ela intermediate calendar 2016-2017 year at-a-glance 5... · ela intermediate calendar 2016-2017...

ELA Intermediate Calendar 2016-2017 Year At-a-Glance

Aug Sept

Oct Nov Dec Jan Feb March April May June

Start Smart & Unit 1 9/6-10/26

Grade 4: Narrative Personal Grade 5: Narrative Personal Grade 6: Narrative Fictional

Unit #2 10/27-12/22

Grade 4: Informational Grade 5: Informational Grade 6: Informational

Unit #3

1/3-2/23

Grade 4: Opinion Grade 5: Narrative Fictional Grade 6: Argument

Unit #4

2/24-4/21 *PSSA 4/3—4/7 ELAPSSA 4/24 - 4/28 Math

Grade 4: ResearchGrade 5: Intro to Argument Grade 6: Intro to ISearch **Review all PSSA modes

Unit #5 4/24-6/2

Grade 4: Research Grade 5: Intro Argument Grade 6: Research (I Search format)

End Marking Period #1- 11/2/2016 End Marking Period #2 –1/20/17 End Marking Period #3-- 3/24/17 Last Day for students 6/7/17

Intermediate Core Reading Units Pacing Refinement

Feedback and Recommendations from ELA Teacher Curriculum Contacts and Administrators: To refine the pacing of core reading units to incorporate more time for the explicit instruction of:

• Foundational Reading Skills (phonics, decoding and fluency)• Close Reading and Questioning to increase students’ Depths of Knowledge (DOK)• Written responses to reading, Text Dependent Analysis• Written Essay and teaching of all writing domains• More in-depth coverage and instructional emphasis on standards and eligible content• Re-Teaching

Core Reading Pacing Realignment (comparison of old to new pacing) New Days 1-2-3-4

(4 days of instruction) Day 5 Day 6 Day 7

New Days 1-2 Read Aloud, Vocab,

Spelling/Phonics Patterns, Prepare Passage, Multi-Syllable

Word Work, Intro Comprehension Strategy & Skill, Intro Graphic Organizer, getting

ready for main selection Fluency & Grammar

*See TDA &Writing on separateplan

Days 3-4 Main Selection Review and put into use Vocab, word strategies, comprehension strategy & skills

Fluency & Grammar

* *See TDA &Writing on

separate plan

Paired Passage

Review and

Assess

Re-teaching Re-assess

Focus on skills Extended writing

Old Day 1-Day 3 Day 4 Day 5

Purpose of Curriculum Pacing o Adherence to the planning pacing is critical for comprehensive and consistent delivery of the

district’s planned curriculum, collaborative team planning, and to optimize co-teaching supports

o The number of instructional days for each unit is @35 days, this adds 2 days per week, and10 days per unit. (An increase of 10 days represents a 40% increase over the recommended time)

o Removal from pacing is Unit #6, these materials, lessons, text, resources, etc. may be usedthroughout the year at any time at teacher discretion. However, teachers should not reorganize the pacing calendar to cover/insert Unit #6 as a standalone unit

o It is purposeful that additional days (7) are given within each week of each unit, to allowmore instructional time for the identified (above) instructional elements to occur dynamically within the week

o Each week has 7 instructional days. Five full days of instruction must occur before a WeeklyAssessment is fairly administered to student on day 6 of the week. Weekly assessments will not usually fall on a Friday, therefore, teachers cannot adhere to a Mon-Fri testing schedule. Simply, assessments should not always occur on a Friday.

o A minimum of 2 Weekly Assessments may be given per unit and the use of all 5 WeeklyAssessments is at the discretion of the teacher

*Pacing Overview—a more pacing guide for TDA, Writing, Advanced Phonics will be shared

WASD INTERMEDIATE WRITING CONTINUUM GRADES 4-5-6

WASD Writing Continuum Purpose: The continuum is meant to give an overall snapshot of writing (written composition/essay) topics over the course of the year and a full view of grades 4-5-6 sequence. The purpose for creating this document is to share the expectations of written composition, leading up writing PSSA expectations. The continuum also demonstrates how writing is developed starting in kindergarten to grade 3 (primary*) and the vertical alignment to the intermediate grade levels of 4-5-6. The continuum demonstrates each grade level’s responsibility to the continuum. (see Primary Writing Continuum)

Writing Essay DOMAINS

Narrative, Informational, Opinion (GRADES 4& 5) Narrative, Informational, Argument (GRADE 6)

ELA PSSA Writing

Expectations

Time

60 Minutes

20 Multiple Choice Language

18 pts (Grammar/Conventions)

