MCSD ELA Curriculum Map 5 Grade - Mifflin County School ... Curriculum 5th... · MCSD ELA...

MCSDELACurriculumMap~5thGrade

NationalStandard PACoreStandard

RF.5.3

CC.1.1.5.D‐ Knowandapplygradelevelphonicsandwordanalysisskillsindecodingwords.•Usecombinedknowledgeofallletter‐soundcorrespondences,syllabicationpatterns,andmorphologytoreadaccuratelyunfamiliarmultisyllabicwords.

ResourcesBenchmarkLiteracyUnits1–10,Week3BLM1,2,5,6(Fluency)WordStudyVocabularyUnits1–32LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentscontinuelearningspecificstrategiesfordecoding wordsintexts. Theyarerequiredtoapplythespecificstrategiesfordecodingandspellingmulti‐syllabicwords.Usequestionsandpromptssuchas:

Doesmypronunciationsoundright? Doesthiswordmakesenseincontext?

CommonMisconceptionsSomestudentsmaybelieve:

All students will know how to use phonics before entering 5th grade.

BigIdea(s) EssentialQuestion(s)Goodreadersusedecodingskilltocorrectlypronouncenewvocabulary(syllables,affixes,etc.).Goodreadersanalyzeaword’spronunciationandapplyitsmeaningusingcluesfromthetext.

Howdoesseparatingwordsintosyllableshelpthereaderdecode?

Howdoesknowingthemeaningsofrootsandaffixeshelpthereaderunderstandnewwords?

Howaredecodingskillshelpfultofluency?

AssessmentsContextCluesComprehensionStrategyAssessment–pages114‐117,118‐121BenchmarkLiteracyGrade5UnitAssessment9SuffixesInformalAssessmentsforVocabularyDevelopment–page66InformalAssessmentsforFluencyAssessments

Concepts(whatstudentsneedtoknow)

Skills(whatstudentsmustbeabletodo)

letter‐soundcorrespondences syllabicationpatterns rootmeanings affix(prefix&suffix)meanings

Separatewordsintosyllables DistinguishmeaningofGreekandLatinword

roots/Affixes ApplythemeaningofGreekandLatin

roots/affixestoexplainthemeaningofnewwords.

AnalyzerelationshipsbetweenandamongwordswithcommonGreekandLatinroots

ICanStatementsIcananalyzewordsandusephonicstohelpmereadfifthgradewords.

Icanreadunfamiliarwordsthathavemultiplesyllables.Icanusedecodingstrategiestoreadfluently.

Reflections



RF.5.

CC.1.1.5.E – Readwithaccuracyandfluencytosupportcomprehension. Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate, and expression

on successive readings. Use context to confirm or self-correct word recognition and understanding,

rereading, as necessary.Resources

BenchmarkLiteracyUnits1–10,Week3BLM1,2,5,6(Fluency)WordStudyVocabularyUnits1–32LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentswillimproveupontheiraccuracyandfluencyastheymasterphonicsandimprovetheirwordrecognition.Anaccurateandfluentreaderwillbeabletobettercomprehendwhattheyarereading.CommonMisconceptionsSomestudentsmaybelieve:

Making fluency mistakes while reading does not affect my comprehension of the text.

BigIdea(s) EssentialQuestion(s)Goodreadersusereadfluentlyinordertocomprehendtext.Goodreadersself‐correcttoimproveaccuracy.Goodreadersreadon‐leveltextswithappropriatepaceandexpression.

Howdoesfluencyaidincomprehension? HowdoIreadon‐leveltextswithpurposeand

understanding? HowdoIreadon‐leveltextorallywithaccuracy,

appropriaterate,andexpressiononsuccessivereadings?

Whyisitimportanttoconformandself‐correctadecodedwordwhenIread?

AssessmentsContextCluesComprehensionStrategyAssessment–pages114‐117,118‐121BenchmarkLiteracyGrade5UnitAssessment9InformalAssessmentsforVocabularyDevelopmentInformalAssessmentsforFluencyAssessments



rootmeanings affix(prefix&suffix)meanings decodingstrategies contextclues

Readfluently Readaccurately Readingwithappropriatepaceandexpression

ICanStatementsIcanreadfluentlytoaidinthecomprehensionoftext.Icanuseappropriatepaceandexpressionwhilereading.Icanreadon‐leveltextsfluently.

Reflections



RI.5.2CC.1.2.5.A– Determinetwoormoremain ideasinatext;explainhowtheyaresupportedbykeydetails;summarizethetext.

ResourcesMainIdea&SupportingDetailsBenchmarkLiteracyUnit1,LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadSummarizetheTextBenchmarkLiteracyUnit4,LeveledReadersLeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardFifthgradestudentsmustidentifytwoormore mainideasand findthemostimportantdetailsthatsupportthesemainideas.Theyshouldalsobeabletosummarizethetextintheirownwords.Usequestionsandpromptssuchas:

Canyoufindatleasttwoofthemainideasofthistextandkeydetailsthatsupportthem? Summarizethemainpointsofthetext.


Statingthemainideaissufficientandexplicitdetailsfromthetextarenotneeded. Theyshouldquotedirectlyfromthetextinsteadofparaphrasingwhenwritingsummaries. ThemoreIwritethebetterthesummary.

BigIdea(s) EssentialQuestion(s)

Goodreadersusesupportingdetailsinaninformationaltexttoidentifyandsupportthemainideaofthetext.Goodreadersdevelopeffectivesummariesthataresupportedbykeydetailsininformationaltext(s).Authorsofinformationaltextincludekeydetailsinordertohelpreadersmakemeaningofthetext.

Howdoyoudeterminethemainideaofatext? Howdothedetailssupporttothemainidea? Whatarethecharacteristicsofaneffective

summary?

AssessmentsMainIdea&SupportingDetailsComprehensionStrategyAssessment–pages70‐71BenchmarkLiteracyGrade5UnitAssessment1SummarizetheTextComprehensionStrategyAssessment–pages94‐97BenchmarkLiteracyGrade5UnitAssessment4



Informationaltext(bothliterarynonfictionandexpository/technicaltexts)

*Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawing

Howtoexplain(e.g.,whatandwhy) Central/mainidea Typesoftextstructures(e.g.sequence/

chronologicalorder,classification,definition,simpleprocess,description,comparison)

Differentpurposesforgraphicorganizers,basedonstructureoftext

Differencebetweenmainideasandkeydetailsinatext

Characteristicsofaneffectivesummaryforinformationaltexts

Howtosummarizeatext

inferencesand/ormakinggeneralizationsfromthetext.

*Determinetwoormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizethetext.

*Explaintherelationshipsorinteractionsbetweentwoormoreindividuals,events,ideas,steps,orconceptsinahistorical,scientific,ortechnicaltextbasedonspecificinformationinthetext.

Recognizehowideasareorganizedinaninformationaltext

Describeorgraphicallyrepresenttherelationshipbetweenmainideasanddetails

Summarizethemainideasinaninformationaltext,capturingthemostimportantpartsofthepiece

ICanStatementsIcanfindthemainidea.Icansummarizethemainidea(s)andsupportitwithdetailsfromthewrittentext.IcansummarizewhatIhaveread.

Reflections



RI.5.1CC.1.2.5.B– Citetextualevidencebyquotingaccuratelyfromthetexttoexplainwhatthetextsaysexplicitlyandmakeinferences.

ResourcesMakeInferencesBenchmarkLiteracyUnit3LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsatthislevelshouldbeabletoquotecorrectly fromthetexttoexplainwhatthetextisaboutwhenmakinganinference.Useaquestionandpromptsuchas:

Canyoutellmethereasonswhyyouthink…?Showwhereyoulinkedyourthinkingtothetext.CommonMisconceptionsSomestudentsmaybelieve:

Re‐readingisnotnecessary. Theknowledgetheyhaveaboutasubject,topic,orexperienceiscorrectratherthanrelyingonthe

informationinthetext. Anyquotefromthetextissufficientevidence.


Goodreadersusetextualevidencetomakeinferences.Goodreadersuseinferencestomakeconnectionsandtobetterunderstandinformationaltext.

Howdoesareaderuseschemaandinformationfromthetexttomakeinferences?

Howdoesareaderciteevidencetoexplainwhatthetextsays?

Howdoesareaderciteevidencefromatexttosupportinferences?

Howdoesmakinginferencesaidinmycomprehension?

AssessmentsMakeInferencesComprehensionStrategyAssessment–pages82‐85BenchmarkLiteracyGrade5UnitAssessment3



Howtomakeaninference Differencebetweenaninferenceandaprediction Howtousedirectquotationstosupporttheir

inference Howgeneralizationsrelatetoaninference Howtoincorporatebackgroundknowledge Howtoexplicitlystateappropriateinformation

fromthetext

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

Make,testandrevisepredictionsastheyread Useexplicitlystatedinformation,background

knowledge,andconnectionstothetexttoanswerquestionstheyhaveastheyread

Makeinferencesaboutthecontentofatext Differentiatebetweenappropriateand

inappropriatetextualsupport

Usequotesfromthetexttodrawandsupportinferences

ICanStatementsIcanusedetailsfromthetexttofigureoutsomethingthatisnotstateddirectlyfromtheauthor.IcanaccuratelyquotefrominformationaltexttosupportinferencesthatIhavemade.

Reflections



RI.5.3

CC.1.2.5.C– Explaintherelationshipsorinteractionsbetweentwoormoreindividuals,events,ideasorconceptsinatextbasedonspecificinformationinthetext.

ResourcesCompareandContrastBenchmarkLiteracyUnit5LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsatthislevelshouldbeabletodescribe theconnectionsbetweentwo ormorepeople,events,ideas,orconceptsinahistorical,scientific,or“howto”textsbyusingthetexttosupporttheirfindings.Usequestionsandpromptssuchas:

Summarizethemainpointsofthetext.Canyoutellmehowtheseideas,people,andeventsarethesame?Canyoutellmehowtheyaredifferent?Showmeinthetext.

Thinkaboutthesehistoricalevents.Tellhowtheyareconnected.CommonMisconceptionsSomestudentsmaybelieve:

Thattextstructuresandtextfeaturesaresimilar.

