster, fastest).
Use adjective comparisons (e.g., big, bigger,
biggest).
Use adverbs instead of adjectives where appropriate,
(e.g., “He played really well.” instead of “He played
real well.”).
Eliminate double negatives.
Use correct spelling of commonly used words.
Research
5.9 The student will find, evaluate, and select
appropriate resources for a research product.
d) Organize information presented on
charts, maps, and graphs.
e) Develop notes that include important
concepts, summaries, and identification
of information sources.
Organize information presented on charts, maps,
and graphs.
Develop notes that include important concepts,
summaries, and identification of information
sources.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 2 Lesson 6 1st Nine Weeks
Interrupted Journey Target Skill: Cause and Effect
Target Strategy: Question GRADE/COURSE: 5th Grade/Language Arts Grading Period: 1st Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy
5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
b) Organize information to present in reports
of group activities
c) Summarize information gathered in group
activities
e) Demonstrate the ability to collaborate
with diverse teams.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
demonstrate that they can work independently on group-
related tasks.
5.3 The student will learn how media messages are
constructed and for what purposes.
b) Identify the characteristics and
effectiveness of a variety of media
messages
identify the attributes of a constructed message (i.e.,
authorship, format, audience, content, and purpose).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones.
f) Develop vocabulary by listening to and
reading a variety of texts.
g) Study word meanings across content areas
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root
word, prefix, and suffix in order to determine its
pronunciation.
understand how a prefix changes the meaning of a root
word.
develop vocabulary by listening to and reading a variety
of texts.
study cross-curricular vocabulary.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. a) Describe the relationship between text and
previously read materials
b) Describe character development.
e) Describe how an author’s choice of
vocabulary contributes to the author’s
style
m) Read with fluency and accuracy.
discuss the similarities and differences between a text and
previously read materials (e.g., compare and contrast
characters).
understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think about
them.
understand that some characters change during the story
or poem and some characters stay the same.
understand that the main character has a conflict that
usually gets resolved.
describe how an author’s choice of vocabulary
contributes to the author’s style.
read familiar text with fluency, accuracy, and expression
to support comprehension.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
b) Use prior knowledge and build additional
background knowledge as context for
new learning.
d) Identify the main idea of nonfiction texts.
f) Identify structural patterns found in
nonfiction.
j) Identify, compare, and contrast
relationships.
g) Locate information to support opinions,
predictions, and conclusions.
h) Identify cause and effect relationships
following transition words signaling the
pattern.
m) Read with fluency and accuracy.
apply prior knowledge to make predictions and build
additional background knowledge as context for learning.
determine the main idea of a text and summarize
supporting key details.
identify structural and organizational patterns such as
cause and effect, comparison/contrast, problem/solution,
and chronological order.
identify, compare, and contrast relationships between
characters, events, and facts.
locate details to support opinions, predictions, and
conclusions
identify cause and effect relationships following
transition words signaling the pattern.
read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade. b) Use a variety of prewriting strategies.
c) Organize information to convey a central
idea.
d) Write a clear topic sentence focusing on
the main idea.
e) Write multi-paragraph compositions.
g) Vary sentence structure by using
transition words.
h) Revise for clarity of content using specific
vocabulary and information.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
focus, organize, and elaborate to construct an effective
message for the reader.
write a clear topic sentence focusing on the main idea.
write multi-paragraph compositions focused on a topic,
grouping related information in paragraphs and sections.
include sentences of various lengths and beginnings to
create a pleasant, informal rhythm.
vary sentence structure by using transition words and
phrases.
clarify writing when revising.
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
h) Edit for fragments and run-on sentences.
j) Use correct spelling of commonly used
words.
avoid run-ons, (e.g., “I opened the door, the dog went
out.”).
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation
software, digital media).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 2 Lesson 7 2nd Nine Weeks
Old Yeller Target Skill: Understanding Characters
Target Strategy: Visualize GRADE/COURSE: 5th Grade/Language Arts Grading Period: 2nd Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
e) Demonstrate the ability to collaborate
with diverse teams.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
exhibit the ability to collaborate with diverse teams
demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and
nonverbal communication skills to
deliver planned oral presentations. a) Maintain eye contact with listeners.
demonstrate appropriate eye contact with listeners.
5.3 The student will learn how media messages are
constructed and for what purposes.
b) Identify the characteristics and
effectiveness of a variety of media
messages
identify the attributes of a constructed message (i.e.,
authorship, format, audience, content, and purpose).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading 5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar
words and phrases.
d) Identify an author’s use of figurative
language.
f) Develop vocabulary by listening to and
reading a variety of texts.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
identify when an author uses language figuratively.
use word references and context clues to determine which
meaning is appropriate in a given situation.
develop vocabulary by listening to and reading a variety
of texts.
5.5 The student will read and demonstrate comprehension of
fictional texts, narrative nonfiction, and poetry.
a) Describe the relationship between text and
previously read materials
b) Describe character development.
e) Describe how an author’s choice of vocabulary
contributes to author’s style
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from
text.
m) Read with fluency and accuracy.
discuss the similarities and differences between a text and
previously read materials (e.g., compare and contrast
characters).
understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think about
them.
understand that some characters change during the story
or poem and some characters stay the same.
understand that the main character has a conflict that
usually gets resolved.
discuss why an author might have used particular words
and phrases.
describe how an author’s choice of vocabulary
contributes to the author’s style.
draw conclusions/make inferences from text.
read familiar text with fluency, accuracy, and expression
to support comprehension.
Writing 5.7 The student will write for a variety of purposes: to
describe, to inform, to entertain, to explain, and
to persuade.
b) Use a variety of prewriting strategies.
f) Use precise and descriptive vocabulary to
create tone and voice.
h) Revise for clarity of content using specific
vocabulary and information.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
use precise language and content-specific vocabulary to
inform about or explain a topic, to persuade, describe or
entertain.
include sentences of various lengths and beginnings to
create a pleasant, informal rhythm.
vary sentence structure by using transition words and
phrases.
use precise language and phrases to develop writing (e.g.,
consequently, specifically, especially).
clarify writing when revising.
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
j) Use correct spelling of commonly used words.
use correct spelling of commonly used words.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
d) Organize information presented on
charts, maps, and graphs.
select and use appropriate references (e.g., atlases,
almanacs, and encyclopedias) including online, print, and
media resources.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation
software, digital media).
organize information presented on charts, maps, and
graphs.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 2 Lesson 8 2
nd Nine Weeks
Everglades Forever
Target Skill: Persuasion
Target Strategy: Analyze/Evaluate
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 2nd Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications:
Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
demonstrate that they can work independently on group-
related tasks.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading 5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes,
synonyms, antonyms, and homophones.\
f) Develop vocabulary by listening to and
reading a variety of texts.
g) Study word meanings across content
areas.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root
word, prefix, and suffix in order to determine its
pronunciation.
understand how a prefix changes the meaning of a root
word.
develop vocabulary by listening to and reading a variety
of texts.
study cross-curricular vocabulary.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. e) Describe how an author’s choice of
vocabulary contributes to the author’s
style.
describe how an author’s choice of vocabulary
contributes to the author’s style.
5.6 The student will read and demonstrate
comprehension of nonfiction texts. a) Use text organizers, such as type,
headings, and graphics, to predict and
categorize information in both print and
digital texts.
d) Identify the main idea of nonfiction texts.
h) Identify cause and effect relationships
following transition words signaling the
pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast
relationships.
m) Read with fluency and accuracy.
use text features, such as type styles (e.g., boldfaced,
italics) and color, captions under pictures and graphics,
and headings of sections and chapters, to predict and
categorize information in both print and digital texts.
determine the main idea of a text and summarize
supporting key details.
identify cause and effect relationships following
transition words signaling the pattern.
distinguish between fact and opinion.
identify, compare, and contrast relationships between
characters, events, and facts.
read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade. b) Use a variety of prewriting strategies.
d) Write a clear topic sentence focusing on
the main idea.
e) Write multi-paragraph compositions.
f) Use precise and descriptive vocabulary to
create tone and voice.
h) Revise for clarity of content using specific
vocabulary and information.
i) Include supporting details that elaborate
the main idea.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
write a clear topic sentence focusing on the main idea.
purposefully shape and control language to demonstrate
an awareness of the intended audience.
write multi-paragraph compositions focused on a topic,
grouping related information in paragraphs and sections.
choose precise descriptive vocabulary and information to
create tone and voice
include supporting details that elaborate the main idea.