1 Writing Prompt Across any of the 3 modes

weighted x3 = 12 points

Scoring--Overall Pts Language: 18 pts

Essay: 12 pts Total = 30 pts 30pts/84pts

@35% of ELA assessment

Each Unit is @35 days

UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5

GRADE 4 Narrative

(Personal) Informational Opinion Narrative

(Fictional) *Review all Modes

Research Report

GRADE 5 Narrative

(Personal) Informational Narrative

(Fictional) Opinion

*Review all ModesIntroduce/Build

Argument

GRADE 6 Narrative (Fictional)

Informational Argument *Review All ModesIntro I-Search

I-Search *middle school format

FORMAT 5-Paragraph Essay 2 Prompts per Unit: Pre & Post

Writer’s Workshop Pacing Writer’s Workshop

Instructional Weeks 1-3 Revise and Edit Pre Prompt

On-Demand End of Week 4

Revision and Re-teaching of On-Demand Essay

Week 5 SCORING PSSA Scoring Analytic and Holistic Rubric

WASD Grade 5 Writing Overview

Text Dependent Analysis (TDA) Essay Writing response connected to Reading Students will compare more than 1 text

& Written Essay (Narrative, Informational, Opinion)

IN EVERY UNIT: • TDA Essay—practiced weekly-use R.A.C.E writing format—3 paragraph essay structure • TDA Essay --assessed minimally twice (2), Treasures Weekly Assessment Open-Ended modified or replaced to fit PSSA structure • TDA Essay—Unit 1 will develop using 1 text, by Unit 2 at least 2 different texts • Written Essay: Essay developed over time: Modeled and Refined through Writer’s Workshop—5 paragraph structure • Written Essay (2 prompts): 1 Pre- Assessment and 1 Essay assessed “on-demand” per unit—5 paragraph structure • Student examples of each writing kept in writing portfolio

Units 1-5 Format applies to all units, * see more detailed plan for TDA and Written Essay

Writing Types Week 1 Week 2 Week 3 Week 4 Week 5

TDA

Teacher Modeling Instruction

Passage Based Essay. Set-Up use R.A.C.E format/ graphic org

Teacher Modeling Direct Instruction

Close Reading Citing Evidence

Student Practice

Assessment

Guided Correction Students revise TDA

Assessment Close Reading

Citing Evidence Student Practice

Teacher Modeling Direct Instruction


Student Practice

Assessment

Guided Corrections

Revisions


Written Essay

Weeks 1-5: Through daily “Writing Workshop” time students will develop a 5 paragraph essay, using PSSA structure and rubric with support of teacher modeling, mini lessons, with a focus on content and conventions. Writing mini lessons from the core reading

program will assist in strengthening writing skills. Spelling and grammar lessons from core reading program become focused correction areas.

Writing domains (narrative, informational, & opinion) will change with each unit Essay Domains

By Unit *see PSSA rubric for focus on

content and conventions

Unit 1 Narrative Personal

*use resources from Unit 1 & Unit 3 on

personal and fictional narrative

Unit 2 Informational (expository)

Use Unit 4 & 6 resources, explain

steps, purpose, audience organization, order

Unit 3 Narrative Fictional

Unit 1 & Unit 3 on personal and fictional

narrative

Unit 4 Opinion

Use Unit 2 resources, facts, opinions, supporting

details, *supplemental resources as needed

*Review all modes

Unit 5 Argument

Introduction of Argument Essay, Teacher modeling and teaching of

domain elements

Williamsport Area School District Curriculum Map

5th Grade—Unit 1- AT A GLANCEUnit Pacing

@35 days, 5 weeks, 7 Instructional Days Unit Big Ideas by week Essential Questions (examples) by week

1. Readers think about the settings, functions andrelationships of characters in a story.

2. Readers make inferences and identify incidents thatadvance the story or foreshadow future events

3. Readers think about what the sentences in a passagehave in common to determine the main idea.

4. Readers can identify the problem and solution in astory plot

5. Readers look for clues that tell why the author wrotethe story

1. What conflicts did the main character have, and how werethey affected by the setting?

2. What details help you make inferences about events in theplot?

3. What do all of the important details in this selection have incommon?

4. What problem do the characters in this story have, and howdoes it affect their relationships?

5. How can drawing conclusions help you to sequence the plot’smain events and explain their influence on future events?

REQUIRED ASSESSMENTS Weekly Assessments *Minimum of 2 Weekly

Assessments *Teacher discretion of using up to

5 Weekly Assessments per unit

TDA Writing Assess Week 3 TDA Essay

* score using PSSA Rubric

Written Essay Narrative Personal Essay -5 paragraph

• Week 1- Pre Assess• Week 4 (end)

On-Demand • Week 5- Reteach

*score using PSSA rubric

Fluency Assessments 2 Fluency probes per student

(minimum) by Week 3 by Week 5

Classroom Based Assessments It is expected that additional classroom based assessments are collected for the purpose of informing instruction, targeting PA Core

standards, small group focus, re-teaching, assessment of practice and to provide the teacher broader and more authentic evidence for the report card.

