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English Language Arts Curriculum
SkillCommon Core Standard
(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
RF.5.3
Students use approved district spelling list to read words in
and out of context. Students apply the strategies for
decoding and spelling multisyllabic words.
Prompts:
Does that sound right? (read = reed or red)
Does that look right?
Does that make sense?
Look at the word, does it look like...? (abandoned = band,
a+band, aband+oned = a-band-oned)
You said ... Does it look like ...?
http://www.cape.k12.mo.us/centralmidschool/aNewWebsit
e10-11/5thSpellingList.htm
RF.5.3
know and apply grade-level phonics
and word analysis skills in decoding
words.
a. use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and affixes)
to read accurately unfamiliar
multisyllabic words in context and
out of context.
1) prefixes: inter, fore, super, semi,
anti
2) suffixes: ic, ity, ty, en
CA1
1.6
RF.5.3
Students will apply grade-level
phonics and word analysis skills
through teacher observation of
Word Wall activities.
Students will apply grade-level
phonics and word analysis skills
through weekly spelling tests.
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading Foundational Skills (RF)
Show-Me Standards
Ph
on
ics
an
d W
ord
Re
co
gn
itio
n
1 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
SkillCommon Core Standard
(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading Foundational Skills (RF)
Show-Me Standards
RF.5.4
Students read with sufficient accuracy and fluency to
support comprehension using "Superspeed 100" or
"Superspeed 1000" from the Whole Brain Teaching
website.
Prompts:
Make your reading sound like the characters are talking.
Go back and reread when it doesn't sound or look like you
think it should.
RF.5.4.a
Students will read text with purpose and understanding
using Read for Real or other materials.
http://www.wholebrainteaching.com/
Flu
en
cy
CA2, CA3
1.5
RF.5.4.a
Students will read grade level text
with purpose and understanding
as assessed through Read for
Real story assessments.
RF.5.4
read with sufficient accuracy and
fluency to support comprehension.
a. read grade-level text with
purpose and understanding.
b. read grade-level prose and poetry
orally with accuracy, appropriate
rate, and expression.
c. use context to confirm or self-
correct word recognition and
understanding, rereading as
necessary.
2 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
SkillCommon Core Standard
(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading Foundational Skills (RF)
Show-Me Standards
Co
mp
reh
en
sio
n S
trate
gie
s
DRF.5.5
effectively use comprehension
strategies.
a. make connections
b. question
c. visualize
d. infer
e. synthesize
f. determine importance
g. summarize
DRF.5.5.a
Make text-to-self, text-to-text, and/or text-to-world
connections during reading.
DRF.5.5.b
Question the text before, during, and after reading.
DRF.5.5.c
Visualize parts of text with Sketch to Stretch .
http://www.learner.org/jnorth/tm/InstrucStrat29.html
DRF.5.5.d
Make inferences about characters.
http://www.brocktonpublicschools.com/page.cfm?p=2097
DRF.5.5.e
resources:
http://reading.ecb.org/teacher/synthesizing/syn_links.html
DRF.5.5.f
Determine important vs interesting facts from nonfiction text.
DRF.5.5.g
Use summarizing strategies: "Somebody-Wanted-But-So"
http://www.learningpt.org/literacy/adolescent/strategies/butso.ph
p
or "Triangle Square Circle."
organizer: http://suite101.com/article/go-charts-to-improve-
reading-comprehension-a126727
DRF.5.5
Students will effectively use
comprehension strategies on
Read for Real or other
assessments.
3 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
RL.5.2
Students will be assessed
through teacher observation.
http://www.readingquest.org/strat/
tps.html
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading for Literature (RL)
Show-Me Standards
Key
Id
ea
s a
nd
Deta
ils
RL.5.1
quote accurately from a text when
explaining what the text says
explicitly and when drawing
inferences from the text.
RL.5.2
determine a theme of a story,
drama, or poem from details in the
text, summarize the text.
RL.5.3
compare and contrast two or more
characters, settings, or events in a
story or drama, drawing on specific
details in the text (e.g., how
characters interact), including how
characters in a story or drama
respond to challenges or how the
speaker in a poem reflects upon a
topic.
CA1, CA2,
CA3
1.5, 1.6, 2.4
Str
ate
gic
Thin
kin
g
RL.5.1
Using an Inference Chart , quote accurately when citing
evidence from text: What happened? What does it mean?
Why do you think that? (p51 at
http://www.isbe.net/common_core//pdf/ela-teach-strat-k-
5.pdf)
RL.5.2
Determine the theme of stories about gender equity
including how characters have overcome gender barriers.
(DOK3)
Examples of materials:
Fly Girls by Sherry Smith;
RL.5.3
Compare and contrast yourself with a character who has
learning challenges. Include at least three similarities and
three differences that are text-based. Class may also
compare and contrast using the cooperative learning
strategy Think Pair Share . (DOK2)
Examples of materials: Joey Pigza by Jack Gantos;
Emma Jean Lazarus Fell Out of a Tree by Lauren Tarshis,
Summer of the Swans by Betsy Byars; Freak the Mighty
by W. R. Philbrick
4 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading for Literature (RL)
Show-Me Standards
Cra
ft a
nd
Str
uctu
re
RL.5.4
determine the meaning of words
and phrases as they are used in a
text, including figurative language
such as metaphors and similes.