BigIdea(s) EssentialQuestion(s)Goodreadersunderstandtherelationshipsbetweenandamongevents,ideas/conceptsorsteps/proceduresandusethatinformationtomakesenseofwhattheyread.Goodreadersareabletousespecificdetailsfromthetexttocompareandcontrastavarietyofstoryelements.

How does a reader determine what information is necessary to properly compare and contrast story elements?

Howdoesareaderusespecifictextstructuresandfeaturestoexplaintheinteractionsbetweentwoormoreindividuals,events,ideas,orconcepts?

AssessmentsCompareandContrastComprehensionStrategyAssessment–pages50‐53BenchmarkLiteracyGrade5UnitAssessment5



Keyideas/concepts,individuals,events,stepsininformationaltexts.

Specificdetailsthatexplainkeyideas,individuals,events,steps,etc.

Textstructureininformationaltexts(e.g.,time,sequence,cause/effect,steps)

Transition/linkingwordsthatsignalexplanations(e.g.,because,then,asaconsequence,incontrast)forinformationtexts.

*Explaintherelationshipsorinteractionsbetweentwoormoreindividuals,events,ideas,stepsorconceptsinahistorical,scientificortechnicaltextbasedonspecificinformationinthetext.

Identifymultipleindividuals,events,keyideas/concepts,procedures,etc.inavarietyofinformational/technicaltexts

Distinguishbetweenkeyideas/concepts,procedures,individuals,eventsandexplanatorydetails/information

Identifythespecificdetails/informationthatexplainindividuals,events,procedures,ideas,orconceptsininformationalandtechnicaltexts

Identifywords/phrasesthatsignalexplanationsbetweenandamongideas,events,procedures,individuals

Usetext‐specificlanguage(e.g.,textstructureortextfeatures)toexplaintherelationshipsorinteractionsbetweentwoormoreindividualsinaninformational/technicaltext

ICanStatements

Icancompareandcontrasthowpeople,events,ideasorconceptsarerelatedbasedoninformationinthetext.Icanexplaintherelationshipsandinteractionsbetweentwoormorecharactersoreventsinnonfictiontext.

Reflections



RI.5.6CC.1.2.5.D.– Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesanddifferencesinthepointofviewtheyrepresent.

ResourcesCompare&ContrastBenchmarkLiteracyUnit2,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsarerequiredtodiscussthesimilaritiesanddifferences uniquetothevariousperspectivespresentedinthetext.Theywillgivedescriptionsabouthowtheinformationispresentedforeachperspective.Usequestionsandpromptssuchas:

Howistheinformationpresented/organizedinthistext?Whatdoestheauthorwantthereadertounderstandaboutthistext?

Whatissimilaranddifferentabouthowtheinformationispresentedinthesetexts?CommonMisconceptionsSomestudentsmaybelieve:

Identifyingthetypeofpointofviewisenough.Studentsneedtoanalyzeandthinkhowthenarrator’spointofviewallowsthereadertoknow(ornotknow)information.

Thepointofviewtheyconnectwithbecauseoftheirexperiencesandschemaisthecorrectone. Textfeatures,embeddedinthetext,arenotimportant.


Goodreaderscompareandcontrasttheauthor’soverallstructureandpointofviewtounderstandtheirpurpose.

Goodreadersrecognizethatthenarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribed.

Goodreadersusetextfeaturestostrengthen

theirunderstandingofthetext.

Whencomparinginformationaltextoftwodifferentauthors,howistheoverallstructuresimilar/different?

Howisthestoryinfluencedbytheauthor’spointofview?

HowcanIcompareandcontrastaneventortopictoldfromtwodifferentpointsofview?

Assessments

Compare&ContrastComprehensionStrategyAssessment–pages50‐53InformalAssessmentforTextComprehension–pages30‐31TextFeaturesComprehensionStrategyAssessment–pages46‐49InformalAssessmentforTextComprehension–pages29,42,43



Howtocompareandcontrast *Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesand

Howtorecognizeauthor’spointofview Howtodeterminetextstructure(e.g.,

chronology,comparison,cause/effect,problem/solution)

Howtorecognizeandusetextfeatures

differencesinthepointofviewthattheyrepresent

*Compareandcontrasttheoverallstructure(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,ideas,concepts,orinformationandtextfeaturesintwoormoretexts

ICanStatements

Icancompareandcontrasttheorganizationofevents,ideas,conceptsorinformationintwoormoreinformationaltexts.Icananalyzemultipleaccountsofthesameeventortopic,byrecognizingimportantsimilaritiesanddifferencesintheauthor’spointofview.

Reflections



RI.5.5CC.1.2.5.E.– Usetextstructure,inandamongtexts,tointerpretinformation(e.g.,chronology,comparison,cause/effect,problem/solution).

ResourcesTextStructureBenchmarkLiteracyUnit(Non‐Fictionstories)LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsarerequiredtodemonstrateunderstandingoftheoverallstructureininformationaltext.Usequestionsandpromptssuchas:

Howistheinformationpresented/organizedinthistext?Whatdoestheauthorwantthereadertounderstandaboutthistext?

Whatsignalwordsareusedtohelpidentifythestory’stextstructure?CommonMisconceptionsSomestudentsmaybelieve:

Thewaytheauthorchoosestoorganizethetexthasnoeffectontheirunderstanding.

BigIdea(s) EssentialQuestion(s)Goodreaderscandeterminehowauthorsorganizeinformationaltextsbasedontextstructure.Goodreaderscanidentifylanguagethatsignalshowanonfictiontextisstructured.Goodreadersdeterminethetypeoftextstructureusedinaparticularinformationaltext.

Howdoestheoverallstructureofthetextinfluencethereader’sunderstanding?

Howdoesdeterminingthetextstructurehelpmegatherkeydetails?

Assessments

TextStructureComprehensionStrategyAssessment–pages46‐49BenchmarkLiteracyGrade5UnitAssessment



How to analyze text structure Howauthor’susechronology,comparison,

cause/effect, problem/solution to present information

*Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesanddifferencesinthepointofviewtheyrepresent.

*Compareandcontrasttheoverallstructure(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,ideas,concepts,orinformationandtextfeaturesintwoormoretexts.

ICanStatementsIcancompareandtheoverallstructureofevents,ideas,concepts,orinformationintwoormoreinformationaltexts.

Reflections


NationalStandard PACoreStandardRI.5.4L.5.4L.5.5

CC.1.2.5.F– Determinethemeaningofwordsandphrasesastheyareusedingrade‐leveltext,includinginterpretationoffigurativelanguage.

ResourcesFigurativeLanguageBenchmarkLiteracyUnit2,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadSynonymsBenchmarkLiteracyUnit3,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadAntonymsBenchmarkLiteracyUnit10,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentswillcontinuetotellthemeaningofwordsandphrasesinatextandfocusonfigurativelanguage.Learningwordsatthisstageincludesunderstandingandinterpretingthemeaningofsimiles,metaphors,idioms,adages,andproverbsanddemonstratingunderstandingofrelationshipsbetweenwords(synonymsandantonyms).CommonMisconceptionsSomestudentsmaybelieve:

Theliteralmeaningofsomeformsoffigurativelanguage Similesandmetaphorsarethesamebecausetheybothcompare.


Goodreadersunderstandthatauthorsmakepurposefullanguagechoicestoenhancethemeaningininformationaltext(s).

Goodreadersactivelyseekthemeaningofunknownwords/phrasestodeepentheirunderstandingofinformationaltext(s).

Howdoesclarifyingthemeaningofunknownwordshelpareadergainunderstandingofatext?

Whyisitimportantforareadertodeterminethemeaningofunknownand/ormultiplemeaningwords?

Howdoesinterpretingfigurativelanguagehelpreaderstounderstand&visualizeelementsofliterature?

AssessmentsFigurativeLanguageComprehensionStrategyAssessment–pages78‐81ComprehensionStrategyAssessment–pages110‐113BenchmarkLiteracyGrade5UnitAssessment2,3,5Antonyms,Synonyms,&HomographsComprehensionStrategyAssessment–pages106‐109BenchmarkLiteracyGrade5UnitAssessment3,10



Authors use purposeful language to convey meaning Usecontextcluestointerpretmeaning

*Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbased

Literal/non‐literalmeaning Connotativemeaning Thepurposeoffigurativelanguageornon‐literal

meaning(e.g.,simile,metaphor,personification) Thepurposeofidioms,adagesandproverbs Howtousesynonyms,antonyms,and

homographstounderstandthemeaningofwords

ongrade5 readingandcontent,choosingflexiblyfromarangeofstrategies.

o Usecontext(e.g.,definitions,examples,orrestatementsintext)asacluetothemeaningofawordorphrase.

*Demonstrateunderstandingoffigurativelanguage,wordrelationshipsandnuancesinwordmeanings.

o Interpretfigurativelanguage(e.g.,simile,metaphor,personification)incontext.

o Recognizeandexplainthemeaningofcommonidioms,adagesandproverbs

o Usetherelationshipbetweenparticularwords(e.g.,synonyms,antonyms,homographs)tobetterunderstandeachofthewords.

Differentiatebetweenliteralandnon‐literalmeaning

Describehowfigurativelanguageandotherlanguagechoicesenhanceandextendmeaning

ICanStatementsIcandefinewordsusingcontextcluesandauthors'definitions.Icanusecontextcluestofindthemeaningsofsynonyms,antonyms,homophones,homonyms,&homographs.Icanunderstandfigurativelanguage.Icanunderstandsimilesandmetaphors.Icanusecontextcluestohelpmeunderstandnewwords.Icaninterpretfigurativelanguage.Icanexplainthemeaningofcommonidioms,adages,proverbs.Icanusetherelationshipofsynonyms,antonyms,andhomographstohelpmeunderstandeachword.

Reflections



RI.5.

CC.1.2.5.G – Drawoninformationfrommultipleprintordigitalsources,demonstratingtheabilitytolocateananswertoaquestionquicklyortosolveaproblemefficiently.

ResourcesDiverseMediaBenchmarkLiteracyUnit,‘WritetoSources’,‘SharedWriting’,Read‐Alouds&InformationalWritingsLeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoRead

Explanation/ExampleofStandardStudentsshouldbeusingmorethanoneprintordigitalsourcetoanswersomequestionsortosolvesomeproblems.Usequestionsandpromptssuchas:

Canyousupportyouranswerwithmorethanonesource? Canyoulocateananswerandsupportitwithevidencefromanothersource?