TDA Essay and Written Essay Assessments *See extended instructional plans

TDA Essay: 1 TDA Essay Assessed per Unit Wk 1 & 2 Practiced, Wk 3 Practice & Assess, Wk 4 & 5 Revise & Edit

Wk 4 & 5 Edit & Review

Written Essay (2): Pre Assessment and On-Demand

Main Reading Selections Week 1

Goin Someplace Special

(Historical Fiction)

Week 2 Shiloh

(Fiction)

Week3 Maya Lin: Architect of

Memory (Expository Non Fiction)

Week4 Night of San Juan

(Fiction)

Week 5 Sleds on Boston Common

(Historical Fiction)

Paired Selection and explicit teaching of Genre Text Features/Elements Week 1 Fiction,

Autobiography

Week 2 Fiction, Biography

Week 3 Expository, Non Fiction

Week 4 Fiction, Expository NF

Week 5 Fiction, Poetry

Essential Reading Comprehension Skills and Graphic Organizers Week 1

Character & Setting

Week 2 Making Inferences

Week 3 Main Idea and Details

Week 4 Problem & Solution

Week 5 Drawing Conclusions

Char/Setting Chart

Inference Chart Main idea & details chart Story Map Conclusion Chart

Essential Reading Strategies Week 1

Analyze Story Structure

*Close Reading*Citing Evidence

Week 2 Analyze Story Structure


Week 3 Summarize


Week 4 Summarize


Week 5 Summarize


WASD Assessments GRADE Version A 9/6 - 9/234-Sight 9/6 - 9/9

Supplemental PA Core Skill Practice A complete list of eligible content found on the Grade Level Treasures Standards Map *attached

Approved Supplemental Resources Standards Aligned Systems (SAS), SAS Teacher Tools Curriculum Mapping, Pa Instructional Frameworks, Connect Ed Treasures, Connect Ed Wonders, PDE exemplars/released items, Smarter Balance, PARCC, PSSA like examples, Study

Island, and other standards-aligned materials as approved by the Elementary Curriculum Supervisor Eligible Content Enhancement- - On Going in Every Unit

Academic Vocabulary, Close Reading, Citing Evidence, and Analyzing Questions/Directions Short and Extended Writing on Domains: Narrative, Opinion, Informational.

Using eligible content maps, add in below additional eligible content, test taking skills, as guided by data and student needs. Week 1 Week 2 Week 3 Week 4

.nhdfsvk Week 5 Week 6

Pa Core/SAS Tools Needed • PA Writing Rubric—Narrative (shared with students), Released Narrative essay prompts • Released PSSA examples or teacher produced exemplars • TDA Essay Format-RACE(s)-Released PSSA examples or teacher produced exemplars • Depths of Knowledge (DOK) Question Stems

Essential Writing Skills The writing lessons throughout Unit #1 and Unit #4: Personal Narrative and Fictional Narrative can be used to support narrative writing. Teachers need to choose writing lessons/resources selectively within BOTH these units to assist them in developing the narrative essay with students. Teachers will need to extend and supplement Treasures’

lessons to the length and specific writing requirements of the PSSA Narrative—Personal

*See detailed Instructional Writing Plan Week 1

Teacher: I do Week 2 We do

Week 3 We Do

Week 4 You Do (I Help)

Week 5 You Do

Pre-Assess Teacher Modeling Teach: domain, elements, rubric, use models/exemplars,

organization

Shared Writing Graphic organizer

Teacher builds with class a 5- para Essay

Mini lesson on elements

Guided Writing Return student essay from pre-assessment Peer and Self-Edit

Mini-lessons based on common errors/

weaknesses

Guided Writing (cont) *Polish to proficiency

*Share & Publish *Get ready for

on-demand End of Week 4 or

Beginning of Week 5 On-Demand

On Demand (Day1)

*Score and return to students

Days 2-7 Re-Teach

Students edit and revise

Grammar skills each week are applied as Focus Correction Areas (FCA) *Grammar lessons from the core reading program need to be applied/integrated within structured writing throughout

all writing Week 1

FCA: Sentence Structure,

Sentence Types, Sentence

Punctuation

Week 2 FCA: Subject,

Predicate, Appositives, Commas

Week 3 FCA: Sentence Combining,

Compound Sentences

Week 4 FCA: Sentence

Combining, Complex Sentences, Commas,

Colons, Capitals

Week 5 FCC: Run-on Sentences , Correcting Fragments

Work Station Rotations Work stations should directly tie and reinforce PA Core/PSSA standards and the essential lesson, skills, strategies

developed throughout the unit. Materials are taught and used for instruction first. Then they are placed in the work station for independent, pairs, or peer work.