RL.5.5
explain how a series of chapters,
scenes, or stanzas fits together to
provide the overall structure of a
particular story, drama, or poem.
RL.5.6
describe how a narrator’s or
speaker’s point of view influences
how events are described.
1) first person
2) third person
CA2, CA3
1.6, 2.4
Str
ate
gic
Thin
kin
g
RL.5.4
Students will determine the meaning of an unknown word,
complete a vocabulary concept map.
Prompt: What do you do when you come to words or
phrases you do not know?
RL5.5
Students will explain how a series of chapters, scenes, or
stanzas fits together to provide the overall structure of a
story, drama, or poem.
Prompt: Can you tell me how this text is
presented/organized?
RL.5.6
Students will describe how a narrator's or speaker's point
of view impacts events in the text.
Prompt: Think about what you read. Who is telling the
story?
Can you tell how the person telling the story is thinking?
How does this affect the events of the story?
5 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading for Literature (RL)
Show-Me Standards
Cra
ft a
nd
Str
uctu
re
DRL.5.1
determine an author's purpose in a
text and explain how it is conveyed
in the text.
1) persuade
2) inform
3) entertain
4) describe
CA2, CA3
1.6, 2.4
Str
ate
gic
Thin
kin
g
DRL.5.1
Students will determine an author's purpose in a text and
explain how it is conveyed in the text.
6 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading for Literature (RL)
Show-Me Standards
Inte
gra
tio
n o
f K
no
wle
dg
e a
nd
Id
ea
s
RL.5.7
analyze how visual and multimedia
elements contribute to the meaning,
tone, or beauty of a text (e.g.,
graphic novel, multimedia
presentation of fiction, folktale,
myth, poem).
RL.5.8
(not applicable to literature)
RL.5.9
compare and contrast stories in the
same genre (e.g., mysteries and
adventure stories) on their
approaches to similar themes and
topics.
CA2, CA3,
CA5
1.5, 1.6
Str
ate
gic
Thin
kin
g
RL.5.7
Students will analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a text.
Students must examine what is heard and/or viewed to
gain an understanding of the text.
Prompt: Can you tell how the illustrations affect the mood
of the text?
Does this hypertext or embedded video help you better
understand the text? What does it tell you about what you
read?
RL.5.9
Students will compare and contrast stories in the same
genre on their approaches to similar themes and topics.
Students will find similarities and differences in themes and
topics when reading stories of the same genre.
Prompt: In reading books of this genre, what happened to
the characters solve problems in different ways across
texts? In reading books of this genre, how are the plots the
same or different across texts?
http://www.readbookonline.net/fict
ionNovel/
7 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading for Literature (RL)
Show-Me Standards
Ran
ge
of
Rea
din
g a
nd
Le
ve
l o
f T
ex
t C
om
ple
xit
y
RL.5.10
by the end of the year, read and
comprehend literature, including
stories, dramas, and poetry, at the
high end of the grades 4–5 text
complexity band independently and
proficiently.
Lexile Band 770L-980L
http://www.cesa7.org/schoolimprove
/CAI_Network/documents/TextCom
plexityGradeBandsandLexileBands.
Author's craft: tone, figurative
language, dialogue, imagery
CA2, CA3
1.5
RL.5.10
During Literature Circles, students will read, discuss, and
comprehend literature with the goal of being at the high
end of the grades 4-5 complexity band at the end of the
year.
Whatever they are reading, students must show a steadily
growing ability to discern more and make fuller use of text
including making connections among ideas and between
texts, considering a wider range of textual evidence, and
becoming more sensitive to inconsistencies, ambiguities,
and poor reasoning in texts.
Includes novels by Louisa May
Alcott, Frank L. Baum, Frances
Hodgson Burnett (The Secret
Garden), Lewis Carroll, William
H. Kingston (several short fiction
novels such as The Trapper's
Son), Rudyard Kipling, Jack
London,
8 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Key
Id
ea
s a
nd
Deta
ils
RI.5.1
quote accurately from a text when
explaining what the text says
explicitly and when drawing
inferences from the text.
RI.5.2
determine two or more main ideas
of a text and explain how they are
supported by key details;
summarize the text.
RI.5.3
explain the relationships or
interactions between two or more
individuals, events, ideas, or
concepts in a historical, scientific, or
technical text based on specific
information in the text.
DRI.5.1
distinguish between facts and
opinions in reading and writing and
support with details.
CA1, CA3
1.5, 1.6
RI.5.1
Students quote accurately when drawing inferences from
text. Students should be able to quote correctly to explain
what the text is about and when drawing conclusions.
Prompt: Tell me the reasons why you think... Show where
you linked your thinking to the text.
RI.5.2
Students determine two or more main ideas and find the
most important details that strengthen these main ideas.
Students summarize the text in their own words and using
details from text.
RI.5.3
Students explain relationships and connections between
two or more people, events, ideas, or concepts in a
historical, scientific or technical ("how to") text by using the
text to support their findings.
Prompt: Think about these historical events. Tell how they
are connected.
DRI.5.1
Students will distinguish between facts and opinions and
support with details.
RI.5.2
Students will determine main
ideas by showing a thumb's up or
thumb's down to teacher
examples as assessed by
teacher observation.
RI.5.3
Students will explain
relationships/connections
between different classes of
vertebrates from a science text
and will be assessed with a
teacher-created scoring guide.
