5th grade common core ela pack
TRANSCRIPT
I can use specific
quotes from a text
when drawing
inferences and
explaining what a text
says specifically. RL 1-1
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I can determine the
theme of a text using
details, characters’
actions, or the
speaker’s reflection.
RL 2-1
I can
summarize a
story, drama,
or poem. RL 2-2
I can use specific
details from a text to
compare and contrast
two characters,
events, or settings.
RL 3-1
I can determine the
meaning of words
and phrases based on
how they are used in
a text. RL 4-1
I can explain how a
series of chapters or
stanzas fit together to
create the overall
structure of the text.
RL 5-1
I can describe how the
narrator’s point of
view affects how
events are described.
RL 6-1
I can analyze how
visual or multimedia
elements contribute to
the meaning or beauty
of a text. RL 7-1
I can compare and
contrast stories of the
same genre on their
approach to similar
themes. RL 9-1
I can read and
comprehend
literature
appropriate for
fifth grade. RL 10-1
I can use specific
quotes from a text
when drawing
inferences and
explaining what a text
says specifically. RI 1-1
I can determine the
main idea of a text
and explain how it is
supported by key
details. RI 2-1
I can summarize a
piece of
informational
text. RL 2-2
I can explain
relationships between
events, ideas, or
procedures from an
informational text and
use the text to support
my explanation. RI 3-1
I can determine
the meaning of
words or phrases
in a grade 5 text.
RI 4-1
I can
compare/contrast
the overall structure
of events or ideas in
two or more texts.
RI 5-1
I can analyze two or
more accounts of the
same event while
noting similarities
and differences.
RI 6-1
I can locate
information from
various sources to
answer a question or
solve a problem.
RI 7-1
I can explain how an
author uses reasons
and evidence to
support his/her
points. RI 8-1
I can specifically
identify which
reasons an author
uses to support
which points. RI 8-2
I can combine
information from two
texts on the same
topic to write or
speak about the
subject. RI 9-1
I can read and
comprehend
informational text
appropriate for
fifth grade. RI 10-1
I can use my knowledge
of letter-sound
relationships,
syllabication, and roots
and affixes to read
words I don’t know. RF
3a-1
I can read fifth
grade text with
purpose and
understanding.
RF 4a-1
I can read fifth
grade text aloud
with accuracy,
expression, and
appropriate rate.
RF 4b-1
I can use
strategies to
understand
unknown words.
RF 4c-1
I can write an
opinion piece on a
text/topic, which
supports a point
of view. W 1-1
I introduce a topic or
name of a book, state an
opinion, and create an
organizational
structure that supports
my purpose. W 1-1 a
I provide reasons
that are supported
by facts and details
and ordered
logically. W 1-1 b
I use words,
phrases, and
clauses to link
opinions and
reasons. W 1-1 c
I provide a
concluding
section or
statement.
W 1-1 d
I can write an
informative piece,
which examines a
topic and conveys
ideas. W 2-1
I introduce a topic,
provide a general focus,
and group related
information and include
formatting and
illustrations when
helpful. W 2-1 a
I use facts,
definitions, details,
and quotations to
develop the topic.
W 2-1 b
I use words, phrases,
and clauses to link
ideas within and
across categories.
W 2-1 c
I inform or explain
about the topic using
domain-specific
vocabulary and
precise language.
W 2-1 d
I provide a
concluding
statement or
section. W 2-1 e
I can write a real or
imagined narrative
piece with
descriptive details
and clear events.
W 3-1
I establish a
situation, introduce
a narrator, and
organize an event
sequence. W 3-1 a
I use dialogue,
descriptions, and
pacing to develop
events and
characters. W 3-1 b
I use transitional
words, phrases, and
clauses to manage
sequence of events.
W 3-1 c
I use concrete words
and phrases and
sensory details to
convey experiences
and events. W 3-1 d
I provide
some sense of
closure.
W 3-1 e
I can produce a piece
of writing that is
appropriate for
fifth-grade tasks,
purposes, and
audiences. W 4-1
I can use guidance
from my peers and
adults to plan,
revise, and edit my
writing. W 5-1
I can use digital
tools to produce
and publish my
work. W 6-1
I can use the
internet to interact
and collaborate with
my peers on writing
subjects. W 6-2
I can demonstrate a
command of
keyboarding skills to
type two pages in one
setting. W 6-3
I can conduct a short
research project
that uses several
sources to build
knowledge about a
topic. W 7-1
I can use provided
sources to find
information, take
notes on sources,
and categorize my
notes. W 8-1
I can summarize or
paraphrase
information found
for my finished
work. W 8-2
I can provide a
list of sources
used for a
research project.
W 8-3
I can use evidence
from a literature to
support analysis,
reflection, and
research in my
writing. W 9a-1
I can use evidence
from informational
text to support
analysis, reflection,
and research in my
writing. W 9b-1
I can write for a
range of time
and tasks.
W 10-1
I can prepare for a
class discussion and
participate by using
my preparations and
responding to
others. SL 1a-1
I can follow agreed-
upon rules for class
discussion and carry
out my assigned
roles. SL 1b-1
I can ask and answer
questions during a
discussion to
elaborate on the
remarks of others.