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
j) Use correct spelling of commonly used
words.
k) Identify and use conjunctions.
use correct spelling of commonly used words.
identify and use conjunctions.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
d) Organize information presented on
charts, maps, and graphs.
select and use appropriate references (e.g., atlases,
almanacs, and encyclopedias) including online, print, and
media resources.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation
software, digital media).
organize information presented on charts, maps, and
graphs.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 2 Lesson 9 2nd Nine Weeks Storm Warriors
Target Skill: Conclusions/Generalizations Target Strategy: Infer/Predict
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 2nd Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
d) Communicate new ideas to others.
e) Demonstrate the ability to collaborate
with diverse teams.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
exhibit the ability to collaborate with diverse teams.
demonstrate that they can work independently on group-
related tasks.
5.3 The student will learn how media messages are
constructed and for what purposes.
b) Identify the characteristics and effectiveness
of a variety of media messages.
identify the attributes of a constructed message (i.e.,
authorship, format, audience, content, and purpose).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes,
synonyms, antonyms, and homophones.\
e) Use dictionary, glossary, thesaurus, and
other word-reference materials.
f) Develop vocabulary by listening to and
reading a variety of texts.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root
word, prefix, and suffix in order to determine its
pronunciation.
understand how a prefix changes the meaning of a root
word.
identify when an author uses language figuratively.
use word references and context clues to determine
which meaning is appropriate in a given situation.
identify the word-reference materials, such as a
dictionary, glossary, or thesaurus, that is most likely to
contain the information needed.
develop vocabulary by listening to and reading a variety
of texts.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. f) Identify and ask questions that clarify
various points of view.
i) Draw conclusions and make inferences
from text.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the
reading process to monitor
comprehension.
m) Read with fluency and accuracy.
identify and ask questions that clarify various points of
view.
draw conclusions/make inferences from text.
make, confirm, or revise predictions.
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty).
read familiar text with fluency, accuracy, and expression
to support comprehension.
5.6 The student will read and demonstrate
comprehension of nonfiction texts. relationships.
c) Skim materials to develop a general
overview of content and to locate specific
information.
k) Identify new information gained from
reading.
m) Read with fluency and accuracy.
skim material from print and digital texts to develop a
general overview or to locate specific information.
identify new information learned from reading.
read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing
5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade. b) Use a variety of prewriting strategies.
c) Organize information to convey a central
idea.
d) Write a clear topic sentence focusing on
the main idea.
i) Include supporting details that elaborate
the main idea.
create a plan, and organize thoughts before writing.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
focus, organize, and elaborate to construct an effective
message for the reader.
write a clear topic sentence focusing on the main idea.
develop and strengthen writing as needed, in consultation
with peers or adults, by prewriting, drafting, revising,
editing, or rewriting.
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
j) Use correct spelling of commonly used
words.
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
select and use appropriate references (e.g., atlases,
almanacs, and encyclopedias) including online, print, and
media resources.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation
software, digital media).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 2 Lesson 10 2nd Nine Weeks
Cougars Target Skill: Main Ideas and Details
Target Strategy: Monitor/Clarify GRADE/COURSE: 5th Grade/Language Arts Grading Period: 2nd Nine Weeks
Standards Of Learning Essential Knowledge, Skills and Processes Communications:
Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
c) Summarize information gathered in
group activities.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
exhibit the ability to collaborate with diverse teams.
demonstrate that they can work independently on group-
related tasks.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes,
synonyms, antonyms, and homophones.\
d) Identify an author’s use of figurative
language.
g) Study word meanings across content
areas.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root
word, prefix, and suffix in order to determine its
pronunciation.
understand how a prefix changes the meaning of a root
word.
identify when an author uses language figuratively.
study cross-curricular vocabulary.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. d) Describe the characteristics of free verse,
rhymed, and patterned poetry.
m) Read with fluency and accuracy.
recognize structural elements of poems (e.g., verse,
rhythm) and drama (e.g., casts, dialogue).
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty).
read familiar text with fluency, accuracy, and expression
to support comprehension.
5.6 The student will read and demonstrate
comprehension of nonfiction texts. relationships.
b) Use prior knowledge and build
additional background knowledge as
context for new learning.
d) Identify the main idea of nonfiction
texts.
e) Summarize supporting details in
nonfiction texts.
h) Identify cause and effect relationships
following transition words signaling
the pattern.
l) Use reading strategies throughout the
reading process to monitor
comprehension.
m) Read with fluency and accuracy.
apply prior knowledge to make predictions and build
additional background knowledge as context for learning.
determine the main idea of a text and summarize
supporting key details.
identify structural and organizational patterns such as
cause and effect, comparison/contrast, problem/solution,
and chronological order.
identify cause and effect relationships following
transition words signaling the pattern.
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty).
read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing
5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade.
e) Write multi--paragraph compositions.
g) Vary sentence structure by using
transition words.
h) Revise for clarity of content using
specific vocabulary and information.
apply knowledge of the writing domains of composing,
written expression, and usage/mechanics.
produce a clear and coherent written piece in which the
development and organization are appropriate to purpose
and audience.
write multi-paragraph compositions focused on a topic,
grouping related information in paragraphs and sections.
include sentences of various lengths and beginnings to
create a pleasant, informal rhythm.
vary sentence structure by using transition words and
phrases.
clarify writing when revising.
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
e) Use quotation marks with dialogue.
j) Use correct spelling of commonly used
words.
punctuate correctly
quotation marks with dialogue; and
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
e) Develop notes that include important
concepts, summaries, and identification
of information sources.
g) Define the meaning and consequences of
plagiarism.
select and use appropriate references (e.g., atlases,
almanacs, and encyclopedias) including online, print, and
media resources.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation
software, digital media).
evaluate and combine (synthesize) related information
from two or more sources.
develop notes that include important concepts,
summaries, and identification of information sources.
summarize or paraphrase information in notes and
finished work.
prevent plagiarism and its consequences by giving credit
to authors when ideas and/or words are used in research.
provide a list of sources including author, title, and date.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 3 Lesson 11
2nd
Nine Weeks
Dangerous Crossing
Target Skill: Cause and Effect
Target Strategy: Visualize
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 2nd Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy
5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities.
a) Participate in and contribute to
discussions across content areas.
d) Communicate new ideas to others.
e) Demonstrate the ability to collaborate
with diverse teams.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one, in
groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related group
learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making comments
that contribute to the discussion and elaborating on the
remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
exhibit the ability to collaborate with diverse teams.
demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and
nonverbal communication skills to
deliver planned oral presentations.
a) Maintain eye contact with listeners.
f) Organize content sequentially around
major ideas.
demonstrate appropriate eye contact with listeners.
organize content sequentially and group together related
information.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading.
a) Use context to clarify meaning of
unfamiliar words and phrases.
e) Use dictionary, glossary, thesaurus,
and other word-reference materials.
f) Develop vocabulary by listening to
and reading a variety of texts.
g) Study word meanings across content
areas.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
use word references and context clues to determine which
meaning is appropriate in a given situation.
develop vocabulary by listening to and reading a variety of
texts.
study cross-curricular vocabulary.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry.
b) Describe character development.
f) Identify and ask questions that clarify
various points of view.
g) Identify main idea.
h) Summarize supporting details from
text.
i) Draw conclusions and make
inferences from text.
j) Identify cause and effect
relationships.
k) Make, confirm, or revise predictions.
m) Read with fluency and accuracy.
understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think about
them.
understand that some characters change during the story or
poem and some characters stay the same.
understand that the main character has a conflict that
usually gets resolved.
identify and ask questions that clarify various points of
view.
identify main idea or theme.
summarize supporting details from text.
draw conclusions/make inferences from text.
identify cause and effect relationships.
make, confirm, or revise predictions.