DRI.5.1
1. Students will distinguish
between facts and opinions as
they write two facts and one
opinion about a planet. Students
will support with details and will
be assessed with a scoring guide.
2. Students will distinguish facts
and opinions in science or social
studies text by taking a true
statement and making it false and
then supporting their reasoning
with details.
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading for Informational Text (RI)
Show-Me Standards
9 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading for Informational Text (RI)
Show-Me Standards
Cra
ft a
nd
Str
uctu
re
RI.5.4
determine the meaning of general
academic and domain-specific
words and phrases in a text relevant
to a grade 5 topic or subject area.
RI.5.5
compare and contrast the overall
structure of events, ideas, concepts,
or information in two or more texts.
1) chronology
2) comparison
3) cause/effect
4) problem/solution
CA3
1.5, 1.6, 1.7
RI.5.4
Students determine the meaning of academic and domain-
specific words and phrases using Visual Thesaurus.
http://www.visualthesaurus.com/cm/wordshop/vocabulary-
and-the-new-common-core-standards/ (Tier 1, Tier 2, Tier
3)
RI.5.5
Students compare and contrast the overall structure of
events, ideas, concepts, or information in two or more
texts. Students discuss the similarities and differences
unique to the various perspectives presented in the text.
Prompt: What features in the text help you find important
information about what you are reading? How is the
information organized in the text?
What does the author want the reader to understand about
this text?
1)Analyze a passage using "Text Structure Workmat/Text
Structure" Master Chart
http://www.literacyleader.com/?q=textstructure
2)Compare and contrast the structure of various student
textbooks using the Text Structure Workmat or other
organizer.
RI.5.5
Compare and contrast the
structure of various textbooks
(social studies, science, math,
Read for Real) using Search and
Find from:
http://www.literacyleader.com/site
s/litlead.essdack.org/files/Text%2
0features.structures.pdf
10 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading for Informational Text (RI)
Show-Me Standards
Cra
ft a
nd
Str
uctu
re
RI.5.6
analyze multiple accounts of the
same event or topic, noting
important similarities and
differences in the point of view they
represent.
DRI.5.1
determine an author's purpose in a
text and explain how it is conveyed
in the text.
1) persuade
2) inform
3) entertain
4) describe
CA3
1.5, 1.6, 1.7
RI.5.6
Analyze multiple accounts of the same topic.
Modeling resource:
http://macmillanmh.com/ccssreading/imagineit/grade5/ccsl
h_g5_ri_2_2d.html
DRI.5.1
Students will determine an author's purpose for writing a
text and explain how it is conveyed within the text.
RI.5.5
Compare and contrast the
structure of various textbooks
(social studies, science, math,
Read for Real) using Search and
Find from:
http://www.literacyleader.com/site
s/litlead.essdack.org/files/Text%2
0features.structures.pdf
RI.5.6
Students will analyze multiple
accounts of the same event,
using a graphic organizer to note
similarities and differences on
multiple topics as assessed with
a teacher-created scoring guide.
DRI.5.1
Students will determine an
author's purpose as assessed
with an author's purpose quiz.
11 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading for Informational Text (RI)
Show-Me Standards
Inte
gra
tio
n o
f K
no
wle
dg
e a
nd
Id
ea
s
RI.5.7
draw on information from multiple
print or digital sources,
demonstrating the ability to locate
an answer to a question quickly or
to solve a problem efficiently.
RI.5.8
explain how an author uses reasons
and evidence to support particular
points in a text, identifying which
reasons and evidence support
which point(s).
CA3, CA5
1.5, 1.6
Str
ate
gic
Thin
kin
g
RI.5.7
Using Read for Real "Ghosts in the Twilight" and Wolves
from http://en.wikipedia.org/wiki/Wolves, students locate
and answer questions.
RI.5.8
Students explain how an author uses reasons and
evidence to support points in a text (how an author uses
proof to support a point in the text). (Author's bias =
unsupported opinions)
1) Using a short text, model using evidence to support
author's point of view.
2) Using short text, class brainstorms and explains
author's point of view.
3) Using the cooperative strategy Team Pair Solo
throughout Unit 1 of Read for Real, explain how the author
supports his/her point of view. With Song... , students will
work in teams to explain the author's point and support
with evidence. With Ghosts... , students work in pairs.
See Assessment column for Hunters...
Differentiate by allowing students to move to the next level
upon mastery.
Prompt: Find information in this text that supports your
thinking.
Can you find the reasons the author gives for his/her
thinking?
RI.5.8
1. Students will explain how an
author uses reasons and
evidence by numbering
paragraphs and underlining
answers in the text using the
UNRAAVEL method. Students
will be assessed using a teacher-
created scoring guide.
2.With Hunters ..., students will
work independently to determine
author's purpose and support
with evidence. Students will be
assessed with a teacher-created
scoring guide.
(DOK3)
12 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading for Informational Text (RI)
Show-Me Standards
RI.5.9
integrate information from several
texts on the same topic in order to
write or speak about the subject
knowledgeably.
RI.5.9
Using guided reading material (from the ELA Resource
room) that go along with topic from Science or Social
Studies, students integrate information from several texts
on the same topic.
Prompt:
What is the same about the points presented in these text?
What is different?