SL 1c-1
I can review ideas
expressed and draw
conclusions using
information gained
in a discussion.
SL 1d-1
I can summarize
information
presented orally
or visually.
SL 2-1
I can summarize
the points a
speaker makes.
SL 3-1
I can explain the
reasons and
evidence a speaker
uses to support the
claims he/she makes.
SL 3-2
I can sequence ideas
logically, using
appropriate facts and
details, and speak clearly
and understandably while
reporting on a topic or
opinion. SL 4-1
I can include multimedia
projects or visual
displays when they will
be helpful in developing
the main idea or theme
of my presentation.
SL 5-1
I can use formal
English when
appropriate to
tasks and
situation. SL 6-1
I can explain the
function of
conjunctions in
general and in
specific sentences.
L 1a-1
I can explain the
function of
prepositions in
general and in
specific sentences.
L 1a-2
I can explain the
function of
interjections in
general and in
specific sentences.
L 1a-3
I can form and
use perfect
verb tenses.
L 1b-1
I can use verb tenses
to convey various
times, sequences,
states, and
conditions.
L 1c-1
I can recognize
and correct
inappropriate
shifts in verb
tense. L 1d-1
I can use
correlative
conjunctions.
L 1e-1
I can use
punctuation to
separate items
in a series.
L 2a-1
I can use a comma to
separate an
introductory
element from the
rest of the sentence.
L 2b-1
I can use a
comma to set off
the words yes
and no. L 2c-1
I can use a comma
to set off a tag
question from the
rest of a
sentence. L 2c-2
I can use a
comma to
indicate a direct
address. L 2c-3
I can use
underlining,
quotation marks, or
italics to indicate
titles of words.
L 2d-1
I can spell
grade-
appropriate
words correctly.
L 2e-1
I can expand,
combine, and/or
reduce sentences
for purpose of
meaning, interest, or
style. L 3a-1
I can
compare/contrast
varieties of English
used in stories,
dramas, or poems. L
3b-1
I can use context
clues to figure
out word
meanings. L 4a-1
I can use common
Greek and Latin
affixes and roots
to figure out word
meanings. L 4b-1
I can determine the
meaning or
pronunciation of a
word by consulting
reference materials.
L 4c-1
I can explain the
meaning of simple
similes and
metaphors in
context. L 5a-1
I can recognize and
explain the meaning
of common idioms,
adages, and
proverbs. L 5b-1
I can use relationships
between words to
better understand
the meaning of each
individual word.
L 5c-1
I can use words and
phrases that I learn
through listening and
reading, especially
words related to fifth-
grade topics. L 6-1
1st 9 Weeks
How can visuals be
used to make
predications and
support opinions?
How do readers use
their context clues and
resources to determine
the meaning of
unfamiliar vocabulary?
How do dialects
convey
differences in
characters?
How does an
author
illustrate a
theme?
How does point of
view influence
the description
of events?
How does point of
view influence
the description
of events?
How do speaking
quotations differ
from quotes when
referencing a
specific area of text?
How are words,
phrases, and
clauses used to
link opinions?
What is the
purpose of using
figurative
language?
How does an
author
establish
theme?
How does an
author engage
readers?
How can a reader
connect a text to
other texts, personal
experiences, or world
occurrences?
How can text
references be used
to support opinions
formulated about a
text?
How does an author use
descriptive details, a
sequence of events, and
a conclusion to
establish a situation
and setting?
How can an
opinion be
given more
validity?
How can a reader
use previously
read material to
make valid
predictions?
How can
predications be
checked?
How does a reader
use examples and
references to
support a theme?
How does an
author give an
opinion piece
more validity?
How do visual
elements contribute
to the meaning,
tone, and beauty of
a presentation?
How can context
clues be used to
determine word
meaning?
What tactics
does a speaker
use to appeal
to an audience?
How do writer’s
convey their
ideas
effectively?
How can people
share their
ideas with
peers?
Can primary
sources function
as reliable sources
of information?
How does an
author
establish a
theme?
What makes a
presentation style
effective/
appropriate?
How does an
author convey
theme?
What is the
best way to
conduct
research?
How does a
speaker
engage an
audience?
How does a
reader identify
theme?
What makes
themes from
fiction relatable
to real life?
How does an
author capture
a reader’s
interest?
How can
opinions be
given more
validity?
How does one
locate
information?
What information is
conveyed through
primary sources and
secondary sources?
How are
thoughtful
discussions
conducted?
How does the tone,
language, and
structure effect
the meaning of a
text?
How is a
summary
crafted?
How are
presentations
structured to elicit
audience
engagement?
How does one
separate reliable
resources from
unreliable?
What makes a
presentation
interesting?
How can texts
be connected
to real world
events?
How can reviewing
and peer reviewing
alter the quality of
one’s work?
How is speech
adapted to
effectively
present a topic?
2nd 9 Weeks
How can I learn
from the
experiences of
the past?
How does
developing work
time independence
help me to learn?
How does
understanding the
vocabulary help me
comprehend non-
fiction text?
How does
understanding
word meaning
before reading help
me to comprehend?