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty).
read familiar text with fluency, accuracy, and expression to
support comprehension.
5.6 The student will read and demonstrate
comprehension of nonfiction texts.
a) Use text organizers, such as type,
headings, and graphics, to predict and
categorize information in both print
and digital texts.
d) Identify the main idea of nonfiction
texts.
h) Identify cause and effect relationships
following transition words signaling
the pattern.
k) Identify new information gained from
reading.
m) Read with fluency and accuracy.
use text features, such as type styles (e.g., boldfaced, italics)
and color, captions under pictures and graphics, and
headings of sections and chapters, to predict and categorize
information in both print and digital texts.
determine the main idea of a text and summarize supporting
key details.
identify structural and organizational patterns such as cause
and effect, comparison/contrast, problem/solution, and
chronological order.
identify cause and effect relationships following transition
words signaling the pattern.
identify new information learned from reading.
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty). read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing
5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
d) Write a clear topic sentence focusing
on the main idea.
e) Write multi-paragraph compositions.
f) Use precise and descriptive
vocabulary to create tone and voice.
h) Revise for clarity of content using
specific vocabulary and information.
i) Include supporting details that
elaborate the main idea.
apply knowledge of the writing domains of composing,
written expression, and usage/mechanics.
produce a clear and coherent written piece in which the
development and organization are appropriate to purpose
and audience.
create a plan, and organize thoughts before writing.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
focus, organize, and elaborate to construct an effective
message for the reader.
write a clear topic sentence focusing on the main idea.
purposefully shape and control language to demonstrate an
awareness of the intended audience.
select specific information to guide readers more
purposefully through the piece.
write multi-paragraph compositions focused on a topic,
grouping related information in paragraphs and sections.
choose precise descriptive vocabulary and information to
create tone and voice
use precise language and content-specific vocabulary to
inform about or explain a topic, to persuade, describe or
entertain.
use precise language and phrases to develop writing (e.g.,
consequently, specifically, especially).
clarify writing when revising.
include supporting details that elaborate the main idea.
use available technology to gather information and to aid in
writing.
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing.
j) Use correct spelling of commonly
used words.
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
use available technology to gather information and to aid in
writing.
select and use appropriate references (e.g., atlases,
almanacs, and encyclopedias) including online, print, and
media resources.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation software,
digital media).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 3 Lesson 12
2nd Nine Weeks
Can’t you Make them Behave King George?
Target Skill: Fact/Opinion
Target Strategy: Question GRADE/COURSE: 5th Grade/Language Arts Grading Period: 2nd Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy
5.1 The student will listen, draw conclusions, and share
responses in subject-related group learning
activities.
a) Participate in and contribute to
discussions across content areas.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on
others’ ideas and clearly expressing their own
(e.g., one-on-one, in groups, teacher-led).
follow rules for discussions and assigned group
roles.
participate as active listeners in group learning
activities by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-
related group learning activities by:
asking and answering questions at appropriate
times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to
delivery; and
summarizing a presentation orally prior to
delivery.
demonstrate that they can work independently on
group-related tasks.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar
words and phrases.
b) Use context and sentence structure to
determine meanings and differentiate among
multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones.
g) Study word meanings across content areas.
use context as a clue to infer the correct
meanings of unfamiliar words and phrases.
use context and sentence structure to
determine meanings and differentiate among
multiple meanings of words.
apply knowledge of roots, affixes (prefixes
and suffixes), synonyms, antonyms, and
homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided
into root word, prefix, and suffix in order to
determine its pronunciation.
understand how a prefix changes the
meaning of a root word.
develop vocabulary by listening to and
reading a variety of texts.
study cross-curricular vocabulary.
5.5 The student will read and demonstrate comprehension
of fictional texts, narrative nonfiction, and
poetry.
m) Read with fluency and accuracy.
become aware of when they do not
understand (e.g., by reflecting upon and
articulating what exactly is causing
difficulty).
read familiar text with fluency, accuracy, and
expression to support comprehension.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
b) Use prior knowledge and build additional
background knowledge as context for new
learning.
g) Locate information to support opinions,
predictions, and conclusions.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
m) Read with fluency and accuracy.
apply prior knowledge to make predictions and
build additional background knowledge as
context for learning.
identify structural and organizational patterns
such as cause and effect, comparison/contrast,
problem/solution, and chronological order.
identify specific information in text that supports
predictions.
identify, compare, and contrast relationships
between characters, events, and facts.
compare and contrast a firsthand and secondhand
account of the same event or topic; describe the
differences in focus and the information
provided.
become aware of when they do not
understand (e.g., by reflecting upon and
articulating what exactly is causing
difficulty). read familiar text with fluency, accuracy, and
prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing
5.7 The student will write for a variety of purposes: to
describe, to inform, to entertain, to explain, and
to persuade.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central
idea.
d) Write a clear topic sentence focusing on the
main idea.
e) Write multi-paragraph compositions.
h) Revise for clarity of content using specific
vocabulary and information.
i) Include supporting details that elaborate the
main idea.
apply knowledge of the writing domains of
composing, written expression, and
usage/mechanics.
create a plan, and organize thoughts before
writing.
use a variety of prewriting strategies (e.g.,
brainstorming, listing, free-writing, and using
graphic organizers.
focus, organize, and elaborate to construct an
effective message for the reader.
write a clear topic sentence focusing on the
main idea.
write multi-paragraph compositions focused
on a topic, grouping related information in
paragraphs and sections.
choose precise descriptive vocabulary and
information to create tone and voice
use precise language and content-specific
vocabulary to inform about or explain a topic,
to persuade, describe or entertain.
use precise language and phrases to develop
writing (e.g., consequently, specifically,
especially).
clarify writing when revising.
include supporting details that elaborate the
main idea.
5.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, sentence structure,
and paragraphing.
j) Use correct spelling of commonly used
words.
use correct spelling of commonly used words.
Research
5.9 The student will find, evaluate, and select appropriate
resources for a research product. a) Construct questions about a topic.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
formulate research questions based on a topic.
use available technology and media to
organize, evaluate, and communicate
information (e.g., presentation software,
digital media).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 3 Lesson 13
2nd Nine Weeks
Molly Pitcher
Target Skill: Conclusions/Generalizations
Target Strategy: Analyze/Evaluate
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 2nd Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy
5.1 The student will listen, draw conclusions, and share
responses in subject-related group learning
activities.
a) Participate in and contribute to discussions
across content areas.
d) Communicate new ideas to others.
e) Demonstrate the ability to collaborate with
diverse teams.
participate in a range of discussions building
on others’ ideas and clearly expressing their
own (e.g., one-on-one, in groups, teacher-led).
follow rules for discussions and assigned group
roles.
participate as active listeners in group learning
activities by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-
related group learning activities by:
asking and answering questions at appropriate
times;
responding to specific questions by making
comments that contribute to the discussion
and elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion
for presentation;
preparing a prewriting tool (e.g., outline, web,
or graphic organizer) for presentation prior to
delivery; and
summarizing a presentation orally prior to
delivery.
exhibit the ability to collaborate with diverse
teams.
5.2 The student will use effective verbal and nonverbal
communication skills to deliver planned oral
presentations.
c) Use facial expressions to support and
dramatize verbal message.
use appropriate facial expressions and gestures
to support, accentuate, or dramatize the
message.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar
words and phrases.
e) Use dictionary, glossary, thesaurus, and
other word-reference materials.
g) Study word meanings across content areas.
use context as a clue to infer the correct
meanings of unfamiliar words and phrases.
use word references and context clues to
determine which meaning is appropriate in a
given situation.
identify the word-reference materials, such as a
dictionary, glossary, or thesaurus, that is most
likely to contain the information needed.
develop vocabulary by listening to and reading
a variety of texts. study cross-curricular vocabulary.