One resource is enough. Different sources will have the same information. All digital sources are reliable. Digital resources provide more and better information than print sources.

BigIdea(s) EssentialQuestion(s)Goodreadersuseinformationfrommultiplesourcestoanswerquestionsortosolveproblems.

HowdoIpullinformationfrommultipleprintordigitalsources,demonstratingtheabilitytolocateananswertoaquestionquicklyortosolveaproblemefficiently?

How do I integrate information from several textson the same topic to demonstrate knowledge of thattopic?

AssessmentsDiverseMediaComprehensionStrategyAssessmentBenchmarkLiteracyGrade5UnitAssessment



Howtolocateavarietyofsources Howtokeydetailstoansweraquestion Howtointegratedetailsfrommultiplesources Howtodeterminewhetherasourceisreliable

*Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support the point(s).

*Integrate information from several texts on the same topic in order to demonstrate subject knowledge.

*Interpret text features (e.g., headings, graphics, charts) and/or make connections between texts and the content of text features.

ICanStatements

Icanusedifferenttypesofinformationaltextstolocateananswerortosolveaproblem.

Reflections



RI.5.8CC.1.2.5.H– Determinehowanauthorsupportsparticularpointsinatextthroughreasonsandevidence.

ResourcesAuthor’sPurposeBenchmarkLiteracyUnit1–10,Week3(SpecificAPskillsvarythroughouttheUnits)LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsatthislevelcontinuetogiveexplanationsabouthowanauthorusesprooftosupportapointinthetext.Theymustproveeachpointwithevidencefromthetext.Usequestionsandpromptssuchas:

Canyoufindtheparttheauthorusesasevidencetosupporthis/herclaims? Canyoufindthereasonstheauthorgivesforhis/herthinking?


The author’s purpose for writing does not alter the reader’s understanding of the text.

BigIdea(s) EssentialQuestion(s)Readerscontinuallymonitorandchecktheirinterpretationsoftheauthor’sintentandmeaning.

Authorswritewithdifferentpurposesinmind.

Anauthor’spointofviewinfluencesthetextandhowthereaderinterpretskeypoints.

Howdoreadersanalyzeanauthor’suseofreasonsandevidencetosupportimportantpointsinthetext?

Howdoreadersusetheauthor’spurpose,forwriting,todetermineavoicefororalreading?

AssessmentsAuthor’sPurposeComprehensionStrategyAssessment–pages58‐61BenchmarkLiteracyGrade5UnitAssessment1‐10



Keyideas/concepts,individuals,events,stepsininformationaltexts

Howtodeterminetheauthor’spurpose Howtousethetextevidencetodevelopauthor’s

purpose Author’sPointofView

*Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support the point(s).


*Interpret text features (e.g., headings, graphics, charts) and/or make connections between texts and the content of text features.

Analyzeanauthor’suseofevidencetounderstandtheirarguments

Determineauthor’spurposeandhowitaffectsareader’stone,voice,andunderstanding

ICanStatements

Icanexplainhowauthorsusereasonsandevidencetosupport particularpointsininformationaltext.Icandeterminetheauthor’spurposeforwriting.

Reflections



RI.5.9

CC.1.2.5.I– Integrateinformationfromseveral textsonthesametopictodemonstrateunderstandingofthattopic.

ResearchCompare&ContrastAcrossTextBenchmarkLiteracyUnit1–10Week2(Skillsvarythroughouttheunits)LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentswillcombineinformationfromseveraltextsaboutthe same subjectinawrittenororalresponsethatdemonstratesknowledgeofthesubject.Usequestionsandpromptssuchas:

Whatisthesameaboutthepointspresentedinthesetexts?Whatisdifferent? Howcanyougrouptogether(gather)factsandpiecesofevidencefromthesetextstosupport

yourthinkingaboutthistopic?CommonMisconceptionsSomestudentsmaybelieve:

Everythingthattheyreadwhenresearchingisimportant. Informationaltextsontwodifferenttopicswillnothaveanysimilarities. Informationaltextsaboutthesametopicshouldhavethesamedetails.


Authorsofinformationaltextprovideinformationandkeydetailsontopicsindifferentways.

Goodreaderscomprehendinformationaltextsbycomparingandcontrastingimportantinformationpresentedinseveraltexts.

Howdowritersconductshortresearchprojectsusingseveralsourcestobuildknowledgeondifferentaspectsofatopic?

Howdowritersgatherrelevantinformationfromvarioussourcestosummarizeandparaphraseinformationinnotesandfinishedwork?

Whyisitimportantforawritertoprovidealistofsources?

Whyisinformationorganizedindifferentways? Whydoweneedtoevaluatethereliabilityof

sources?

AssessmentsCompare&ContrastComprehensionStrategyAssessment–pages50‐53BenchmarkLiteracyGrade5UnitAssessment1‐10



Informationaltext(bothliterarynonfictionandexpositorytexts)

Howtocompare&contrasttwoormoretexts Useimportantpoints/mainideastocompare

texts


Establishapurposeforgatheringinformation

Purposeforgatheringinformation Methodstomanageandorganizeselected

information(graphicorganizers) Howtointegrateinformationfromvarioustexts

inapurposefulway

Identifythemostimportantpointsand/orsupportingdetailsfromtwotextsforagivenpurpose

Useamethodformanagingandorganizingselectedinformation

ICanStatementsIcancompareandcontrast detailsaboutatopicusingtwoormorepiecesofinformationaltext.Icanunderstandatopicbetterbymakingconnectionsbetweentwoormoretexts.

Reflections



L.5.4

CC.1.2.5.J – Acquireanduseaccuratelygrade‐appropriateconversational,generalacademic,anddomain‐specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships.

ResourcesVocabularyWordStudyVocabularyUnits1‐32LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardLearningwordsatthisstageincludesgrowingvocabulary by using contextcluesandknownwordparts(GreekandLatinaffixandroot)todefineunknownandmultiplemeaningwords.CommonMisconceptionsSomestudentsmaybelieve:

Wordswithsimilarlettersatthebeginning,middle,orendofwordshavesimilarrootsoraffixes.

BigIdea(s) EssentialQuestion(s)Goodreadersareabletousethecontextclueswithinthetexttodeterminethemeaningofanunknownwordorphrase.Goodreadershaveafundamentalunderstandingofaffixesandroots,andcanusethemtodevelopwordmeaningwithinthetext.

Howdoesareaderusecontextcluestounlockthemeaningofunknownwordsandphrases?

Howdoesareaderdeterminetheappropriatedefinitionofwordsthathavemorethanonemeaning?

Howdoesareaderuseknownwordpartstodeterminethemeaningofunknownwords?

AssessmentsContextCluesComprehensionStrategyAssessment–pages114‐117,118‐121BenchmarkLiteracyGrade5UnitAssessment9SuffixesInformalAssessmentforVocabularyDevelopment–page66



Meaningofunknownwordsandphrases Contextclues

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

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

o Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis)

o Determinethemeaningofgeneralacademicanddomain‐specificwordsandphrasesusedinatext.

ICanStatementsIcanusewordoriginstolearnthemeaningsofunknownwords.

Icanuseprefixes,suffixes,androotsofwordstounderstandthemeanings.Icanusecontextcluestohelpmeunderstandnewwords.Icanusedictionaries,glossaries,thesaurusestohelpmeunderstandandpronouncenewwords.

Reflections



RL.5.4

CC.1.2.5.K– Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade‐levelreadingandcontent,choosingflexiblyfromarangeofstrategiesandtools.

ResourcesMultipleMeaningWordsBenchmarkLiteracyUnit9Week3LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadAffixesandRootsWordStudyVocabularyWorkshopLessons1‐32LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardLearningwordsatthisstageincludesgrowingvocabulary by using contextcluesandknownwordparts(GreekandLatinaffixandroot)todefineunknownandmultiplemeaningwords.CommonMisconceptionsSomestudentsmaybelieve:

The well-known meaning of the word is the only meaning. Wordswithsimilarlettersatthebeginning,middle,orendofwordshavesimilarrootsoraffixes.


Goodreadersareabletousethecontextclueswithinthetexttodeterminethemeaningofanunknownwordorphrase.Goodreadersknowthatmanywordshavemorethanonemeaningandtheycanselecttheproperoneforthegiventext.Goodreadershaveafundamentalunderstandingofaffixesandroots,andcanusethemtodevelopwordmeaningwithinthetext.




Whyisitimportanttoutilizegrade‐levelanddomain‐specificvocabulary?

AssessmentsMultipleMeaningWordsBenchmarkLiteracyGrade5UnitAssessment9InformalAssessmentforVocabularyDevelopment–page68ContextCluesComprehensionStrategyAssessment–pages114‐117,118‐121BenchmarkLiteracyGrade5UnitAssessment9SuffixesInformalAssessmentforVocabularyDevelopment–page66



Meaningofunknownandmultiple‐meaningwordsandphrases

Contextclues Figurativeornon‐literalmeaning(e.g.,simile,

metaphor,personification)





*Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.a.Interpretfigurativelanguage(simile,metaphor,andpersonification)incontext.b.Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs.c.Usetherelationshipbetweenparticularwords(e.g.,synonyms,antonyms,homographs)tobetterunderstandeachofthewords.

ICanStatementsIcanusewordoriginstolearnthemeaningsofunknownwords.Icanuseprefixes,suffixes,androotsofwordstounderstandthemeanings.Icanusecontextcluestohelpmeunderstandnewwords.Icanusedictionaries,glossaries,thesaurusestohelpmeunderstandandpronouncenewwords.

Reflections



RI.5.CC.1.2.5.L – Readandcomprehendliterarynonfictionandinformationaltextongradelevel,readingindependentlyandproficiently.

ResourcesNon‐FictionComprehensionSkillsBenchmarkLiteracyUnit1–10(Non‐Fictionstories)LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsarerequiredtodemonstrateunderstandingof literarynonfictionandinformationaltext.Usequestionsandpromptssuchas:

Howisthetextorganized? Whatfeaturesofthisinformationaltextaidincomprehension?