How can you group together (gather) facts and pieces of
evidence from these texts to support your thinking about
this topic?
RI.5.9
Students will integrate information
from texts, short passages,
internet searches, etc., by
creating a foldable and will be
evaluated with a teacher-created
scoring guide.
13 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Reading for Informational Text (RI)
Show-Me Standards
Ran
ge
of
Rea
din
g a
nd
Le
ve
l o
f T
ex
t C
om
ple
xit
y
RI.5.10
by the end of the year, read and
comprehend informational texts at
the high end of the grades 4–5 text
complexity band independently and
proficiently.
a. history/social studies
b. science
c. technical
CA3
1.5
RI.5.10
During guided reading groups, students will read, discuss,
and comprehend informational texts with the goal of being
at the high end of the grades 4-5 complexity band at the
end of the year.
Students must show a steadily growing ability to discern
more from and make fuller use of text including making an
increasing number of connections among ideas and
between texts, considering a wider range of textual
evidence, and becoming more sensitive to inconsistencies,
ambiguities, and poor reasoning in texts.
RI.5.10
1. Students will read and
comprehend informational texts,
such as Read for Real stories
and will be assessed with the
comprehension quizzes.
2. Students will read and
comprehend informational texts
as assessed with i-Ready and
other district-level and building-
level assessments.
14 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Dis
tric
t W
riti
ng
Pro
ce
ss
DW.5.1
follow the steps in the writing
process.
a. use appropriate pre-writing
strategies
b. generate a first draft
c. reread and revise for audience
and purpose, ideas and content,
organization and sentence
structure, and word choice
d. edit for conventions
e. share writing
CA1, CA4
1.8, 2.1, 2.2
DW.5.1.a
Students will use appropriate pre-writing strategies such as
a Z Organizer of web.
DW.5.1.b
Students will generate a first draft.
DW.5.1.c
Students will reread and revise for audience and purpose,
ideas and content, organization and sentence structure,
and word choice.
DW.5.1.d
Students will edit for conventions.
DW.5.1.e
Students will share writing.
Subject Area: English Language Arts 5th Grade
CCSS Strand: Writing (W)
Show-Me Standards
15 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Writing (W)
Show-Me Standards
Tex
t T
yp
es
an
d P
urp
ose
s
W.5.1
write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
a. introduce a topic or text clearly,
state an opinion, and create an
organizational structure that has a
formal style with an authoritative
voice in which ideas are logically
grouped to support the writer’s
purpose.
b. provide logically ordered reasons
that are supported by facts and
details.
c. link opinion and reasons using
words, phrases, and clauses (e.g.,
consequently, specifically).
d. provide a concluding statement or
section related to the opinion
presented.
CA1, CA4
2.1
Str
ate
gic
Thin
kin
g
W.5.1
Write opinion/persuasive pieces, clearly stating their
preferences/ supporting a point of view/supplying the
reasoning for their thinking using the following procedures:
W.5.1.a-b, d
Use a persuasive writing organizer
(http://www.creativewriting-prompts.com/support-
files/persuasivewritingplan.pdf , http://www.creativewriting-
prompts.com/support-files/persuasionmap3reason.pdf ,
http://www.worksheetplace.com/index.php?function=Displa
ySheet&sheet=pw4&links=2&id=&link1=43&link2=11 or
http://www.creativewriting-prompts.com/support-
files/persuasiveessaywritingplan.pdf )
(online version
http://www.readwritethink.org/files/resources/interactives/p
ersuasion_map/ )
Students need to understand how their reasoning supports
their opinion, search and find facts to support their
viewpoint, and share this thinking. Students build their
argument by linking ideas together in a logical manner.
W.5.1.c
When revising, link opinions and reasons using words
phrases and clauses.
W.5.1
Students will write opinion/
persuasive pieces and will be
assessed using the 5th grade
District Scoring Guide.
16 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Writing (W)
Show-Me Standards
Tex
t T
yp
es
an
d P
urp
ose
s
W.5.2
write informative/explanatory texts
to examine a topic and convey
ideas and information clearly.
Review author's purpose for
reading. Transfer author's purpose
from reading to writing.
a. introduce a topic clearly, provide
a general observation and focus,
and group related information
logically; include formatting (e.g.,
headings), illustrations, and
multimedia when useful to aiding
comprehension.
b. develop the topic with facts,
definitions, concrete details,
quotations, or other information and
examples related to the topic.
CA1, CA4
2.1,
Exte
nded T
hin
kin
g
W.5.2.a-b, d
Prior to Multicultural Week (in Jan/Feb), students will be
reading passages about inventors/ scientists from a variety
of cultures. Using information about one of the
inventors/scientists, students will create a brochure or
poster which includes topic introduction; general focus;
illustrations; and the following categories: brief biographical
information, major accomplishments, historical references.
The writing should be organized through text features
(headings, sections, illustrations). This could be a
multimedia project.
Students need a purposeful focus on choice-making
throughout ELA. For example, students need to be able to
choose precise vocabulary to explain their thinking about a
topic.
W.5.2.a-b, d
Students will write a multi-cultural
poster/brochure and will be
assessed using a teacher-
created scoring guide.
W.5.2.c, e
Student bread poster will be
assessed using a teacher-
created scoring guide.