5.5 The student will read and demonstrate
comprehension of fictional texts, narrative
nonfiction, and poetry.
m) Read with fluency and accuracy.
become aware of when they do not understand
(e.g., by reflecting upon and articulating what
exactly is causing difficulty).
read familiar text with fluency, accuracy, and
expression to support comprehension.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
b) Use prior knowledge and build additional
background knowledge as context for new
learning.
e) Summarize supporting details in nonfiction
texts.
g) Locate information to support opinions,
predictions, and conclusions.
h) Identify cause and effect relationships
following transition words signaling the
pattern.
k) Identify new information gained from
reading.
m) Read with fluency and accuracy.
apply prior knowledge to make predictions and
build additional background knowledge as context
for learning..
identify structural and organizational patterns such
as cause and effect, comparison/contrast,
problem/solution, and chronological order.
identify specific information in text that supports
predictions.
form opinions and draw conclusions from the
selection.
locate details to support opinions, predictions, and
conclusions.
identify cause and effect relationships following
transition words signaling the pattern.
identify new information learned from reading.
become aware of when they do not understand
(e.g., by reflecting upon and articulating what
exactly is causing difficulty). read familiar text with fluency, accuracy, and
prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing
5.7 The student will write for a variety of purposes: to
describe, to inform, to entertain, to explain, and
to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
d) Write a clear topic sentence focusing on the
main idea.
e) Write multi-paragraph compositions.
h) Revise for clarity of content using specific
vocabulary and information.
apply knowledge of the writing domains of
composing, written expression, and
usage/mechanics.
produce a clear and coherent written piece in
which the development and organization are
appropriate to purpose and audience.
create a plan, and organize thoughts before
writing.
use a variety of prewriting strategies (e.g.,
brainstorming, listing, free-writing, and using
graphic organizers.
focus, organize, and elaborate to construct an
effective message for the reader.
write a clear topic sentence focusing on the
main idea.
write multi-paragraph compositions focused on
a topic, grouping related information in
paragraphs and sections.
clarify writing when revising.
5.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, sentence structure,
and paragraphing. g) Use a hyphen to divide words at the end of a
line.
j) Use correct spelling of commonly used
words.
k) Identify and use conjunctions.
punctuate correctly
hyphens to divide words at the end of a line.
use correct spelling of commonly used words.
identify and use conjunctions.
Research
5.9 The student will find, evaluate, and select appropriate
resources for a research product.
b) Collect information from multiple resources
including online, print, and media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
e) Develop notes that include important
concepts, summaries, and identification of
information sources.
f) Give credit to sources used in research.
use available technology to gather information
and to aid in writing.
conduct short research projects that use sources
to build knowledge on a topic.
formulate research questions based on a topic.
use available technology and media to
organize, evaluate, and communicate
information (e.g., presentation software, digital
media).
develop notes that include important concepts,
summaries, and identification of information
sources.
summarize or paraphrase information in notes
and finished work.
prevent plagiarism and its consequences by
giving credit to authors when ideas and/or
words are used in research.
provide a list of sources including author, title,
and date.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 3 Lesson 14 3rd Nine Weeks James Forten
Target Skill: Sequence of Events Target Strategy: Summarize
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 3rd Nine Weeks
Standards Essential Knowledge, Skills and Processes Communications: Speaking, Listening and Media Literacy
5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities.
a) Participate in and contribute to
discussions across content areas.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
demonstrate that they can work independently on group-
related tasks.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading 5.4 The student will expand vocabulary when
reading.
a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes,
synonyms, antonyms, and
homophones.
f) Develop vocabulary by listening to
and reading a variety of texts.
g) Study word meanings across content
areas.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root
word, prefix, and suffix in order to determine its
pronunciation.
understand how a prefix changes the meaning of a root
word.
develop vocabulary by listening to and reading a variety
of texts.
study cross-curricular vocabulary.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
b) Use prior knowledge and build
additional background knowledge as
context for new learning.
e) Summarize supporting details in
nonfiction texts.
f) Identify structural patterns found in
nonfiction.
m) Read with fluency and accuracy.
apply prior knowledge to make predictions and build
additional background knowledge as context for
learning.
determine the main idea of a text and summarize
supporting key details.
identify structural and organizational patterns such as
cause and effect, comparison/contrast,
problem/solution, and chronological order.
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty). read familiar text with fluency, accuracy, and prosody.
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade.
b) Use a variety of prewriting strategies.
c) Organize information to convey a
central idea.
apply knowledge of the writing domains of composing,
written expression, and usage/mechanics.
produce a clear and coherent written piece in which the
development and organization are appropriate to purpose
and audience. create a plan, and organize thoughts before
writing.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
focus, organize, and elaborate to construct an effective
message for the reader.
write a clear topic sentence focusing on the main idea.
purposefully shape and control language to demonstrate
an awareness of the intended audience.
select specific information to guide readers more
purposefully through the piece.
write multi-paragraph compositions focused on a topic,
grouping related information in paragraphs and sections.
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing.
j) Use correct spelling of commonly
used words.
use correct spelling of commonly used words.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
use available technology to gather information and to aid
in writing.
conduct short research projects that use sources to build
knowledge on a topic.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation
software, digital media).
select information that is related to the topic at hand.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 3 Lesson 15
3rd
Nine Weeks
We Were There Too
Target Skill: Compare/Contrast
Target Strategy: Monitor/Clarify
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 3rd Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy
5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities.
a) Participate in and contribute to
discussions across content areas.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’ ideas
and clearly expressing their own (e.g., one-on-one, in groups,
teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related group
learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making comments
that contribute to the discussion and elaborating on the
remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or graphic
organizer) for presentation prior to delivery; and
summarizing a presentation orally prior to delivery.
demonstrate that they can work independently on group-
related tasks.
5.3 The student will learn how media messages are
constructed and for what purposes.
a) Differentiate between auditory, visual,
and written media messages.
b) Identify the characteristics and
effectiveness of a variety of media
messages.
access media messages and identify what types of media are
used.
identify the attributes of a constructed message (i.e.,
authorship, format, audience, content, and purpose).
deconstruct several types of media messages by addressing
the main question(s) raised by the media attributes.
create age-appropriate media messages (e.g., videos,
podcasts, print advertisements) for evaluation, focusing on
effectiveness of the message.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading.
a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes,
synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative
language.
f) Develop vocabulary by listening to
and reading a variety of texts.
g) Study word meanings across content
areas.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root word,
prefix, and suffix in order to determine its pronunciation.
understand how a prefix changes the meaning of a root word.
identify when an author uses language figuratively.
develop vocabulary by listening to and reading a variety of
texts.
study cross-curricular vocabulary.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry.
a) Describe the relationship between text
and previously read materials.
d) Describe the characteristics of free
verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of
vocabulary contributes to the
author’s style.
m) Read with fluency and accuracy.
discuss the similarities and differences between a text and
previously read materials (e.g., compare and contrast
characters).
identify the characteristics of free verse (poetry with neither
regular meter nor rhyme scheme), rhymed poetry, and
patterned poetry.
describe how an author’s choice of vocabulary contributes to
the author’s style.
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty).
read familiar text with fluency, accuracy, and expression to
support comprehension.
recognize structural elements of poems (e.g., verse, rhythm)
and drama (e.g., casts, dialogue).
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type,
headings, and graphics, to predict and
categorize information in both print and
digital texts.
b) Use prior knowledge and build additional
background knowledge as context for
new learning.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in
nonfiction texts.
h) Identify cause and effect relationships
following transition words signaling the
pattern.
j) Identify, compare, and contrast
relationships.
l) Use reading strategies throughout the
reading process to monitor
comprehension.
m) Read with fluency and accuracy.
use text features, such as type styles (e.g., boldfaced,
italics) and color, captions under pictures and graphics,
and headings of sections and chapters, to predict and
categorize information in both print and digital texts.
apply prior knowledge to make predictions and build
additional background knowledge as context for
learning.
determine the main idea of a text and summarize
supporting key details.
identify structural and organizational patterns such as
cause and effect, comparison/contrast, problem/solution,
and chronological order.
identify cause and effect relationships following
transition words signaling the pattern.