Text structure and text features are not important in comprehending informational text.

BigIdea(s) EssentialQuestion(s)Goodreadersusetextfeaturestocomprehendliterarynonfictionandinformationaltext.Goodreadersareabletoreadon‐leveltextsindependentlyandproficiently.

HowdoIread,understand,andrespondtoinformationaltext?

HowdoIusetextualevidencetoaidincomprehension?

Assessments

ComprehensionStrategyAssessment–AllNonfictionTestPassagesBenchmarkLiteracyGrade5UnitAssessment–AllNonfictionWeeklyAssessmentsInformalAssessmentsforTextComprehension–NonfictionSkillActivities



How to analyze text structure Howtopreviewtextandmakepredictions

Usetextstructuretoaidincomprehension Previewtextfeaturesandtextstructureto

understandtext

ICanStatementsIcanpreviewinformationaltextfeaturesandmakepredictions.Icananalyzetextstructure.

Reflections



RL.5.2

CC.1.3.5.A– Determineathemeofatextfromdetailsinthetext,includinghowcharactersinastoryordramarespondtochallengesorhowthespeakerinapoemreflectsuponatopic;summarizethetext.

ResourcesThemeBenchmarkLiteracyUnit2,Week2–TextsForCloseReading23‐29LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadSummarizeLeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardDeterminingathemecontinuestobeafocusand studentsshouldbe giving morethoughttocharactersactionsinatext.Usequestionsandpromptssuchas:

Whatarethemostimportanteventsthathappenedinthestory?Howdoyouknow? Whatisthethemeofthistext?Summarizethestoryfrombeginningtoendinafewsentences.

CommonMisconceptionsSomestudentsbelieve:

Themeinfictiontextsisstateddirectlywheninfactithastobeextractedfromthecharacters’actionsandthestoryelements.Inotherwords,youmustfigureoutthethemeyourself.

Statingthethemeisenough,notextsupportisneeded. Theyshouldquotedirectlyfromthetextratherthanparaphrasingwhenwritingsummaries.


Authorsofliterarytextsincludedetailsthathelpreadersdeterminethethemeorcentralidea(s).

Goodreaderscreateeffectivesummariesthatcapturethekeydetailsorthemeofthetext.

Howdoesareaderdifferentiatethethemeofatextfromdetailsinatext?

Howisthetopicofastoryaffectedbyhowthecharactersrespondtochallenges?

Whatarethecharacteristicsofaneffectivesummary?

Assessments

ThemeUnit2Week2BLM4InformalAssessmentforTextComprehension–pages26,41



Elementsofliterarytexts Howtosummarizeliterarytexts Centralidea(s) Authorsusethemeteachlife‐longlessons Differencebetweencentralideasanddetailsina

story Rolecharactersorspeakersplayinstories,

drama,orpoems.

*Determineathemeofastory,drama,orpoemfromdetailsinthetext,includinghowcharactersinastoryordramarespondtochallengesorhowthespeakerinapoemreflectsuponatopic;summarizethetext.Describeorgraphicallyrepresenttherelationshipbetweencentralidea(s)anddetails

Determineathemeinliterarytext(s)

Characteristicsofaneffectivesummaryforliterarytexts

Howtosummarizeliterarytextsbyusingmainideaanddetails

Determinecharacters’orspeakers’rolesinstories,dramas,poems(e.g.,actionsandreactions)

Explainhowparticulardetails(e.g.,characters’orspeakers’actionsandreactions)revealatheme

Summarizeatext,includingthecentralidea(s)intheoriginalpiece

ICanStatements

Icanexplainhowthethoughts,wordsandinteractionsofacharactertellhisorhermotives.Icanidentifythespeakerandexplainhowpointofviewaffectsthetext.Icanusedetailsinthetexttodeterminetheme.

Reflections



RL.5.1CC.1.3.5.B– Citetextualevidencebyquotingaccuratelyfromthetexttoexplainwhatthetextsaysexplicitlyandmakeinferences.

ResourcesInferenceBenchmarkLiteracyUnit3,Week1BenchmarkLiteracyUnit2,Week2,BLM1BenchmarkLiteracyUnit4,Week2,BLM1LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadGenreAnchorPosters–HistoricalFictionReader’sTheaterSelectionsExplanation/ExampleofStandardFifthgradestudentsarerequiredtoquote accurately fromthetexttosupporttheiranswers. “Quoteaccurately”mayincludeusingtheirownwords.Usequestionsandpromptssuchas:

Canyoutellmethereasonswhyyouthink…?Showwhereyoulinkedyourthinkingtothetext. Whatarethemostimportanteventsthathappenedinthestory?Howdoyouknow?


Re‐readingformeaningisnotnecessary. Theknowledgestudentshaveaboutasubject,topic,orexperienceiscorrectratherthanrelyingon

theinformationinthetext. Anyquotefromthetextissufficientevidence.


Authorsincludekeydetailsinliterarytextswhichcanhelpareaderaskandanswerquestions.

Goodreadersuseexamples,details,andquotesfromthetexttosupporttheirinferences.

Goodreadersusetextualevidence,connectionstotheirownlivesandtheirbackgroundknowledgetomakeinferencesanddrawconclusionsaboutwhattheyread.

Howdoesareaderuseschemaandinformationfromthetexttomakeinferences?

Howdoesareaderusequotestoexplainwhatthetextsays?

Howdoesareaderusequotesfromatexttosupportinferences?

Howdoesareadercitetextualevidencetoexplainwhatthetextsaysexplicitly?

AssessmentsHome/SchoolConnectionsReader’sTheaterSelf‐AssessmentsInformalAssessmentforTextComprehension–pages38,39



Howtomakeaninference Differencebetweenapredictionandinference Howtomaketext‐to‐selfconnectionswithinthe

text Howtoexplicitlystateinformationfromthetext

*Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.

Make,testandrevisepredictionsastheyread

Author’sdecisions(e.g.,wordchoice,pointofview,literaryelements)influenceunderstanding

Howgeneralizationsrelatetoinferences Conclusion

Usethecombinationofexplicitlystatedinformation,personalconnections,backgroundknowledge,andconnectionstothetexttoanswerquestionstheyhaveastheyread

Differentiatebetweenappropriateandinappropriatetextualsupport

Usequotesfromthetexttodrawandsupportinferences

ICanStatementsIcanaccuratelyquotekeydetailsfromatext.Icandrawinferenceswhenreading.IcanaccuratelyquotefromliterarytexttosupportinferencesIhavemadeusingkeydetailsfromthetext.

Reflections



RL5.3CC.1.3.5.C– Compareandcontrasttwoormore characters,settings oreventsinastoryordrama,drawingonthespecificdetailsinthetext.

ResourcesCompareandContrastBenchmarkLiteracyUnit5,Week2,BLM2‐4LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardFifthgradestudentsarerequiredtorefertospecificdetailsinthetextwhenfindingthesimilaritiesanddifferencesbetweentwoormorecharacters,settings,orevents.Usequestionsandpromptssuchas:

Canyoutellmehowthecharactersolvedtheprobleminthisstory?Describehowthesetwocharactersarethesame.Howaretheydifferent?


AVenndiagramistheonlywaytoorganizetheinformation Studentsaddtheiropinionratherthanrelyingonthefactspresentedinthetext.Comparingand

contrastingshouldremainobjectiveratherthansubjective. Astudent’sopinioncanbeusedtocompareandcontrast.


Goodreadersusespecificdetailsfromaliterarytexttosupporttheirthinkingaboutcharacters,settingsorevents.Goodreadersareabletousespecificdetailsfromliterarytexttocompareandcontrastavarietyofstoryelements.

How does comparing and contrasting story elements help a reader gain understanding of a text?

How does a reader determine what info is necessary to properly compare and contrast story elements.

AssessmentsInformalAssessmentforTextComprehension– pages28,30‐31



Elementsofliterarytexts Howimportant/supportingkeydetailshelps

readerscompareandcontrastcharactersandstoryelements

StoryElementso Plot(e.g.,events,climax/turningpoint,

resolution,)o Conflict(manvs.man,manvs.self,manvs.

nature,etc.)o Charactersandcharacterroles(hero/villain,

major/minor,protagonist/antagonist)o Setting(e.g.,time,place)

DramaElementso Scenes

*Compareandcontrasttwoormorecharacters,settingsoreventsinastory,dramaorpoem,drawingonthespecificdetailsinthetext(e.g.,howcharactersinteract).

Identifyimportant,specificdetailsthatsupportkeyideas

Identifyanddescribetheploteventsinastoryordrama,includingthebeginning,risingactions,climax,fallingactions,andconclusion.

Describeorgraphicallyrepresentcharacters(traits,thoughts,words,feelingsandactions),includingexamplesfromthetextregardingtheirthoughts,feelings,actions,statements,and/orthewayotherpeoplereact/talkaboutthem.


Reflections

o Dialogueo Stagedirections

Charactertraits,actions,feelings,words

Identifyanddescribethesettinginastoryordrama,specificallythephysicallocationandthetimeperiod.Includeanyprogression/changesthissetting.

Classifyeventsasthebeginning,risingactions,climax,fallingactions,andconclusion.

ICanStatements

Icandescribethethoughts,wordsandinteractionsofcharacters.Icantellhowthesettinginfluencesthestory.Icanexplainindetail,theplot,theconflictandtheresolution.Icanusespecificdetailsinastorytohelpmedescribeacharacter,settingoreventinthestory.Icantellhowstorycharactersarealikeanddifferent.



RL.5.6CC.1.3.5.D.– Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesanddifferencesinthepointofviewtheyrepresent.

ResourcesCompare&ContrastBenchmarkLiteracyUnit2,Week3BenchmarkLiteracyUnit3,Week2BLM2,3,4BenchmarkLiteracyUnit4,Week2BLM2,3,4BenchmarkLiteracyUnit5,Week2BLM2,3,4BenchmarkLiteracyUnit7,Week2BLM2,3,4LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadAuthor’sPurposeBenchmarkLiteracyUnit1–10,Week3(SpecificAPskillsvarythroughouttheUnits)LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsarerequiredtodiscussthesimilaritiesanddifferences uniquetothevariousperspectivespresentedinthetext.Theywillgivedescriptionsabouthowtheinformationispresentedforeachperspective.Usequestionsandpromptssuchas:

Howistheplotpresentedinthistext?Whatdoestheauthorwantthereadertounderstandaboutthecharactersandtheplot?