17 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Writing (W)
Show-Me Standards
Tex
t T
yp
es
an
d P
urp
ose
s
W.5.2
write informative/explanatory texts
to examine a topic and convey
ideas and information clearly.
Review author's purpose for
reading. Transfer author's purpose
from reading to writing.
c. link ideas within and across
categories of information using
words, phrases, and clauses (e.g.,
in contrast, especially).
d. use precise language and domain-
specific vocabulary to inform about
or explain the topic.
e. provide a concluding statement or
section related to the information or
explanation presented.
CA1, CA4
2.1,
Exte
nded T
hin
kin
g
W.5.2.c,e
Using Read for Real "Many Lands, Many Breads,"
students will create a poster advertising their favorite bread
(which must be a different bread from those in the text).
The poster will include the name of their bread; pricing;
illustrations; descriptive phrases about their bread; and a
concluding statement or section that tells why customers
should purchase their bread.
Students need a purposeful focus on choice-making
throughout ELA. For example, students need to be able to
choose precise vocabulary to explain their thinking about a
topic.
W.5.2.a-b, d
Student will write a multi-cultural
poster/brochure and will be
assessed using a teacher-
created scoring guide.
W.5.2.c, e
Student will link ideas from the
Read for Real "Many Lands,
Many Breads" unit with other
curricular areas for a bread
poster and will be assessed using
a teacher-created scoring guide.
18 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Writing (W)
Show-Me Standards
Tex
t T
yp
es
an
d P
urp
ose
s
W.5.3
write narratives to develop real or
imagined experiences or events
using effective technique,
descriptive details, and clear event
sequences.
a. orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an
event sequence that unfolds
naturally.
b. use narrative techniques, such as
dialogue, description, and pacing, to
develop experiences and events or
show the responses of characters to
situations.
c. use a variety of transitional
words, phrases, and clauses to
manage the sequence of events.
d. use concrete words and phrases
and sensory details to convey
experiences and events precisely.
e. provide a conclusion that follows
from the narrated experiences or
events.
CA1, CA4
2.1
Exte
nded T
hin
kin
g
W.5.3
Write narratives using the following procedures:
W.5.3.a
Write two different introductions to the same event and
select one to use for their final copy.
W.5.3.b
Develop the body of the narrative with a Z Organizer or the
Triangle Square Circle organizer to develop characters,
setting, problem, and solution prior to writing.
W.5.3.c
When revising, use a variety of transitional words, phrases,
and clauses to sequence events.
W.5.3.d
When revising, use concrete words and phrases and
sensory details.
W.5.3.e
Students will write two concluding paragraphs and select
one to use for their final copy.
W.5.3
Student will write narratives and
will be assessed using the 5th
grade District Scoring Guide.
19 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Writing (W)
Show-Me Standards
Pro
du
cti
on
an
d D
istr
ibu
tio
n o
f W
riti
ng
W.5.4
produce clear and coherent writing
in which the development and
organization are appropriate to task,
purpose, and audience. (Grade-
specific expectations for writing
types are defined in standards 1–3
above.)
W.5.5
with guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting,
or trying a new approach.
W.5.6
with some guidance and support
from adults, use technology,
including the Internet, to produce
and publish writing as well as to
interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a
minimum of two pages in a single
sitting.
CA1, CA4
2.1, 2.2, 2.7
W.5.4
Organize and maintain a writer's workshop and follow the
writing process.
W.5.5
Students develop and strengthen writing through in-depth
planning with a Z Organizer, revise by adding detail
sentences or descriptive words and phrases, edit for
conventions, and try a new approach to the beginning or
ending. Students need to understand how to change word
choice and sentence structure in their writing to strengthen
their piece. Students will work with peers or adults.
W.5.6
With guidance, students use technology to produce and
publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding
skills to type a minimum of two pages in a single sitting.
W.5.4
Students will produce clear and
coherent writing which will be
assesses using the 5th grade
District Scoring Guide or a
teacher-created scoring guide.
W.5.5
Student will develop and
strengthen writing and will be
assesses using the 5th grade
District Scoring Guide or a
teacher-created scoring guide.
W.5.6
As a cross-curricular activity with
Computer skills, students will use
technology to produce and
publish writing and will be
assesses using the 5th grade
District Scoring Guide or a
teacher-created scoring guide.
20 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Writing (W)
Show-Me Standards
Res
ea
rch
to
Bu
ild
an
d P
res
en
t K
no
wle
dg
e
W.5.7
conduct short research projects that
use several sources to build
knowledge through investigation of
different aspects of a topic.
W.5.8
recall relevant information from
experiences or gather relevant
information from print and digital
sources; summarize or paraphrase
information in notes and finished
work, and provide a list of sources.
CA1, CA2,
CA3, CA4
1.1, 1.5
Exte
nded T
hin
kin
g
W.5.7
Students conduct a research project on a teacher assigned
topic or a topic of student's choice that uses several
sources and builds knowledge. Students will develop a
research question that helps bring focus to the topic.
W.5.8
Students locate/recall relevant information from print and
digital sources as well as integrate information from their
own experiences. Students take notes, organize their
information into categories, list their sources, summarize or
paraphrase information, and provide a list of resources
(author, title, page number)
W.5.7
Research project will be
assessed using a teacher-
created scoring guide.