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty). read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing
5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade.
b) Use a variety of prewriting strategies.
c) Organize information to convey a
central idea.
d) Write a clear topic sentence focusing
on the main idea.
e) Write multi-paragraph compositions.
h) Revise for clarity of content using
specific vocabulary and information.
apply knowledge of the writing domains of composing,
written expression, and usage/mechanics.
produce a clear and coherent written piece in which the
development and organization are appropriate to purpose and
audience. create a plan, and organize thoughts before writing.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
focus, organize, and elaborate to construct an effective
message for the reader.
write a clear topic sentence focusing on the main idea.
write multi-paragraph compositions focused on a topic,
grouping related information in paragraphs and sections.
clarify writing when revising.
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing.
e) Use quotation marks with dialogue.
g) Use a hyphen to divide words at the
end of a line.
j) Use correct spelling of commonly
used words.
punctuate correctly
quotation marks with dialogue; and
hyphens to divide words at the end of a line.
use underlining, quotation marks, or italics to
use correct spelling of commonly used words.
identify and use conjunctions.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
use available technology to gather information and to aid in
writing.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation software,
digital media).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 4 Lesson 16 3rd Nine Weeks Lunch Money
Target Skill: Author’s Purpose Target Strategy: Monitor/Clarify
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 3rd Nine Weeks Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’ ideas
and clearly expressing their own (e.g., one-on-one, in
groups, teacher-led).
demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and nonverbal
communication skills to deliver planned oral
presentations.
a) Maintain eye contact with listeners.
b) Use gestures to support, accentuate, and
dramatize verbal messages
demonstrate appropriate eye contact with listeners.
use appropriate facial expressions and gestures to support,
accentuate, or dramatize the message.
speak clearly at an understandable pace.
use acceptable posture according to the setting and the
audience.
5.3 The student will learn how media messages are
constructed and for what purposes.
b) Identify the characteristics and
effectiveness of a variety of media
messages
identify the attributes of a constructed message (i.e.,
authorship, format, audience, content, and purpose).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones.
e) Use dictionary, glossary, thesaurus, and
other word-reference materials.
f) Develop vocabulary by listening to and
reading a variety of texts.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root
word, prefix, and suffix in order to determine its
pronunciation.
understand how a prefix changes the meaning of a root
word.
use word references and context clues to determine which
meaning is appropriate in a given situation.
identify the word-reference materials, such as a
dictionary, glossary, or thesaurus, that is most likely to
contain the information needed.
develop vocabulary by listening to and reading a variety
of texts.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. a) Describe the relationship between text and
previously read materials
b) Describe character development.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences
from text.
l) Use reading strategies throughout the
reading process to monitor
comprehension.
m) Read with fluency and accuracy.
discuss the similarities and differences between a text and
previously read materials (e.g., compare and contrast
characters).
understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think about
them.
understand that some characters change during the story or
poem and some characters stay the same.
understand that the main character has a conflict that usually
gets resolved.
summarize supporting details from text.
draw conclusions/make inferences from text.
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty).
read familiar text with fluency, accuracy, and expression to
support comprehension.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type,
headings, and graphics, to predict and
categorize information in both print and
digital texts.
m) Read with fluency and accuracy
use text features, such as type styles (e.g., boldfaced, italics)
and color, captions under pictures and graphics, and
headings of sections and chapters, to predict and
categorize information in both print and digital texts.
read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade. b) Use a variety of prewriting strategies.
f) Use precise and descriptive vocabulary to
create tone and voice.
h) Revise for clarity of content using specific
vocabulary and information.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
use precise language and content-specific vocabulary to
inform about or explain a topic, to persuade, describe or
entertain.
clarify writing when revising.
5.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, sentence structure,
and paragraphing. j) Use correct spelling of commonly used
words.
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
d) Organize information presented on
charts, maps, and graphs.
e) Develop notes that include important
concepts, summaries, and identification
of information sources.
select and use appropriate references (e.g., atlases, almanacs,
and encyclopedias) including online, print, and media
resources.
use available technology and media to organize, evaluate, and
communicate information (e.g., presentation software,
digital media).
organize information presented on charts, maps, and graphs.
develop notes that include important concepts, summaries,
and identification of information sources.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 4 Lesson 17 3rd Nine Weeks
LAFFF Target Skill: Story Structure
Target Strategy: Infer/Predict
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 3rd Nine Weeks Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’ ideas
and clearly expressing their own (e.g., one-on-one, in
groups, teacher-led).
participate as informed contributors in subject-related group
learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and nonverbal
communication skills to deliver planned oral
presentations.
a) Maintain eye contact with listeners.
b) Use gestures to support, accentuate, and
dramatize verbal message.
e) Determine appropriate content for
audience.
f) Organize content sequentially around
major ideas.
g) Summarize main points as they relate to
main idea or supporting details.
demonstrate appropriate eye contact with listeners.
use appropriate facial expressions and gestures to support,
accentuate, or dramatize the message.
speak clearly at an understandable pace.
use acceptable posture according to the setting and the
audience.
select information that develops the topic and is appropriate
for the audience.
organize content sequentially and group together related
information.
put information in order, providing an overview of the
information at the beginning or a summary of the
information at the end.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading 5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones.
e) Use dictionary, glossary, thesaurus, and
other word-reference materials.
f) Develop vocabulary by listening to and
reading a variety of texts.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root
word, prefix, and suffix in order to determine its
pronunciation.
understand how a prefix changes the meaning of a root
word.
identify the word-reference materials, such as a
dictionary, glossary, or thesaurus, that is most likely to
contain the information needed.
develop vocabulary by listening to and reading a variety
of texts.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. a) Describe the relationship between text and
previously read materials
b) Describe character development.
c) Describe the development of plot and
explain the resolution of conflict(s).
i) Draw conclusions and make inferences
from text.
k) Make, confirm, or revise predictions.
m) Read with fluency and accuracy.
discuss the similarities and differences between a text and
previously read materials (e.g., compare and contrast
characters).
understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think about
them.
understand that some characters change during the story or
poem and some characters stay the same.
understand that the main character has a conflict that usually
gets resolved.
identify the conflict or problem of the plot.
understand that plot is developed through a series of events.
draw conclusions/make inferences from text.
make, confirm, or revise predictions.
read familiar text with fluency, accuracy, and expression to
support comprehension.
5.6 The student will read and demonstrate
comprehension of nonfiction texts. a) Use text organizers, such as type,
headings, and graphics, to predict and
categorize information in both print and
digital texts.
m) Read with fluency and accuracy.
use text features, such as type styles (e.g., boldfaced, italics)
and color, captions under pictures and graphics, and
headings of sections and chapters, to predict and
categorize information in both print and digital texts.
read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade. b) Use a variety of prewriting strategies.
e) Write multiparagraph compositions.
h) Revise for clarity of content using specific
vocabulary and information.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
write multiparagraph compositions focused on a topic,
grouping related information in paragraphs and sections.
clarify writing when revising.
5.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, sentence structure,
and paragraphing.
j) Use correct spelling of commonly used
words.
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
f) Give credit to sources used in research.
select and use appropriate references (e.g., atlases, almanacs,
and encyclopedias) including online, print, and media
resources.
use available technology and media to organize, evaluate, and
communicate information (e.g., presentation software,
digital media).
prevent plagiarism and its consequences by giving credit to
authors when ideas and/or words are used in research.
provide a list of sources including author, title, and date.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 4 Lesson 18 3rd Nine Weeks
The Dog Newspaper Target Skill: Fact/Opinion
Target Strategy: Analyze/Evaluate
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 3rd Nine Weeks Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
d) Communicate new ideas to others.
e) Demonstrate the ability to collaborate
with diverse teams.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
exhibit the ability to collaborate with diverse teams.
demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and nonverbal
communication skills to deliver planned oral
presentations.
a) Maintain eye contact with listeners.
f) Organize content sequentially around
major ideas.
g) Summarize main points as they relate to
main idea or supporting details.
demonstrate appropriate eye contact with listeners.
organize content sequentially and group together related
information.
put information in order, providing an overview of the
information at the beginning or a summary of the
information at the end.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones.
f) Develop vocabulary by listening to and
reading a variety of texts.
g) Study word meanings across content
areas.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root
word, prefix, and suffix in order to determine its
pronunciation.
understand how a prefix changes the meaning of a root
word.
develop vocabulary by listening to and reading a variety
of texts.
study cross-curricular vocabulary.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. d) Describe the characteristics of free verse,
rhymed, and patterned poetry.
identify the characteristics of free verse (poetry with
neither regular meter nor rhyme scheme), rhymed poetry,
and patterned poetry.