Whatissimilaranddifferentaboutthepointsofviewrepresentedinthetexts?CommonMisconceptionsSomestudentsmaybelieve:

Identifyingthetypeofpointofviewisenough. Thepointofviewtheyconnectwithbecauseoftheirexperiencesisthecorrectone.


Anauthordevelopstextsbymakingchoices,includingpointofview,toachievehis/herpurpose.

Authorsusethenarratorandspeaker(pointofview)todevelopplot,character,andcentralmessageortheme.

Goodreadersrecognizethatthenarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribed.

Howdoesareaderanalyzemultipleaccountsofthesameeventinordertodeterminepointofview?

Howisthestoryinfluencedbytheauthor’spointofview?

Howdoreadersusetheauthor’spurpose,forwriting,todetermineavoicefororalreading?

Assessments

Compare&ContrastInformalAssessmentforTextComprehension–pages30‐31Author’sPurposeComprehensionStrategyAssessment–pages58‐61BenchmarkLiteracyGrade5UnitAssessment1‐10



Elementsofliterarytext(s) Author’spurpose(e.g.,toinform,topersuade,to

entertain,todescribe,toexplainhow)forwritingatext

Pointofview(limited,first‐person,third‐person,all‐knowing)

Speaker/Narratorhelpstodeveloptheplot

*Describehowanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribed;describeanauthor’spurposeandexplainhowitisconveyedinthetext.

ICanStatementsIcancompareandcontrastastorytoldfromdifferentpointsofview.Icananalyzetheauthor’sviewpoint.

Reflections



RI.5.CC.1.3.5.E.– Explainhowaseriesofchapters,scenes,orstanzasfitstogethertoprovidetheoverallstructureofaparticularstory.

ResourcesTextStructureBenchmarkLiteracyUnit1–10,Week3Reader’sTheaterLeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsarerequiredtodemonstrateunderstandingoftheoverall structureinfiction.Usequestionsandpromptssuchas:

Howarethechapters,scenes,orstanzasorganizedinthistext? Whatdoestheauthorwantthereadertounderstandaboutthistext?


Thewaytheauthorchoosestoorganizethetexthasnoeffectontheirunderstanding.

BigIdea(s) EssentialQuestion(s)Goodreaderscandeterminehowauthorsorganizechapters,scenes,orstanzastoconveymeaning.Goodreadersdeterminethetypeoftextstructureusedinastory,drama,orpoem.

Howdoestheoverallstructureofthetextinfluencethereader’sunderstanding?

HowdoIexplainhowaseriesofchapters,scenes,orstanzasfittogethertoprovidethestructureofastory,drama,orpoem?

Assessments

TextStructure



How to analyze text structure Howauthor’susechronology,comparison,

cause/effect, problem/solution to develop plot. The purpose of chapters, scenes, and stanzas in

fictional text.

Identifyoverallstructureofworksoffiction Identifyhowoverallstructuresinvarioustypes

offictionserveadifferentpurpose

ICanStatementsIcanexplainhowchapters,scenes,orstanzasfittogethertogivestructuretostories,plays,andpoems.

Reflections


NationalStandard PACoreStandardRL.5.4L.5.4L.5.5

CC.1.3.5.F– Determinethemeaningofwordsandphrasesastheyareusedingrade‐leveltext,includinginterpretationoffigurativelanguage.

ResourcesFigurativeLanguageBenchmarkLiteracyUnit2,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadSynonymsBenchmarkLiteracyUnit3,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadAntonymsBenchmarkLiteracyUnit10,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentswillcontinuetotellthemeaningofwordsandphrasesinatextandfocusonfigurativelanguage.Learningwordsatthisstageincludesunderstandingandinterpretingthemeaningofsimiles,metaphors,idioms,adages,andproverbsanddemonstratingunderstandingofrelationshipsbetweenwords(synonymsandantonyms).CommonMisconceptionsSomestudentsmaybelieve:

Similesandmetaphorsarethesamebecausetheybothcompare. Connotation(feeling)anddenotation(actualmeaning)arethesamething.


Goodreadersunderstandhowtomakepurposefullanguagechoicestoenhancethemeaninginfiction.

Goodreadersactivelyseekthemeaningofunknownwords/phrasestodeepentheirunderstandingofworksoffiction.



Howdoesareaderdifferentiatebetweenliteralandnon‐literalmeaning?

Howdoesareaderidentifyandinterpretfigurativelanguageandliterarydevices?

AssessmentsFigurativeLanguageComprehensionStrategyAssessment–pages78‐81ComprehensionStrategyAssessment–pages110‐113BenchmarkLiteracyGrade5UnitAssessment2,3,5Antonyms,Synonyms,&HomographsComprehensionStrategyAssessment–pages106‐109BenchmarkLiteracyGrade5UnitAssessment3,10



Author’suseofwordchoicehelpsplotdevelopment

Contextcluesaidinunderstanding

*Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade5readingandcontent,choosingflexibly

Literal/Nonliteralmeaning Connotativemeaning Thepurposeoffigurativelanguageornon‐literal

meaning(e.g.,simile,metaphor,personification) Purposeofidioms,adagesandproverbs Howtousesynonyms,antonyms,homographsto

understandthemeaningofwords

fromarangeofstrategies.o Usecontext(e.g.,definitions,examples,or

restatementsintext)asacluetothemeaningofawordorphrase.

*Demonstrateunderstandingoffigurativelanguage,wordrelationshipsandnuancesinwordmeanings.

o Interpretfigurativelanguage(e.g.,simile,metaphor,personification)incontext.

o Recognizeandexplainthemeaningofcommonidioms,adagesandproverbs

o Usetherelationshipbetweenparticularwords(e.g.,synonyms,antonyms,homographs)tobetterunderstandeachofthewords.

Readandrereadothersentences,paragraphs,andnon‐linguisticimagesinthetexttoidentifycontextclues

Differentiatebetweenliteralandnon‐literalmeaning

ICanStatementsIcandefinewordsusingcontextcluesandauthors'definitions.Icanusecontextcluestofindthemeaningsofsynonyms,antonyms,homophones,homonyms,&homographs.Icanunderstandandinterpretfigurativelanguage.Icanunderstandsimilesandmetaphors.Icanusecontextcluestohelpmeunderstandnewwords.Icaninterpretfigurativelanguage.Icanexplainthemeaningofcommonidioms,adages,proverbs.Icanusetherelationshipofsynonyms,antonyms,andhomographstohelpmeunderstandeachword.

Reflections



RI.5.

CC.1.3.5.G – Analyzehowvisualandmultimediaelementscontributetothemeaning,tone,orbeautyofatext(e.g.,graphicnovel,multimediapresentationoffiction,folktale,myth,poem).

ResourcesBenchmarkLiteracyUnit5,Week2,BLM1BenchmarkLiteracyUnits1‐10,Week3Reader’sTheaterRead‐Alouds,LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardAs students read works of fiction, visual elements make the text meaningful to students. Studentsuse questionsandpromptssuchas:

Howdopicturesinthetextaddtotheoverallmeaningofthetext?


Pictures have little importance in the comprehension of the text.

BigIdea(s) EssentialQuestion(s)Goodreadersusevisualelementsoffictiontounderstandwhattheyread.

Goodreadersallowvisualelementstocontributetheoveralltoneorbeautyofatext.

Howdothevisualelementsofatextcontributetoitsmeaning,toneorbeauty?

AssessmentsBenchmarkLiteracyUnit5andUnit8Assessments– pages57‐68,93‐104



Overallstructureoffictionaltext How to make connections to the visual elements in

works of fiction Multimedia elements in literature

Analyze visual elements to add to the understanding of fiction

Determine how multimedia elements enhance fiction text

ICanStatements

Icanexplainhowvisualsandmultimediaelementscontributetostory.

Reflections



RL.5.9

CC.1.3.5.H– Compareandcontrasttextsinthesamegenreontheirapproachestosimilarthemesandtopicsaswellasadditionalliteracyelements.

ResourcesCompare&ContrastAcrossTextsBenchmarkLiteracyUnits1–10Week2(Fictionskillsvarythroughouttheunits)BenchmarkLiteracy–BLMSpecifictofictiontextsLeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardFifthgradestudentswillfindsimilaritiesanddifferencesinthemesandtopicswhenreadingstoriesofthesamegenre.Usequestionsandpromptssuchas:

In reading texts of this genre, what similar things happened to the characters? What different things happened to the characters?

In reading texts of this genre, how do characters solve problems in different ways? In reading texts of this genre, how are the plots the same or different across texts?


Twofictiontextswillnevercontainthesametheme. Twoauthorswillalwayshavethesameperspectiveofatopic.


Effectivereaderscanidentifythemeinmultipletextsandidentifythesimilaritiesanddifferencesbetweenthem.Goodreadersunderstandthatdifferentauthorswillprovidedifferentperspectivesofatopicthroughtheirdevelopmentofplot.

Howdoescomparingandcontrastingthemesfromvariouspiecesofliteratureincreaseunderstanding?

HowcanIcompareandcontrastthewaytwotextsinthesamegenreapproachsimilarthemesandtopics?

AssessmentsCompareandContrastComprehensionStrategyAssessment–pages50–53BenchmarkLiteracyUnitAssessments–Fiction



Elementsofliterarytexts Theme Differencebetweencentralideasanddetailsina

story Important/supportingkeydetails StoryElements

o Plot(e.g.,events,climax/turningpoint,resolution,)

o Conflict(manvs.man,manvs.self,manvs.nature,etc.)

o Charactersandcharacterroles(hero/villain,

*Compareandcontraststoriesinthesamegenreontheirapproachestosimilarthemesandtopics.Note:“Stories”meansnarrationofeventstoldthroughthetexttypesofstories,dramasorpoems.

Identifyimportant,specificdetailsthatsupportkeyideas.

OrganizeinformationinVenndiagramsorT–chartstocompareandcontrast.