21 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Writing (W)
Show-Me Standards
Res
ea
rch
to
Bu
ild
an
d P
res
en
t K
no
wle
dg
e
W.5.9
draw evidence from literary or
informational texts to support
analysis, reflection, and research.
a. apply grade 5 Reading standards
to literature
(e.g., “Compare and contrast two or
more characters, settings, or events
in a story or a drama, drawing on
specific details in the text [e.g., how
characters interact]”).
b. apply grade 5 Reading standards
to informational texts (e.g., “Explain
how an author uses reasons and
evidence to support particular points
in a text, identifying which reasons
and evidence support which
point[s]”).
CA1, CA2,
CA3, CA4
1.5
W.5.9.a
Students will apply grade 5 reading standards (see RL and
RI) and use strategies for reading literary text as they
investigate topics. Students will refer to specific details in
the text when finding the similarities and differences
between two or more characters, settings, or events.
W.5.9.b
Students will apply grade 5 reading standards and use
strategies for reading informational text. As they
investigate topics, students give explanations about how
the author uses proof to support a point in a text such as
Read for Real . They must prove each point with evidence
from the text. Students will combine information from
several texts about the same subject in a written or oral
response that demonstrates knowledge of the subject.
W.5.9
Students will draw evidence from
texts to support analysis,
reflection, and research as
measured by a teacher-created
scoring guide.
22 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Writing (W)
Show-Me Standards
Ran
ge
of
Wri
tin
g W.5.10
write routinely over extended time
frames (time for research,
reflection, and revision) and shorter
time frames (a single sitting or a day
or two) for a range of discipline-
specific tasks, purposes, and
audiences.
CA1
2.1
W.5.10
Students write routinely over extended time frames for a
range of discipline-specific tasks, purposes, and
audiences. Task (type of writing assignment), audience
(the intended reader), and purpose (the writer's designated
reason for writing) should be reflected in the student's
development of a topic related to the content area for
which they are writing about. Participate in writer's
workshop, diaries and journal entries, letter writing, and/or
literature response.
W.5.10
Student writing will be assesses
using the 5th grade District
Scoring Guide or a teacher-
created scoring guide.
23 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Co
mp
reh
en
sio
n a
nd
Co
lla
bo
rati
on
SL.5.1
engage effectively in a range of
collaborative discussions (one-on-
one, in groups, and teacher-led)
with diverse partners on grade 5
topics and texts, building on others’
ideas and expressing their own
clearly.
a. come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation and other information
known about the topic to explore
ideas under discussion.
b. follow agreed-upon rules for
discussions and carry out assigned
roles.
CA1, CA2,
CA3, CA4
1.5, 2.1, 2.3
SL.5.1
Students will engage in whole class, small group, and
partner collaborative conversations and develop skills in
active listening and group discussion (looking at the
speaker, turn taking, linking ideas to the speakers' ideas,
sharing the floor, etc.).
Prompt: Why is being able to effectively function in a
collaborative group a necessary skill?
What criteria could be used to measure the effectiveness
of a group?
How do delivery techniques change in relation to audience
and purpose or content?
What makes an effective discussion?
How can everyone contribute without a few people
dominating the discussion?
SL.5.1.a
Students will read or study required material and draw on
that preparation and other information known about the
topic to explore ideas.
SL.5.1.b
Students will follow agreed-upon rules for discussions and
carry out assigned roles. Students will share roles of
participant, leader, and observer.
SL.5.1
Students will engage in
collaborative discussions as
measured by a teacher-created
rubric for students to self-
evaluate and peer-evaluate
participation.
Subject Area: English Language Arts 5th Grade
CCSS Strand: Speaking and Listening (SL)
Show-Me Standards
24 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Speaking and Listening (SL)
Show-Me Standards
Co
mp
reh
en
sio
n a
nd
Co
lla
bo
rati
on
SL.5.1
c. pose and respond to specific
questions by making comments that
contribute to the discussion and
elaborate on the remarks of others.
d. review the key ideas expressed
and draw conclusions in light of
information and knowledge gained
from the discussions.
SL.5.2
summarize a written text read aloud
or information presented in diverse
media and formats, including
visually, quantitatively, and orally.
SL.5.3
summarize the points a speaker
makes and explain how each claim
is supported by reasons and
evidence.
CA1, CA2,
CA3, CA4
1.7, 2.1
SL.5.1.c
Students will pose and respond to specific questions
during Literature Circles and other group activities.
SL.5.1.d
Students will review the key ideas expressed and draw
conclusions from discussions.
SL.5.2
Using Somebody-Wanted-But-So or Triangle Square
Circle , students will summarize a written, read aloud, or
information presented in diverse media and formats.
SL.5.3
Using a Z Organizer, students will summarize the points a
speaker makes and explain how each claim is supported
with evidence. Students are expected to be able to identify
the reasons and evidence a speaker provides to support
claims. This can be done through listening, questioning,
and gathering information for deeper understanding of a
topic.
SL.5.2
Students will summarize a written
text read aloud or information
presented as assessed with a
teacher-created scoring guide.
SL.5.3
Students will summarize the
points a speaker makes and
explain how each claim is
supported by reasons as
assessed with a teacher-created
scoring guide.
25 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Speaking and Listening (SL)
Show-Me Standards
Pre
se
nta
tio
n o
f K
no
wle
dg
e a
nd
Id
ea
s
SL.5.4
report on a topic or text or present
an opinion, sequencing ideas
logically and using appropriate facts
and relevant, descriptive details to
support main ideas or themes;
speak clearly at an understandable
pace.