5.6 The student will read and demonstrate
comprehension of nonfiction texts.
b) Use prior knowledge and build
additional background knowledge as
context for new learning.
e) Summarize supporting details in
nonfiction texts.
i) Differentiate between fact and
opinion.
k) Identify new information gained from
reading.
m) Read with fluency and accuracy.
apply prior knowledge to make predictions and build
additional background knowledge as context for learning.
distinguish between fact and opinion.
identify new information learned from reading.
read familiar text with fluency, accuracy, and prosody.
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade. b) Use a variety of prewriting strategies.
e) Write multi-paragraph compositions.
f) Use precise and descriptive
vocabulary to create tone and voice. h) Revise for clarity of content using specific
vocabulary and information.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
write multi-paragraph compositions focused on a topic,
grouping related information in paragraphs and sections.
choose precise descriptive vocabulary and information to
create tone and voice
clarify writing when revising.
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing. j) Use correct spelling of commonly used
words.
use correct spelling of commonly used words.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation
software, digital media).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 4 Lesson 19 3rd Nine Weeks
Darnell Rock Reporting Target Skill: Persuasion
Target Strategy: Summarize
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 3rd Nine Weeks Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and nonverbal
communication skills to deliver planned oral
presentations.
a) Maintain eye contact with listeners.
b) Use gestures to support, accentuate, and
dramatize verbal message.
demonstrate appropriate eye contact with listeners.
use appropriate facial expressions and gestures to
support, accentuate, or dramatize the message.
speak clearly at an understandable pace.
use acceptable posture according to the setting and the
audience.
5.3 The student will learn how media messages are
constructed and for what purposes.
b) Identify the characteristics and
effectiveness of a variety of media
messages.
identify the attributes of a constructed message (i.e.,
authorship, format, audience, content, and purpose).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones.
f) Develop vocabulary by listening to and
reading a variety of texts.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root
word, prefix, and suffix in order to determine its
pronunciation.
understand how a prefix changes the meaning of a root
word.
develop vocabulary by listening to and reading a variety
of texts.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. b) Describe character development.
e) Describe how an author’s choice of
vocabulary contributes to the author’s
style.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences
from text.
j) Identify cause and effect relationships.
m) Read with fluency and accuracy.
understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think about
them.
understand that some characters change during the story
or poem and some characters stay the same.
understand that the main character has a conflict that
usually gets resolved.
describe how an author’s choice of vocabulary
contributes to the author’s style.
summarize supporting details from text.
draw conclusions/make inferences from text.
identify cause and effect relationships.
read familiar text with fluency, accuracy, and expression
to support comprehension.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
c) Skim materials to develop a general
overview of content and to locate specific
information.
i) Differentiate between fact and
opinion.
m) Read with fluency and accuracy.
skim material from print and digital texts to develop a
general overview or to locate specific information.
distinguish between fact and opinion.
read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade. b) Use a variety of prewriting strategies.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing. j) Use correct spelling of commonly used
words.
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
d) Organize information presented on
charts, maps, and graphs.
e) Develop notes that include important
concepts, summaries, and identification
of information sources.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation
software, digital media).
organize information presented on charts, maps, and
graphs.
develop notes that include important concepts,
summaries, and identification of information sources.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 4 Lesson 20
4th
Nine Weeks
Don Quixote and the Windmills
Target Skill: Understanding Characters
Target Strategy: Question
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 4th Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
b) Organize information to present in
reports of group activities.
c) Summarize information gathered in
group activities.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and nonverbal
communication skills to deliver planned oral
presentations.
a) Maintain eye contact with listeners.
e) Determine appropriate content for
audience.
i) Use language and style appropriate to the
audience, topic, and purpose.
demonstrate appropriate eye contact with listeners.
use grammatically correct language.
expand, combine, and reduce sentences for meaning,
interest, and style.
use specific vocabulary and style to enhance oral
presentations.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
d) Identify an author’s use of figurative
language.
f) Develop vocabulary by listening to and
reading a variety of texts.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
identify when an author uses language figuratively.
develop vocabulary by listening to and reading a variety
of texts.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. b) Describe character development.
e) Describe how an author’s choice of
vocabulary contributes to the author’s
style.
f) Identify and ask questions that clarify
various points of view.
k) Make, confirm, or revise predictions.
m) Read with fluency and accuracy.
understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think about
them.
understand that some characters change during the story
or poem and some characters stay the same.
understand that the main character has a conflict that
usually gets resolved.
discuss why an author might have used particular words
and phrases.
describe how an author’s choice of vocabulary
contributes to the author’s style.
identify and ask questions that clarify various points of
view.
make, confirm, or revise predictions.
read familiar text with fluency, accuracy, and expression
to support comprehension.
5.6 The student will read and demonstrate
comprehension of nonfiction texts. g) Locate information to support opinions,
predictions, and conclusions.
locate details to support opinions, predictions, and
conclusions.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade. e) Write multi-paragraph compositions.
f) Use precise and descriptive vocabulary to
create tone and voice.
h) Revise for clarity of content using specific
vocabulary and information.
write multi-paragraph compositions focused on a topic,
grouping related information in paragraphs and sections.
choose precise descriptive vocabulary and information to
create tone and voice
clarify writing when revising.
5.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, sentence structure,
and paragraphing.
d) Use apostrophes in contractions and
possessives.
j) Use correct spelling of commonly used
words.
punctuate correctly
apostrophes in contractions (e.g., isn’t), and
possessives (e.g., Jan’s);
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
g) Define the meaning and consequences of
plagiarism.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation
software, digital media).
prevent plagiarism and its consequences by giving credit
to authors when ideas and/or words are used in research.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 5 Lesson 21
4th
Nine Weeks
Tucket’s Travels
Target Skill: Sequence of Events
Target Strategy: Visualize
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 4th Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy
5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities.
a) Participate in and contribute to
discussions across content areas.
b) Organize information to present in
reports of group activities.
c) Summarize information gathered in
group activities.
e) Demonstrate the ability to collaborate
with diverse teams.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’ ideas
and clearly expressing their own (e.g., one-on-one, in groups,
teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related group
learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making comments
that contribute to the discussion and elaborating on the
remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or graphic
organizer) for presentation prior to delivery; and
summarizing a presentation orally prior to delivery.
exhibit the ability to collaborate with diverse teams.
demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and
nonverbal communication skills to
deliver planned oral presentations.
a) Maintain eye contact with listeners.
h) Incorporate visual media to support
the presentation.
demonstrate appropriate eye contact with listeners.
create and/or use visual aids in presentations when
appropriate to enhance development of themes and/or main
ideas (e.g., graphics, sound).
use grammatically correct language.
expand, combine, and reduce sentences for meaning, interest,
and style.
use specific vocabulary and style to enhance oral
presentations.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading 5.4 The student will expand vocabulary when
reading.
a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes,
synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative
language.
e) Use dictionary, glossary, thesaurus,
and other word-reference materials.
f) Develop vocabulary by listening to
and reading a variety of texts.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root word,
prefix, and suffix in order to determine its pronunciation.
understand how a prefix changes the meaning of a root word.
identify when an author uses language figuratively.
identify the word-reference materials, such as a dictionary,
glossary, or thesaurus, that is most likely to contain the
information needed.
develop vocabulary by listening to and reading a variety of
texts.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry.
b) Describe character development.
e) Describe how an author’s choice of
vocabulary contributes to the
author’s style.
h) Summarize supporting details from
text.
j) Identify cause and effect
relationships.
m) Read with fluency and accuracy.
understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think about them.
understand that some characters change during the story or
poem and some characters stay the same.
understand that the main character has a conflict that usually
gets resolved.
discuss why an author might have used particular words and
phrases.
describe how an author’s choice of vocabulary contributes to
the author’s style.
identify cause and effect relationships.