Recognize,understand,andappreciatemultipleperspectivesandcultures.

major/minor,protagonist/antagonist)o Setting(e.g.,time,place)

DramaElementso Sceneso Dialogueo Stagedirectionso Charactertraits,actions,feelings,words

Identifytheme.

ICanStatementsIcancompareandcontraststoriesfromthesamegenre.Icanunderstandatopicbetterbymakingconnectionsbetweentwoormoretexts.

Reflections



L.5.4

CC.1.3.5.I – Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade‐levelreadingandcontent,choosingflexiblyfromarangeofstrategiesandtools.

ResourcesMultipleMeaningWordsLeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadAffixesandRootsWordStudyVocabularyWorkshopLessons1‐32LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardLearningwordsatthisstageincludesgrowingvocabulary by using knownwordparts(Greekand Latinaffixandroot)toacquireunknownwordsanddevelopingprintanddigitalreferenceuse(glossary,dictionary,andthesaurus).CommonMisconceptionsSomestudentsmaybelieve:


BigIdea(s) EssentialQuestion(s)Goodreadersareabletousethecontextclueswithinthetexttodeterminethemeaningofanunknownwordorphrase.Goodreadersknowthatmanywordshavemorethanonemeaningandtheycanselecttheproperoneforthegiventext.Goodreadershaveafundamentalunderstandingofaffixesandroots,andcanusethemtodevelopwordmeaningwithinthetext.



Howdoesareaderdifferentiatebetweenliteralandnon‐literalmeaning?

Howdoesareaderidentifyandinterpretfigurativelanguageandliterarydevices?

AssessmentsMultipleMeaningWordsBenchmarkLiteracyGrade5UnitAssessment9InformalAssessmentforVocabularyDevelopment–page68ContextCluesComprehensionStrategyAssessment–pages114‐117,118‐121BenchmarkLiteracyGrade5UnitAssessment9SuffixesInformalAssessmentforVocabularyDevelopment–page66



Meaningofunknownandmultiple‐meaning

wordsandphrases Contextclues Figurativeornon‐literalmeaning(e.g.,simile,

*Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade5readingandcontent,choosingflexiblyfromarangestrategies.

metaphor,personification)

o Usecontext(e.g.,cause/effectrelationshipsandcomparisonsintext)asacluetothemeaningofawordorphrase.

o Usecommon,grade‐appropriateGreekandLatinaffixesandrootsascluestothemeaningofaword(e.g.,photograph,photosynthesis)


*Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.a.Interpretfigurativelanguage(simile,metaphor,andpersonification)incontext.b.Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs.c.Usetherelationshipbetweenparticularwords(e.g.,synonyms,antonyms,homographs)tobetterunderstandeachofthewords

ICanStatements

Icanusewordoriginstolearnthemeaningsofunknownwords.Icanuseprefixes,suffixes,androotsofwordstounderstandthemeanings.Icanusecontextcluestohelpmeunderstandnewwords.Icanusedictionaries,glossaries,thesaurusestohelpmeunderstandandpronouncenewwords.

Reflections



L.5.4

CC.1.3.5.J – Acquireanduseaccuratelygrade‐appropriateconversational,generalacademic,anddomain‐specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships.

ResourcesVocabularyWordStudyVocabularyUnits1‐32LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardLearningwordsatthisstageincludesgrowingvocabulary by using contextcluesandknownwordparts(GreekandLatinaffixandroot)todefineunknownandmultiplemeaningwords.CommonMisconceptionsSomestudentsmaybelieve:


BigIdea(s) EssentialQuestion(s)Goodreadersareabletousethecontextclueswithinthetexttodeterminethemeaningofanunknownwordorphrase.Goodreadershaveafundamentalunderstandingofaffixesandroots,andcanusethemtodevelopwordmeaningwithinthetext.




AssessmentsContextCluesComprehensionStrategyAssessment–pages114‐117,118‐121BenchmarkLiteracyGrade5UnitAssessment9SuffixesInformalAssessmentforVocabularyDevelopment–page66



Meaningofunknownwordsandphrases Contextclues





ICanStatementsIcanusewordoriginstolearnthemeaningsofunknownwords.

Icanuseprefixes,suffixes,androotsofwordstounderstandthemeanings.Icanusecontextcluestohelpmeunderstandnewwords.Icanusedictionaries,glossaries,thesaurusestohelpmeunderstandandpronouncenewwords.

Reflections



L.5.4CC.1.3.5.K– Readandcomprehendliteraryfictionongradelevel,readingindependentlyandproficiently.

ResourcesFictionComprehensionSkillsBenchmarkLiteracyUnit1–10(Fictionstories)LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsarerequiredtodemonstrateunderstandingofliteraryfiction.Use questionsandpromptssuchas:

Howistheplotofthestorydeveloped? Whatstoryelementsofthisworkoffictionaidincomprehension?


Understanding story elements are not important in comprehending literary fiction.

BigIdea(s) EssentialQuestion(s)Goodreadersusestoryelementstocomprehendliteraryfiction.Goodreadersareabletoreadon‐leveltextsindependentlyandproficiently.

HowdoIread,understand,andrespondtoworksoffiction?

HowdoIusemyunderstandingofstoryelementstoaidincomprehension?

AssessmentsComprehensionStrategyAssessment–AllFictionTestPassagesBenchmarkLiteracyGrade5UnitAssessment–AllFictionWeeklyAssessmentsInformalAssessmentsforTextComprehension–FictionSkillActivities



How to analyze story elements Howtoreadindependently Howtoreadfluently

Usestoryelementstoaidincomprehension Usebasicreadingcomprehensionskillstoread

independentlyandproficiently

ICanStatementsIcanusefictionalstoryelementstohelpmecomprehendthestory.Icanreadandunderstandfifthgradestories,plays,andpoemsindependently.

Reflections



W.5.2

CC.1.4.5.A: Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly.CC.1.4.5.B:Identifyandintroducethetopicclearly.CC.1.4.5.C:Developthetopicwithfacts,definitions,concretedetails,quotations,orotherinformationandexamplesrelatedtothetopic;includeillustrationsandmultimediawhenusefultoaidingcomprehension.CC.1.4.5.D:Grouprelatedinformationlogicallylinkingideaswithinandacrosscategoriesofinformationusingwords,phrases,andclauses;provideaconcludingstatementorsection;includeformattingwhenusefultoaidingcomprehension.CC.1.4.5.F:DemonstrateagradeappropriatecommandoftheconventionsofstandardEnglishgrammarandspelling.

Resources

LucyCalkins–“TheLensofHistory”ResearchReports,Grade5Unit2:InformationBenchmarkLiteracy‐WritingtoSourcesWeeklyPromptsExplanation/ExampleofStandardFifthgradestudentswriteinformative/explanatorypiecesaswell.Theymustbeabletofindandgroupinformationtogetherinalogicalway.Inordertodoso,studentsneedstrategiesforresearchingatopic(gatheringdata),selectingrelevantinformation(notetaking),groupinglikeideas,anddevelopingawaytopresenttheideasfrombeginningtoend(formatandorganizationofwrittenpresentation).Atthislevel,studentsuseavarietyofsentencestructuresandmorecomplexsentences.Theyaredevelopingtheuseofmorecomplexsentenceswithclauses(consequently,specifically).Studentsneedtoengageinbehaviors(turnandtalk,smallgroupdiscussion,andnumerouswritingandspeakingactivities)thatleadtotheexpressionofideasbothverballyandinwriting.Studentswillalsoneedapurposefulfocusonchoice‐makingthroughoutELA.Forexample,fifthgradestudentsneedtobeabletochooseprecisevocabularytoexplaintheirthinkingaboutatopic.Fifthgradestudentsarerequiredtoincludebothanintroductionandaconcludingstatementorsectionintheirwriting.Studentscontinueusingstrategiesforintroducingconcepts(suchasbeginningwithafact,dialogue,orquestionaboutthetopic)andconcludingtheirthoughts(usingsummarystatements)whenwriting.Theyarelearningtofurtherorganizetheirwritingbydevelopingtheuseoftextfeatures(headings,sections,illustrations,andmultimedia).Studentsalsowritewithcomplexsentencestolinkthepartsoftheirwritingtogether.CommonMisconceptionsSomestudentsmaybelieve:

Thereisonlyonecorrectwaytowriteaninformationalpiece. Organizationisnotimportant. Studentsgenerallyfeeltheknowledgetheyhaveaboutatopicorsubjectiscorrect. Somestudentsbelievethatwritingisaninborntalent.


Goodinformative/explanatoryauthorsprovideinformationtohelpthereaderunderstandatopic.

Goodauthorsuseinformative/explanatorywritingtocommunicateinformationrelatedtoreal‐worldtasks.

Goodauthorsusemodel/exampletextstoguidethemastheycomposeinformative/expositorytexts.

Goodreadersandwriterswritetomakemeaningofwhattheyread.

Howdoesclearlyintroducingatopicsupportawriter’sfocus?

Whyisitimportantforawritertokeeptheirintendedaudienceinmindwhilecraftingtheirwriting?

Howdoesusingevidenceassistawriterinsupportingtheirdevelopmentofatopic?

Howdoesawriterorganizeinformationtocreatemeaning?

Howdoesawriterusephrasesandclausestolinkideas?

Howdoesproperuseofconventionsassistawriterinthedevelopmentoftheirwriting?

Whyisitimportantforawritertousepreciselanguagetoexplainatopic?

Howdoesawriterwritewithanawarenessofstyle?

AssessmentsLucyCalkins–WritingPathways–PerformanceAssessmentsandLearningProgressions124‐129.137‐138,160,172‐174BenchmarkLiteracyWritingtoSources–EvaluationRubricsLucyCalkins–If…Then…Curriculum99‐106Self‐AssessmentChecklist,Student/TeacherConferences



Informative/explanatorywriting Choosingandelaboratingonanappropriate

topic Information/facts/examples Beginning,middle,end Closure/ending/conclusion

*Introduce a topic for the intended audience, provide a general observation and focus, and group related information logically to support the writer’s purpose.

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

*Link ideas within categories of information using words, phrases and clauses (e.g., in contrast, especially).

*Providing a concluding section related to the information or explanation presented.