SL.5.5
include multimedia components
(e.g., graphics, sound) and visual
displays in presentations when
appropriate to enhance the
development of main ideas or
themes.
SL.5.6
adapt speech to a variety of
contexts and tasks, using formal
English when appropriate to task
and situation.
CA1, CA4,
CA5, CA6
2.1, 2.7
SL.5.4
Students will report on a topic or text or present an opinion,
sequencing and using facts and relevant, descriptive
details to support main idea; speak clearly at an
understandable pace and in coherent sentences. Having
the opportunity to present a personal opinion is important
in fifth grade.
SL.5.5
Students will include multimedia components and visual
displays in presentations. Students will combine audio
recordings and visual displays when appropriate to
enhance the development of main ideas or themes.
SL.5.6
Students will adapt speech to a variety of contexts and
tasks such as in small-group discussions and formal
presentations. Fifth graders should be comfortable
adapting their speech to a variety of contexts and tasks.
SL.5.4
1. As a cross-curricular activity
with Computer skills, students will
report on a topic as evaluated on
the content of the report as
measured by a scoring guide.
2. Students will present an
opinion as evaluated using by the
district writing scoring guide.
SL.5.5
As a cross-curricular activity with
Computer skills, students will
include multimedia components
to enhance the development of
the main idea or theme of a
teacher-determined topic as
measured by a scoring guide.
SL.5.6
Teacher observation
26 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Co
nv
en
tio
ns
of
Sta
nd
ard
En
glis
h
L.5.1
demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. explain the function of
conjunctions, prepositions, and
interjections in general and their
function in particular sentences.
b. form and use the perfect (e.g., I
had walked; I have walked; I will
have walked) verb tenses.
c. use verb tense to convey various
times, sequences, states, and
conditions.
CA1, CA4
1.6
Str
ate
gic
Thin
kin
g
L.5.1
Students will demonstrate command of conventions in the
context of reading, writing, speaking, listening, and
viewing.
L.5.1.a
After using Schoolhouse Rock mini-lessons, students will
show understanding of conjunctions, prepositions, and
interjections in speaking with a small group, in pictures, or
in sentence form.
L.5.1.b
After a mini-lesson on verb tenses, students will use
Numbered Heads Together to form teacher assigned
perfect verb tenses.
(http://www.teachervision.fen.com/group-work/cooperative-
learning/48538.html)
L.5.1.c
Students will compose a present tense paragraph.
Students will then revise the paragraph to show past tense,
and/or future tense. (States: be verbs or emotional
states/conditions, e.g., I love/want/prefer/doubt...)
L.5.1.a
Students will be assessed
through teacher observation.
L.5.1.b
All students need to be prepared
to share out because a
representative of the group will
randomly be called upon for an
answer.
L.5.1.c
Students will be assessed using a
teacher-created scoring guide to
determine effective verb tense
usage. Students will correct and
revise as needed.
Subject Area: English Language Arts 5th Grade
CCSS Strand: Language (L)
Show-Me Standards
27 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Language (L)
Show-Me Standards
Co
nv
en
tio
ns
of
Sta
nd
ard
En
glis
h
L.5.1
demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
d. recognize and correct
inappropriate shifts in verb tense.*
e. use correlative conjunctions (e.g.,
either/or, neither/nor).
D.g. practice cursive in daily work
and write signature in cursive.
CA1, CA4
1.6
Str
ate
gic
Thin
kin
g
L.5.1.d
Through teacher modeling, conferencing, and reteaching,
students will recognize and correct inappropriate shifts in
verb tense.
L.5.1.e
Students will compose sentences containing correlative
conjunctions (e.g., both...and, not only...but also, just
as...so)
Emphasis is on the function of conjunctions, prepositions,
interjections, and verb tenses.
DL.5.1.g
Students will practice cursive in daily work and write
signature in cursive. Teachers will write in both manuscript
and cursive.
L.5.1.d
Students will be assessed
through teacher observation.
L.5.1.e
Correlative Conjunction Student
Sages will monitor or assess
student correlative conjunction
use.
28 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Language (L)
Show-Me Standards
Co
nv
en
tio
ns
of
Sta
nd
ard
En
glis
h
L.5.2
demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
a. use punctuation to separate
items in a series.*
b. use a comma to separate an
introductory element from the rest of
the sentence.
c. use a comma to set off the words
yes and no (e.g., Yes, thank you), to
set off a tag question from the rest
of the sentence (e.g., It’s true, isn’t
it?), and to indicate direct address
(e.g., Is that you, Steve?).
d. use underlining, quotation marks,
or italics to indicate titles of works.
e. spell grade-appropriate words
correctly, consulting references as
needed.
CA1, CA4
1.6
L.5.2
Students will demonstrate command of the conventions
with Daily Oral Language and Daily Language Review.
L.5.2.a
Through teacher modeling, conferencing, and reteaching,
students will use punctuation to separate three or more
items in a series.
L.5.2.b
Students will use a comma to separate an introductory
element from the rest of the sentence. With conventions,
students must become more adept in the use of commas.
L.5.2.c
After working in pairs, students will independently compose
sentences, using commas to set off the words yes and no,
to set off a tag question from the rest of the sentence, and
to indicate a direct address.