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty).
read familiar text with fluency, accuracy, and expression to
support comprehension.
5.6 The student will read and demonstrate
comprehension of nonfiction texts.
a) Use text organizers, such as type,
headings, and graphics, to predict and
categorize information in both print
and digital texts.
d) Identify the main idea of nonfiction
texts.
e) Summarize supporting details in
nonfiction texts.
m) Read with fluency and accuracy.
use text features, such as type styles (e.g., boldfaced,
italics) and color, captions under pictures and graphics,
and headings of sections and chapters, to predict and
categorize information in both print and digital texts.
determine the main idea of a text and summarize
supporting key details.
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty). read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade.
b) Use a variety of prewriting strategies.
c) Organize information to convey a
central idea.
e) Write multi-paragraph compositions.
g) Vary sentence structure by using
transition words.
h) Revise for clarity of content using
specific vocabulary and information.
apply knowledge of the writing domains of composing,
written expression, and usage/mechanics.
produce a clear and coherent written piece in which the
development and organization are appropriate to purpose and
audience.
create a plan, and organize thoughts before writing.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
write multi-paragraph compositions focused on a topic,
grouping related information in paragraphs and sections.
vary sentence structure by using transition words and
phrases.
use precise language and phrases to develop writing (e.g.,
consequently, specifically, especially).
clarify writing when revising.
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing.
j) Use correct spelling of commonly
used words.
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
d) Organize information presented on
charts, maps, and graphs.
use available technology to gather information and to aid in
writing.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation software,
digital media).
organize information presented on charts, maps, and graphs.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 5 Lesson 22 4
th Nine Weeks
The Birchbark House
Target Skill: Theme
Target Strategy: Infer/Predict
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 4th Nine Weeks Standards Essential Knowledge, Skills and Processes Communications: Speaking, Listening and Media Literacy
5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities.
a) Participate in and contribute to
discussions across content areas.
participate in a range of discussions building on others’ ideas
and clearly expressing their own (e.g., one-on-one, in groups,
teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related group
learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making comments
that contribute to the discussion and elaborating on the
remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or graphic
organizer) for presentation prior to delivery; and
summarizing a presentation orally prior to delivery.
5.2 The student will use effective verbal and
nonverbal communication skills to
deliver planned oral presentations.
a) Maintain eye contact with listeners.
h) Incorporate visual media to support
the presentation.
demonstrate appropriate eye contact with listeners.
create and/or use visual aids in presentations when
appropriate to enhance development of themes and/or main
ideas (e.g., graphics, sound).
5.3 The student will learn how media messages are
constructed and for what purposes.
b) Identify the characteristics and
effectiveness of a variety of media
messages.
access media messages and identify what types of media are
used.
identify the attributes of a constructed message (i.e.,
authorship, format, audience, content, and purpose).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading 5.4 The student will expand vocabulary when
reading.
a) Use context to clarify meaning of
unfamiliar words and phrases.
b) Use context and sentence structure to
determine meanings and differentiate
among multiple meanings of words.
e) Use dictionary, glossary, thesaurus,
and other word-reference materials.
f) Develop vocabulary by listening to
and reading a variety of texts.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
use context and sentence structure to determine meanings
and differentiate among multiple meanings of words.
identify the word-reference materials, such as a dictionary,
glossary, or thesaurus, that is most likely to contain the
information needed.
develop vocabulary by listening to and reading a variety of
texts.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry.
b) Describe character development.
e) Describe how an author’s choice of
vocabulary contributes to the
author’s style.
h) Summarize supporting details from
text.
i) Draw conclusions and make
inferences from text.
k) Make, confirm, or revise predictions.
m) Read with fluency and accuracy.
understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think about them.
understand that some characters change during the story or
poem and some characters stay the same.
understand that the main character has a conflict that usually
gets resolved.
describe how an author’s choice of vocabulary contributes to
the author’s style.
draw conclusions/make inferences from text..
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty).
read familiar text with fluency, accuracy, and expression to
support comprehension.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type,
headings, and graphics, to predict and
categorize information in both print
and digital texts.
m) Read with fluency and accuracy.
use text features, such as type styles (e.g., boldfaced,
italics) and color, captions under pictures and graphics,
and headings of sections and chapters, to predict and
categorize information in both print and digital texts.
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty). read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade.
b) Use a variety of prewriting strategies.
e) Write multi-paragraph compositions.
h) Revise for clarity of content using
specific vocabulary and information.
apply knowledge of the writing domains of composing,
written expression, and usage/mechanics.
produce a clear and coherent written piece in which the
development and organization are appropriate to purpose and
audience.
create a plan, and organize thoughts before writing.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
focus, organize, and elaborate to construct an effective
message for the reader.
write multi-paragraph compositions focused on a topic,
grouping related information in paragraphs and sections.
clarify writing when revising.
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing.
j) Use correct spelling of commonly
used words.
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
use available technology to gather information and to aid in
writing.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation software,
digital media).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 5 Lesson 23 4th Nine Weeks (Optional)
Vaqueros: America’s First Cowboys Target Skill: Main Ideas and Details
Target Strategy: Summarize
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 4th Nine Weeks Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one, in
groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related group
learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making comments
that contribute to the discussion and elaborating on the
remarks of others;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or graphic
organizer) for presentation prior to delivery; and
summarizing a presentation orally prior to delivery.
demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and nonverbal
communication skills to deliver planned oral
presentations.
a) Maintain eye contact with listeners.
f) Organize content sequentially around
major ideas.
g) Summarize main points as they relate to
main idea or supporting details.
demonstrate appropriate eye contact with listeners.
organize content sequentially and group together related
information.
put information in order, providing an overview of the
information at the beginning or a summary of the
information at the end.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes,
synonyms, antonyms, and homophones.
d) Identify an author’s use of figurative
language.
f) Develop vocabulary by listening to and
reading a variety of texts.
g) Study word meanings across content
areas.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root word,
prefix, and suffix in order to determine its pronunciation.
understand how a prefix changes the meaning of a root word.
identify when an author uses language figuratively.
develop vocabulary by listening to and reading a variety of
texts.
study cross-curricular vocabulary.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. d) Describe the characteristics of free verse,
rhymed, and patterned poetry.
e) Describe how an author’s choice of
vocabulary contributes to the author’s
style.
m) Read with fluency and accuracy.
discuss the similarities and differences between a text and
previously read materials (e.g., compare and contrast
characters).
describe how an author’s choice of vocabulary contributes to
the author’s style.
read familiar text with fluency, accuracy, and expression to
support comprehension.
5.6 The student will read and demonstrate
comprehension of nonfiction texts. a) Use text organizers, such as type,
headings, and graphics, to predict and
categorize information in both print and
digital texts.
b) Use prior knowledge and build additional
background knowledge as context for
new learning.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in
nonfiction texts.
m) Read with fluency and accuracy.
use text features, such as type styles (e.g., boldfaced, italics)
and color, captions under pictures and graphics, and headings
of sections and chapters, to predict and categorize
information in both print and digital texts.
apply prior knowledge to make predictions and build
additional background knowledge as context for learning.
determine the main idea of a text and summarize supporting
key details.
read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade. b) Use a variety of prewriting strategies.
c) Organize information to convey a central
idea.
d) Write a clear topic sentence focusing on
the main idea.
e) Write multi-paragraph compositions.
to create tone and voice.
g) Vary sentence structure by using
transition words.
h) Revise for clarity of content using specific
vocabulary and information.
i) Include supporting details that elaborate
the main idea.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
focus, organize, and elaborate to construct an effective
message for the reader.
write a clear topic sentence focusing on the main idea.
write multi-paragraph compositions focused on a topic,
grouping related information in paragraphs and sections.
vary sentence structure by using transition words and
phrases.
clarify writing when revising.
include supporting details that elaborate the main idea.\
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing. j) Use correct spelling of commonly used
words.
at the size of that bug!”).