Select/name an interesting topic for writing Organize writing with a beginning, middle and end,

sequencing the ideas most of the time

ICanStatementsIcanwriteinformationalessaysorreports,includingresearchthathasaclearintroduction,bodyandconclusionincludingfactsandimportantdetailstoshowimportantideas.Icanstateanddevelopaclearmainideaforwriting.Icandevelopapurpose(toinform,toentertain,etc.)andaudienceforwriting.Icanusestrategieslikeroughoutlines,brainstormingandliststoplanwriting.Icanorganizewriting,withanintroduction,abody,andaconclusion.Icanuseavarietyofsentencestructuressuchassimple,compound,andcomplexsentences.Icanmaintainaconsistentfocusinparagraphsusingtopicsentencesandsupportingdetails.Icanchangethestyleofwritingforthereaderand/orpurpose.

Reflections



W.5.1

CC.1.4.5.G: Writeopinionpiecesontopicsortexts.CC.1.4.5.H:Introducethetopicandstateanopiniononthetopic.CC.1.4.5.I:Providereasonsthataresupportedbyfactsanddetails;drawfromcrediblesources.CC.1.4.5.J:Createanorganizationalstructurethatincludesrelatedideasgroupedtosupportthewriter’spurpose;linkopinionandreasonsusingwords,phrases,andclauses;provideaconcludingstatementorsectionrelatedtotheopinion.CC.1.4.5.K:Writewithanawarenessofstyle.

Usesentencesofvaryinglength. Expand,combine,andreducesentencesformeaning,reader/listener

interest,andstyle.

CC.1.4.5.L:DemonstrateagradeappropriatecommandoftheconventionsofstandardEnglishgrammarandspelling

TaughtinUnit(s)LucyCalkins–TheResearchBasedArgumentEssayGrade5Unit4BenchmarkLiteracy‐WritingtoSourcesWeeklyPromptsExplanation/ExampleofStandardFifthgradestudentsshouldwriteopinionpiecesthatclearly state theirpreferencesandsupply thereasoningfortheirthinking.Indoingso,studentsneedtounderstandhowtheirreasoningsupportstheiropinion,searchandfindfactstosupporttheirviewpoint,andsharethisthinking.Studentsbuildtheirargumentbylinkingideastogetherinalogicalmanner.Atthislevel,studentsuseavarietyofsentencestructuresandmorecomplexsentences.Theyaredevelopingtheuseofmorecomplexsentenceswithclauses(consequently,specifically).Studentsneedtoengageinbehaviors(turnandtalk,smallgroupdiscussion,andnumerouswritingandspeakingactivities)thatleadtotheexpressionofideasbothverballyandinwriting.Studentswillalsoneedapurposefulfocusonchoice‐makingthroughoutELA.Forexample,fifthgradestudentsneedtobeabletochooseprecisevocabularytoexplaintheirthinkingaboutatopic.Fifthgradestudentsarerequiredtoincludebothanintroductionandaconcludingstatementorsectionintheirwriting.Studentscontinueusingstrategiesforintroducingconcepts(suchasbeginningwithafact,dialogue,orquestionaboutthetopic)andconcludingtheirthoughts(usingsummarystatements)whenwriting.Theyarelearningtofurtherorganizetheirwritingbydevelopingtheuseoftextfeatures(headings,sections,illustrations,andmultimedia).Studentsalsowritewithcomplexsentencestolinkthepartsoftheirwritingtogether.CommonMisconceptionsSomestudentsmaybelieve:

Whenwriting,authorsalwayshaveonedistinctaudienceoronedistinctpurpose. Evidenceisnotnecessaryinopinionpieces. Negativeargumentsarepreferred.

BigIdea(s) EssentialQuestion(s)Goodpersuasivewriterscontrolthemessagebyaddressingtheneedsoftheaudienceandbuildingareasonedandlogicalcasetosupportaclearposition.

Goodauthorsusemodel/examplestextstoguidethemastheycomposetheirownpersuasivepieces.

How do writers clearly introduce a topic andstate an opinion about the topic?

Whyisitimportantforawritertokeeptheirintendedaudienceinmindwhilecraftingtheirwriting?

Howdowritersusefactsanddetailsfromcrediblesourcestosupportopinions?

Howdoesawriterorganizetheirideastosupporttheiropinion?

Howdoesawriterlinktheiropinionsandreasonsusingphrasesandclauses?

Howdoesawriterdevelopaconcludingstatementtosupporttheiropinion?

Howdoesproperuseofconventionsassistawriterinthedevelopmentoftheirwriting?

Howdowritersexpand,combine,andreducesentencestomaintainreaderinterest?

Howdowriterswritewithanawarenessofstyle?

AssessmentsLucyCalkins–WritingPathways–PerformanceAssessmentsandLearningProgressions82‐87,95,110‐112,121BenchmarkLiteracyWritingtoSources–EvaluationRubricsLucyCalkins–If…Then…Curriculum107‐113Self‐AssessmentChecklist,Student/TeacherConferences



Persuasionandargument Differencebetweenrelevantandirrelevant

evidence Opinion/position Reason(s)(e.g.,claims,support) Evidence(e.g.,examples,statistics,data,credible

personalandexpertopinions,facts) Logicalargument Primarysources Secondarysources(e.g.,UDLib/Search) Effectiveintroduction(e.g.,onethattakesaclear

position,clarifiestheissue,providesnecessarybackground)

Logicalorderofsupportingreasons(e.g.,weakesttostrongestargument,strongesttoweakestargument)

Awarenessofaudience Organizationalpattern/structure Linking/transitionwords,phrases,clauses(e.g.,

forinstance,inorderto,inaddition,consequently,specifically)

*Introducethetopicortextfortheintendedaudience,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedtosupportthewriter’spurpose.

*Providelogicallyorderedreasonsthataresupportedbyfactsanddetails.

*Linkopinionandreasonsusingwords,phrasesandclauses(e.g.,consequently,specifically)

*Provideaconcludingsectionrelatedtotheopinionpresented.

Identifyanissueinatopicortext Distinguishtheprosandcons Selectanddevelopanopinion/position Useprimaryandsecondarysourcestolocate,

sort,andselectreasonsbasedonfacts,examples,and/orevidenceforbothsides acknowledgetheopposingpointofview differentiatingbetweenrelevantand

irrelevantreasons/evidence

Howtouselinking/transitionwords(e.g.,ontheotherhand)toshowrelationship

Strategiesfordealingwithopposingpointofview(e.g.,rebuttal,concession,acknowledgement)

Howtoavoidunsupportedreasons Formatchoices(e.g.,letters[businessand

friendly],simpleeditorial,advertisements) Effectiveconclusion(e.g.,onethatbeginstomove

beyondsummary,calltoaction,nextstep)

usinganappropriatevarietyofreasons/evidence

addressingtheneedsoftheaudience prioritizingthereasons/evidence

Selectanappropriatewritingformat

ICanStatementsIcanwritetopersuade.Icanstateanddevelopaclearmainideaforwriting.Icandevelopapurpose(toinform,toentertain,etc.)andaudienceforwriting.Icanusestrategieslikeroughoutlines,brainstormingandliststoplanwriting.Icanorganizewriting,withanintroduction,abody,andaconclusion.Icanuseavarietyofsentencestructuressuchassimple,compound,andcomplexsentences.Icanmaintainaconsistentfocusinparagraphsusingtopicsentencesandsupportingdetails.Icanchangethestyleofwritingforthereaderand/orpurpose.

Reflections


NationalStandard PACore Standard

W.5.3

CC.1.4.5.M:Writenarrativestodeveloprealorimaginedexperiencesorevents.CC.1.4.5.N:Orientthereaderbyestablishingasituationandintroducinganarratorand/orcharacters.CC.1.4.5.O:Usenarrativetechniquessuchasdialogue,description,andpacing,todevelopexperiencesandeventsorshowtheresponsesofcharacterstosituations;useconcretewordsandphrasesandsensorydetailstoconveyexperiencesandeventsprecisely.CC.1.4.5.P:Organizeaneventsequencethatunfoldsnaturally,usingavarietyoftransitionalwordsandphrasestomanagethesequenceofevents;provideaconclusionthatfollowsfromthenarratedexperiencesandevents.CC.1.4.5.Q:Writewithanawarenessofstyles.Usesentencesofvaryinglength.Expand,combine,andreducesentencesformeaning,reader/listenerinterest,andstyle.

CC.1.4.5.R:DemonstrateagradeappropriatecommandoftheconventionsofstandardEnglishgrammarandspelling.CC.1.4.5.S:Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch,applyinggradelevelreadingstandardsforliteratureandinformationaltexts.

ResourcesLucyCalkins–NarrativeCraft,Grade5Unit1:NarrativeBenchmarkLiteracy‐WritingtoSourcesWeeklyPromptsExplanation/ExampleofStandardFifthgradestudentswriterealandimaginativestories.Studentsareexpectedtousedescriptiontoshowcharacters‟thoughtsandfeelingsaswellasthedetailsofcharacters‟interactionthroughdialogue.Asstudentsdevelopcharactersandusedialogue,theywillneedtounderstandhowtointroducecharactersandhowtoengagecharactersinconversationintheirwriting.Atthislevel,studentsuseavarietyofsentencestructuresandmorecomplexsentences.Theyaredevelopingtheuseofmorecomplexsentenceswithclauses(consequently,specifically).Studentsneedtoengageinbehaviors(turnandtalk,smallgroupdiscussion,andnumerouswritingandspeakingactivities)thatleadtotheexpressionofideasbothverballyandinwriting.Studentswillalsoneedapurposefulfocusonchoice‐makingthroughoutELA.Forexample,fifthgradestudentsneedtobeabletochooseprecisevocabularytoexplaintheirthinkingaboutatopic.Fifthgradestudentsarerequiredtoincludebothanintroductionandaconcludingstatementorsectionintheirwriting.Studentscontinueusingstrategiesforintroducingconcepts(suchasbeginningwithafact,dialogue,orquestionaboutthetopic)andconcludingtheirthoughts(usingsummarystatements)whenwriting.Theyarelearningtofurtherorganizetheirwritingbydevelopingtheuseoftextfeatures(headings,sections,illustrations,andmultimedia).Studentsalsowritewithcomplexsentencestolinkthepartsoftheirwritingtogether.CommonMisconceptions

Somestudentsmaybelieve:

Narrativewritingmustbefictional;thereforetheythinknarrativewritingcannotbecombinedwithresearchorincorporatefactualinformation.