How does making
a prediction keep
me focused when
reading?
How do I use
quotes to
engage the
reader?
How can I
organize the
information
from my notes?
How do I only select
the most important
information for my
summary?
How do I
engage the
reader?
How does predicting
the outcome help me
to comprehend the
text?
How does talking
ideas out with a
partner help me to
solidify my
understanding?
How does knowing
the vocabulary
help me to explain
a topic?
How does knowing
the vocabulary
help me to explain
a topic?
How does asking
questions help me
to understanding
the big idea?
How does activating
my background
knowledge help me
to make sense of
non-fiction text?
How does
organizing my
thoughts help me to
explain what I
read?
How can
comparing two
things help me
differentiate?
How can portraying
an event help me to
respond to the
text?
How can portraying
an event help me to
respond to the
text?
How can portraying
an event help me to
respond to the
text?
How does
figurative
language impact
the reader?
How does
figurative
language impact
my writing?
How can I
understand the
meaning of words
through
relationships?
How does
figurative
language influence
the reader?
How does knowing
the vocabulary help
me to comprehend
the text?
How can taking
good notes
make me a
better writer?
How does reading
fluently help me
to understand
the text?
How does adding
figurative
language impact
a speech?
What can I learn
about myself and
the world by
studying historical
figures?
How will the clues
in a text lead me to
the author’s
purpose?
How do I retell
what I have
read in
writing?
What do I know
about the topic that
can help me predict
the outcome?
What do I know
about the topic that
can help me predict
the outcome?
How do I make
inferences using the
words from the text
and my background
knowledge?
How does using
my five senses
help me create
an image?
How does asking
questions keep
me interested in
what I’m reading?
How do I
retain what
I read?
How do I put what the
author says, together
with my own
knowledge, to come up
with a conclusion?
How do I compare
and contrast two
types of literary
work?
How do I
identify the
main idea of
the text?
How do I begin
the writing
process?
How do I begin
writing my
essay?
How do I make
my writing
stronger?
How do errors
affect the
reading of my
essay?
3rd 9 Weeks
How can making
predictions help
us understand a
text?
How can understanding
synonyms, antonyms,
and homophones help in
decoding unknown
words?
How do authors use
words in unusual
or non-literal
ways and why?
How do words and
phrases in a text
create tone or help
to identify theme?
What is it like to be
an author? How do
authors work with
illustrators?
What kinds of
words does this
author use and
why?
How will I be
assessed on my
learning in this
unit?
How are visual
texts different
from written
texts and why?
How does the
author use
words to affect
his readers?
How can I
improve my
writing on the
next
assessment?
How can
predictions help
me understand a
text?
Why are
descriptive words
important in
characterization?
How are correlative
conjunctions used?
How can they aid in
constructing
comparisons?
How are
characters from
these stories alike
and different?
How are books
of the same
genre alike and
different?
How are
titles
punctuated?
What are the
elements of a
good story?
How do a
character’s
problems help drive
the action in a
story?
Where do letters
and words come
from and how are
they constructed?
How are a real
person’s
characteristics like
those of a protagonist
in a book?
What are some ways
in which numbers
are different from
language?
What are the
elements of an
effective multi-
media
presentation?
How can I express
what I have learned
from texts in an
effective
informational essay?
4th 9 Weeks
How can fiction
relate to true
historical
events?
How can textual
examples be used
to support a
writer's ideas?
What is the
purpose of
conjunctions?
How does one
determine what
words and concepts
are important to a
work of literature?
How does the
perspective of a
narrative influence
the opinions of the
reader?
How does a
narrator’s
perspective
influence the
narrative?
How do stories in
the same genre
approach the same
topic differently?
How can visual
representations
affect a reader
or viewer?
How can text
examples be used
to support one’s
ideas?
What is the
purpose of a
preposition?
What is the
purpose and
function of a
comma?
How are varying
verb tenses used
to convey
sequence in time?
How does an
author convey
a theme?
How are inferences
supported with
examples from the
text?
How does
figurative
language
impact a text?
How can opinions
be supported
with examples
from the text?
How do authors
effectively
describe a setting
for a reader?
How can technology
be used to answer a
question quickly or
solve a problem
efficiently?
How does an
author engage
a reader?
What is the
purpose of
figurative
language?
How does an
author’s
purpose affect
the reader?
How does historical
fiction capture
events of the past
in words?
How can one locate
reliable resources
to support research
on a specific topic?
How does a historical
fiction author
incorporate past
events into fictional
story lines?
How does an author
provide effective
description of
various settings in
a narrative?
How does an author
provide effective
description of
various settings in
a narrative?
How can
translations of
the same text
differ?
How can
answers for a
question be
located quickly?
How can a
relationship
between two related
objects be
explained?
How does an
author engage
a reader?
How does a
point of view
influence a
narrative?
How does
figurative
language
impact a text?
How does
sentence variety
contribute to
reader interest?
How can research
help provide
answers to
questions?
How do works of the
same genre deal
with historical
occurrences
differently?
How can true
events influence
fictional
narratives?
How does a
reader identify
theme in a work
of literature?
How can text
references be
used to
support theme?
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