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
select and use appropriate references (e.g., atlases, almanacs,
and encyclopedias) including online, print, and media
resources.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation software,
digital media).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 5 Lesson 24 4th Nine Weeks (Optional)
Rachel’s Journey: The Story of a Pioneer Girl Target Skill: Cause and Effect
Target Strategy: Analyze/Evaluate GRADE/COURSE: 5th Grade/Language Arts Grading Period: 4th Nine Weeks
Standards Essential Knowledge, Skills and Processes
Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and nonverbal
communication skills to deliver planned oral
presentations.
a) Maintain eye contact with listeners.
demonstrate appropriate eye contact with listeners.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes,
synonyms, antonyms, and homophones.
d) Identify an author’s use of figurative
language.
f) Develop vocabulary by listening to and
reading a variety of texts.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
identify when an author uses language figuratively.
develop vocabulary by listening to and reading a variety
of texts.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. a) Describe the relationship between text
and previously read materials.
b) Describe character development.
e) Describe how an author’s choice of
vocabulary contributes to the author’s
style.
h) Summarize supporting details from text.
j) Identify cause and effect relationships.
m) Read with fluency and accuracy.
discuss the similarities and differences between a text and
previously read materials (e.g., compare and contrast
characters).
understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think about
them.
understand that some characters change during the story
or poem and some characters stay the same.
understand that the main character has a conflict that
usually gets resolved.
describe how an author’s choice of vocabulary
contributes to the author’s style.
summarize supporting details from text.
identify cause and effect relationships.
read familiar text with fluency, accuracy, and expression
to support comprehension.
5.6 The student will read and demonstrate
comprehension of nonfiction texts. a) Use text organizers, such as type,
headings, and graphics, to predict and
categorize information in both print and
digital texts.
c) Skim materials to develop a general
overview of content and to locate specific
information.
e) Summarize supporting details in
nonfiction texts.
j) Identify, compare, and contrast
relationships.
m) Read with fluency and accuracy.
use text features, such as type styles (e.g., boldfaced,
italics) and color, captions under pictures and graphics,
and headings of sections and chapters, to predict and
categorize information in both print and digital texts.
skim material from print and digital texts to develop a
general overview or to locate specific information.
determine the main idea of a text and summarize
supporting key details.
identify structural and organizational patterns such as
cause and effect, comparison/contrast, problem/solution,
and chronological order.
read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade. b) Use a variety of prewriting strategies.
c) Organize information to convey a central
idea.
d) Write a clear topic sentence focusing on
the main idea.
use a variety of prewriting strategies (e.g., brainstorming,
listing, free-writing, and using graphic organizers.
focus, organize, and elaborate to construct an effective
message for the reader.
write a clear topic sentence focusing on the main idea.
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing. j) Use correct spelling of commonly used
words.
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation
software, digital media).
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Unit 5 Lesson 25
4th
Nine Weeks (Optional)
Lewis and Clark
Target Skill: Author’s Purpose
Target Strategy: Monitor/Clarify
GRADE/COURSE: 5th Grade/Language Arts Grading Period: 4th Nine Weeks
Standards Essential Knowledge, Skills and Processes Communications: Speaking, Listening and Media Literacy
5.1 The student will listen, draw conclusions, and
share responses in subject-related group
learning activities. a) Participate in and contribute to
discussions across content areas.
e) Demonstrate the ability to collaborate
with diverse teams.
f) Demonstrate the ability to work
independently.
participate in a range of discussions building on others’
ideas and clearly expressing their own (e.g., one-on-one,
in groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities
by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related
group learning activities by:
asking and answering questions at appropriate times;
responding to specific questions by making
comments that contribute to the discussion and
elaborating on the remarks of others;
summarizing main ideas;
organizing information from group discussion for
presentation;
preparing a prewriting tool (e.g., outline, web, or
graphic organizer) for presentation prior to delivery;
and
summarizing a presentation orally prior to delivery.
exhibit the ability to collaborate with diverse teams
demonstrate that they can work independently on group-
related tasks.
5.2 The student will use effective verbal and nonverbal
communication skills to deliver planned oral
presentations.
a) Maintain eye contact with listeners.
b) Use gestures to support, accentuate, and
dramatize verbal message.
c) Use facial expressions to support and
dramatize verbal message.
i) Use language and style appropriate to the
audience, topic, and purpose.
demonstrate appropriate eye contact with listeners.
use appropriate facial expressions and gestures to
support, accentuate, or dramatize the message.
speak clearly at an understandable pace.
use acceptable posture according to the setting and the
audience.
use grammatically correct language.
use specific vocabulary and style to enhance oral
presentations.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Reading
5.4 The student will expand vocabulary when
reading. a) Use context to clarify meaning of
unfamiliar words and phrases.
c) Use knowledge of roots, affixes,
synonyms, antonyms, and homophones.
f) Develop vocabulary by listening to and
reading a variety of texts.
g) Study word meanings across content
areas.
use context as a clue to infer the correct meanings of
unfamiliar words and phrases.
apply knowledge of roots, affixes (prefixes and suffixes),
synonyms, antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root
word, prefix, and suffix in order to determine its
pronunciation.
understand how a prefix changes the meaning of a root
word.
study cross-curricular vocabulary.
5.5 The student will read and demonstrate
comprehension of fictional texts,
narrative nonfiction, and poetry. j) Identify cause and effect relationships.
m) Read with fluency and accuracy.
identify cause and effect relationships.
make, confirm, or revise predictions.
read familiar text with fluency, accuracy, and expression
to support comprehension.
5.6 The student will read and demonstrate
comprehension of nonfiction texts. b) Use prior knowledge and build additional
background knowledge as context for
new learning.
e) Summarize supporting details in
nonfiction texts.
j) Identify, compare, and contrast
relationships.
l) Use reading strategies throughout the
reading process to monitor
comprehension.
m) Read with fluency and accuracy.
apply prior knowledge to make predictions and build
additional background knowledge as context for learning.
identify structural and organizational patterns such as
cause and effect, comparison/contrast, problem/solution,
and chronological order.
identify specific information in text that supports
predictions.
become aware of when they do not understand (e.g., by
reflecting upon and articulating what exactly is causing
difficulty).
read familiar text with fluency, accuracy, and prosody.
SHENANDOAH COUNTY PUBLIC SCHOOLS
MATH INSTRUCTIONAL FRAMEWORK
2014-2015
Writing 5.7 The student will write for a variety of purposes:
to describe, to inform, to entertain, to
explain, and to persuade. e) Write multi-paragraph compositions.
g) Vary sentence structure by using
transition words.
h) Revise for clarity of content using specific
vocabulary and information.
write multi-paragraph compositions focused on a topic,
grouping related information in paragraphs and sections.
vary sentence structure by using transition words and
phrases.
clarify writing when revising.
5.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing. a) Use plural possessives.
f) Use commas to indicate interrupters.
j) Use correct spelling of commonly used
words.
punctuate correctly
use a comma to separate coordinate adjectives (e.g., It
was a fascinating, enjoyable movie).
use a comma to separate an introductory element from the
rest of the sentence.
use plural possessives, (e.g., “The books’ covers are
torn.”).
use correct spelling of commonly used words.
Research 5.9 The student will find, evaluate, and select
appropriate resources for a research
product.
b) Collect information from multiple
resources including online, print, and
media.
c) Use technology as a tool to research,
organize, evaluate, and communicate
information.
f) Give credit to sources used in research.
select and use appropriate references (e.g., atlases,
almanacs, and encyclopedias) including online, print, and
media resources.
use available technology and media to organize, evaluate,
and communicate information (e.g., presentation
software, digital media).
prevent plagiarism and its consequences by giving credit
to authors when ideas and/or words are used in research.
provide a list of sources including author, title, and date.
Rev. 8.13.2014