Itismoreimportanttowritealotandbeverydescriptivethantoselectdetailspurposefully. Ifthepurposeistoentertain,thentheworkmustbefunnyorhaveahappyending. Theteacheristheonlypersonwhowillbereadingtheirwritingandistheaudienceforwhomthey

write. Followinganorganizationalstructureisboringanduncreative. Revisionsareonlymadeatthesentencelevel;dotheyaskthemselves,“Aremyideasclear?Isit

interesting?”

BigIdea(s) EssentialQuestion(s)Goodauthorsofnarrativewritingeffectivelydeveloprealorimaginedexperiencesoreventstotellastorythatengagesthereader.

Goodauthorsusemodel/exampletextstoguidethemastheycomposetheirownnarrativepieces.

Goodauthorsusenarrativeelementstodevelopotherkindsofwritingsuchasargumentativeandinformationaltexts.

Howdowritersestablishstoryelementstoorientthereadertoasituation?

Howdoesawriterusenarrativetechniquestodevelopcharactersandeventsintheirwriting?

Howdoesawriteruseconcretewords,phrases,andsensorydetailstopreciselydescribeevents?

Howdoesawriterusenarrativeelementstoorganizeandapieceofnarrativewriting?

Howdoesawriteruseavarietyoftransitionalwordsandphrasestomanagethesequenceofevents?

Howdoesawriterdevelopastrongconclusionfornarrativewriting?

AssessmentsLucyCalkins–WritingPathways–PerformanceAssessmentsandLearningProgressions178– 183,191,209–210,218BenchmarkLiteracyWritingtoSources–EvaluationRubricsLucyCalkins–If…Then…Curriculum92,98Self‐AssessmentChecklist,Student/TeacherConferences



Narrativewriting Topic Event(s)(topicandsituation‐whathappened.For

example,“mydog”isatopic;“mydogatemyhomework”isanevent)

Characters Charactersresponsestosituations Narrator Dialogue Elaboration Awarenessofaudience Reaction/response(e.g.,Whywastheevent

important?Howdidtheeventmakeyoufeel?) Organizationalpattern(s)(e.g.,chronological,

reflective,flashback) Relevant,concretedetails/examples Differencebetweenrelevantandirrelevant

details

*Orientthereaderbyestablishingasituationandintroducinganarratorand/orcharacters;organizeaneventsequencethatunfoldsnaturallytosupportthewriter’spurpose.

*Usenarrativetechniques,suchasdialogue,descriptionandpacing,todevelopexperiencesandeventsortoshowtheresponsesofcharacterstosituations.

*Useavarietyoftransitionalwordsandphrasestomanagethesequenceofevents.

*Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesandeventsprecisely.

*Provideaconclusionthatfollowsfromthenarratedexperiencesorevents.

Select/identifyrealorimaginedexperiencesorevent(s)totellabout

Sensoryimages(e.g.,figurativelanguage:descriptionsofhowthingslook,feel,smell,taste,sound)

Transitionalwordsandphrases Sequenceofevents Closure/ending/conclusion Forms(e.g.,shortstories,journals,poems,

personalessays)

Select/identifydetailsaboutanevent(s)andpeople

‐ differentiating between relevant and irrelevant details

‐ addressing the needs of the audience ‐ selecting an organizational pattern

appropriate for the topic and purpose

ICanStatementsIcanwritenarrativeswithaconsistentpointofview,sensorydetailsanddialoguethatwilldevelopcharactersandsetting.Icanstateanddevelopaclearmainideaforwriting.Icandevelopapurpose(toinform,toentertain,etc.)andaudienceforwriting.Icanusestrategieslikeroughoutlines,brainstormingandliststoplanwriting.Icanorganizewriting,withanintroduction,abody,andaconclusion.Icanuseavarietyofsentencestructuressuchassimple,compound,andcomplexsentences.Icanmaintainaconsistentfocusinparagraphsusingtopicsentencesandsupportingdetails.Icanchangethestyleofwritingforthereaderand/orpurpose.

Reflections



W.5.

CC.1.4.5.T: Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach.CC.1.4.5.U:Withsomeguidanceandsupport,usetechnology,includingtheInternet,toproduceandpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficientcommandofkeyboardingskillstotypeaminimumoftwopagesinasinglesitting.CC.1.4.5.V:Conductshortresearchprojectsthatuseseveralsourcestobuildknowledgethroughinvestigationofdifferentaspectsofatopic.CC.1.4.5.W:Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;summarizeorparaphraseinformationinnotesandfinishedwork,andprovidealistofsources.

CC.1.4.5.X:Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline‐specifictasks,purposesandaudiences.

Resources

LucyCalkins–NarrativeCraft,Grade5Unit1:NarrativeLucyCalkins–“TheLensofHistory”ResearchReports,Grade5Unit2:InformationLucyCalkins–“ShapingText”FromEssayandNarrativetoMemoir,Grade5Unit4LucyCalkins–TheResearchBasedArgumentEssay,Grade5Unit4BenchmarkLiteracy‐WritingtoSourcesWeeklyPromptsExplanation/ExampleofStandardFifthgradestudentsusevariouswritingstrategiestocreatearefinedresearched‐basedwritings:

Whileusingtechnologyand/orcollaborateswithothers. Thatuseinformationfromseveralreliableandvalidsources. Ofvariouslengthsandforarangeofpurposesandaudiences.

CommonMisconceptionsStudentsmaybelieve:

The revision process is not needed to properly publish their writing. They only need one source to support their writing. Their teacher is their audience.


Goodwritersstrengthentheirwritingbyfollowingacompletewritingprocess.Goodwritersuseavarietyofvalidsourcestoinvestigateatopic.Goodwriterswillcreatetheirwritingwithinvarioustimeframes.

Whatstepsinthewritingprocessareneededbeforepublication?

Howdowritersknowwhetherornotasourceisreliable?

Whattypesofpublishedwritingscanbecompletedinshort/longperiodsoftime?

Whateffectdoesbeingawareoftheaudiencehaveonthewriter’sstyle?

AssessmentsLucyCalkins–WritingPathways–PerformanceAssessmentsandLearningProgressionsBenchmarkLiteracyWritingtoSources–EvaluationRubricsLucyCalkins–If…Then…CurriculumSelf‐AssessmentChecklist,Student/TeacherConferences



Stepsofthewritingprocess Technologyandtheuseofreliable/relevant

sources Style(e.g.,formal,informal,specifictoaudience) Author’sPurpose

Follow the writing process to create a refinewriting.

Supporttheirwritingwithreliableresourcesrelatedtothetopic

Writewithaclearpurposetoaspecificaudience

ICanStatementsIcanplan,revise,edit,rewriteortryanewapproachinmywritingwiththehelpofpeersandadults.Icanusetechnologytocreateandpublishmywriting.Icanusetechnologytocommunicateandcollaboratewithothers.

Reflections


NationalStandard PACore Standard

S.5.

CC.1.5.5.A:Engageeffectivelyinarangeofcollaborativediscussionsongradeleveltopicsandtexts,buildingonothers’ideasandexpressingtheirownclearly.CC.1.5.5.B:Summarizethemainpointswrittentextreadaloudorinformationpresentedindiversemediaandformats,includingvisually,quantitatively,andorally.CC.1.5.5.C:Summarizethepointsaspeakermakesandexplainhoweachclaimissupportedbyreasonsandevidence.CC.1.5.5.D:Reportonatopicorpresentanopinion,sequencingideaslogicallyandusingappropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes;speakingclearlywithadequatevolume,appropriatepacing,andclearpronunciation.CC.1.5.5.F:Includemultimediacomponentsandvisualdisplaysinpresentationswhenappropriatetoenhancethedevelopmentofmainideasorthemes.CC.1.5.5.E:Adaptspeechtoavarietyofcontextsandtasks,usingformalEnglishwhenappropriatetotaskandsituation.CC.1.5.5.G:DemonstratecommandoftheconventionsofstandardEnglishwhenspeakingbasedongrade5levelandcontent.

ResourcesBenchmarkLiteracyReader’sTheaterReadAloudsMicrosoftOfficeExplanation/ExampleofStandardFifthgradestudentscanlistencriticallytoaspeakerandrespondintelligentlyasindividualsoringroupdiscussions.Studentswill:

Work in collaborative discussion groups. Summarize the main points of presented text. Evaluate key points of a speaker. Give logical reports that include a purpose and appropriate audience. Include multimedia presentations.


Simplylisteningtowhatisbeingsaidisenough. Theydonotneedtotakepartindiscussionstofullyunderstandatopic. Multimediapresentationsdonotenhanceanoralpresentation.

BigIdea(s) EssentialQuestion(s)Goodlistenersareabletolistencriticallyandsummarizethegiveninformation.Goodspeakerscanreportlogicallyandpresentinformationinavarietyofways.

Howdo studentslistencritically?

Howdogoodspeakerspresentinformationinalogicalmanner?

AssessmentsBenchmarkLiteracyInformalAssessmentsforFluencyDevelopment– Reader’sTheaterAssessmentsBenchmarkLiteracyUnits1‐10,Week3BLM1,2,5,6



Workcollaboratively Listenforkeypoints Howtosummarize Sequencing Howtousemulti‐mediapresentationprogram

Participateingroupdiscussions Expresstheirthoughtsclearlyandlogically Adaptaspeechtomeetproperpurpose,audience

andtask

ICanStatementsIcanparticipateindiscussionsabouttexts.Icanbuildonothers’ideasandexpressmyideasclearly.Icansummarizethepointsaspeakermakesandexplainthespeaker’sreasonsandevidenceforthosepoints.Icanreportonatopicorpresentmyopinionlogicallyusingappropriatefactsanddetailstosupportmymainidea.Icanincludemulti‐mediaandotherdisplaystohelpmeshowmainideasorthemesinmypresentation.

Reflections

MCSD ELA Curriculum Map 5 Grade - Mifflin County School ... Curriculum 5th... · MCSD ELA...

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