L.5.2.d
In written work, students will correctly use underlining,
quotation marks, or italics to indicate titles of works.
(Italics [or underlining] are primarily used to punctuate the
titles of full-length works that are published separately.
Quotation marks are used to punctuate titles of short
works and [arts of other works.)
L.5.2.a
Students will use punctuation as
assessed through teacher
observation.
L.5.2.b
Students will use a comma to
separate an introductory element
as assessed through teacher
observations.
L.5.2.c
Students will use a comma to set
off words as assessed with a
teacher-created scoring guide.
L.5.2.d
In written work, students will
correctly use underlining,
quotation marks, or italics to
indicate titles of works.
L.5.2.e
Students spell grade-appropriate
words correctly on the weekly
spelling test and on final copies of
writing.
29 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Language (L)
Show-Me Standards
Kn
ow
led
ge o
f L
an
gu
ag
e
L.5.3
use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
a. expand, combine, and reduce
sentences for meaning,
reader/listener interest, and style.
b. compare and contrast the
varieties of English (e.g., dialects,
registers) used in stories, dramas,
or poems.
CA1, CA4
L.5.3.a
1) Students will use a Sentence Pyramid to expand
sentences for meaning, interest, and style.
2) After teacher modeling, students will revise by
expanding, combining, and reducing sentences for
meaning, interest, and style.
L.5.3.b
Using Think Pair Share, students will compare and
contrast the varieties of English used in stories, dramas, or
poems.
Students will need strategies for reading across various
authors and genres to compare writing styles and effects
of language usage.
Students will use what they know about HOW language
works when they write, speak, read, and listen.
L.5.3.a
Students will use knowledge of
language and conventions as
assessed through teacher
observations and scoring guides.
30 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Language (L)
Show-Me Standards
Vo
ca
bu
lary
Ac
qu
isit
ion
an
d U
se
L.5.4
determine or clarify the meaning of
unknown and multiple-meaning
words and phrases based on grade
5 reading and content, choosing
flexibly from a range of strategies.
a. use context (e.g., cause/effect
relationships and comparisons in
text) as a clue to the meaning of a
word or phrase.
b. use common, grade-appropriate
Greek and Latin affixes and roots as
clues to the meaning of a word
(e.g., photograph, photosynthesis).
c. consult reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation and
determine or clarify the precise
meaning of key words and phrases.
DL.5.4.d
use listed prefixes and suffixes to
determine meaning in reading,
writing, speaking.
CA1, CA2,
CA3, CA4
1.6
L.5.4.a
Student will use context as a clue to the meaning of a word
or phrase.
L.5.4.b
Students will use common, grade-appropriate Greek and
Latin affixes and roots as clues to word meanings.
L.5.4.c
Students will consult reference materials to find the
pronunciation and determine or clarify the precise meaning
of key words and phrases.
DL.5.4.d
Use spelling patterns from weekly grade-level spelling lists
to determine meaning in reading, writing, and speaking.
The overall focus of language learning in regards to
vocabulary acquisition is to guide students as they make
purposeful language choices in writing and speaking in
order to communicate effectively in a wide range of print
and digital texts.
31 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Language (L)
Show-Me Standards
Vo
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bu
lary
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L.5.5
demonstrate understanding of
figurative language, word
relationships, and nuances in word
meanings.
a. interpret figurative language,
including similes and metaphors, in
context.
b. recognize and explain the
meaning of common idioms,
adages, and proverbs.
c. use the relationship between
particular words (e.g., synonyms,
antonyms, homographs) to better
understand each of the words.
CA1, CA2,
CA3, CA4
1.5
L.5.5.a
Students will interpret figurative language in context.
(http://languagearts.mrdonn.org/figurative2.html)
L.5.5.b
Students will recognize and explain the meaning of
common idioms, adages, and proverbs.
(idioms http://www.englishdaily626.com/idioms.php
http://www.readwritethink.org/files/resources/interactives/id
ioms/
adages
http://academic.scranton.edu/faculty/cannon/methods01/a
dages.html
proverbs http://www.manythings.org/c/r.cgi/proverbs,u)
L.5.5.c
Students will use the relationship between particular words
to better understand each word.
Learning words includes understanding and interpreting
the meaning of similes, metaphors, idioms, adages, and
proverbs; demonstrating understanding of relationships
between words (synonyms and antonyms); growing
vocabulary by using known word parts (Greek and Latin
affix and root) to acquire unknown words; and developing
print and digital reference use (glossary, dictionary, and
thesaurus).
32 2/8/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts 5th Grade
CCSS Strand: Language (L)
Show-Me Standards
Vo
ca
bu
lary
Ac
qu
isit
ion
an
d U
se
L.5.6
acquire and use accurately grade-
appropriate general academic and
domain-specific words and phrases,
including those that signal contrast,
addition, and other logical
relationships (e.g., however,
although, nevertheless, similarly,
moreover, in addition).
CA1, CA2,
CA3, CA4
1.5
L.5.6
Students will acquire and use academic words and
phrases.
Tier 1: words of everyday speech
Tier 2: general academic vocabulary words that appear in
informational, technical, and literary texts
Tier 3: words that are specific to a domain or field of study
and key to understanding a new concept within a text.
33 2/8/2013 Cape Girardeau Public Schools 2013
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