During Start Smart and Unit#1, 1 station at a time is introduced with a full 6 stations in-pace by the end. Comprehension Eligible Content

Fluency Practice Vocabulary Story/Content

Academic Vocab

Writing TDA Essay Narrative

Practice/ Computers

Tiered: Phonics & Word

Work

WORD STUDY Vocabulary--Phonics--Spelling

Vocabulary Story—Content—Academic (*see and use district list for additional academic vocabulary)

All vocabulary needs to be explicitly taught and posted to create a spoken to print connection – visually post in classroom. The vocabulary routine of Define/Example/Ask is an explicit teaching method.

Week/Story Story Vocabulary Content Vocabulary Academic Vocabulary* Week 1 Goin’ Someplace Special

scald, blurted, permission, clenched, autograph, approached, fare, spectacular

unconstitutional, banned, boycott, segregation

analyze, story structure, character and setting, context clues, sentences, dialect, establish, figurative, language, fluency, quote, stanza citing evidence, close reading, narrative, essay, historical fiction

Week 2 Shiloh

injury, mournful, sympathy, delivering, shrieks, decency, couple

anatomy, contamination, diagnose, fractures, veterinarian

analyze story structure, make inferences, dictionary, subject, predicate, dialect, establish, figurative language, fluency, quote, stanza

Week 3 Maya Lin: Architect of Memory

dedicated, equality, artifacts, exhibits, site

Add challenging words for students summarize, main idea and details, compound sentences, conjunctions, word parts, dialect, establish, figurative language, fluency, quote, stanza

Week 4 The Night of San Juan

purchased, forbidden, reluctant, gossiped, irresistible, elegant, mischievous, hesitation

lunar, crescent, gravity, eclipse summary, problem, solution, compound sentences, complex sentences, word parts, dialect, establish, figurative language, fluency, quote, stanza

Week 5 Sleds on Boston Common

navigation, instruct, patriots, tyrant, stark, governor, inspect

Add challenging words for students summary, draw conclusions, run-on sentences, word parts, dialect, establish, figurative language, fluency, quote, stanza

Phonics Phonics instruction helps beginning readers understand the relationship between letter & sounds and to use these relationships to read and write. At the intermediate grade levels, phonics instruction, specifically for struggling

readers is essential and should continue in both whole and small group teaching Week 1

Short Vowels Multisyllabic Words

Week 2 Long vowels

Multisyllabic Words

Week 3 Words with /u/ variations

Multisyllabic Words

Week 4 R controlled vowels Multisyllabic words

Week 5 R controlled vowels

Multisyllabic Words Spelling

Spelling skills act as a link between students’ oral vocabulary and their writing ability. Phonics and spelling skills are linked to accelerate students’ mastery of the phonics patterns in reading and writing. The spelling focus in the unit is the same as the phonics focus: short vowels, long a, long e, long i , long o.

Use Differentiated Spelling Lists T14—for Approaching—On—Beyond

Small Groups and Tiered Instruction Small group re-teaching is Required: Classroom teacher instructs, minimally, 2 small groups a day

Students not in small re-teaching groups are working in purposeful work stations Suggestions for small group re-teaching focused on skills embedded within unit (this is not a comprehensive list)

Week 1

• Eligible Content Focus: _______________• Text Dependent Essay set up R.A.C.E format• Phonics: Short vowels, multisyllabic words• Character & Setting chart• Analyzing Story Structure• Review and Reinforce Phonics/short vowels• Self-selected strategy

• Close Reading• Citing Evidence,• Fluency Practice/probe• Intro of Narrative Writing Elements

w/rubric• Grammar FCA Sentence Structure,

sentence punctuationWeek

2 • Eligible Content Focus:_______________• Phonics: long vowels, multisyllabic words• Making inferences with chart• Close Reading• Citing Evidence• Fluency Practice/probes• Vocabulary/Word Work

• Text Dependent Essay developmentw/rubric

• Review for weekly assessment Wk2• Narrative Writing Elements w/rubric• Grammar FCA: Subject, Predicate,

Appositives, Commas• Narrative Essay development and

conferencing

Week 3

• Eligible Content Focus:________________• Analyzing Story Structure• Main Idea and Details with chart• Summarizing• Close Reading• Citing Evidence• Fluency Practice/probe• Text Dependent Essay development w/rubric

• Review and Reinforce Phonics/WordWork: Words with /u) variations,multisyllabic words

• Narrative Writing Elements w/rubric• Grammar FCA Sentence combining,

compound sentences• Narrative Essay development and

conferencing,Week

4 • Eligible Content Focus:__________________• Review for Weekly Assessment Wk 4• Problem & Solution• Story Mapping• Summarizing• Close Reading• Citing Evidence• Fluency Practice/probe• Review Phonics/Word Work, r controlled vowels

• Text Dependent Essay revisions w/rubric

• Narrative Writing Elements w/rubric• Grammar FCA Sentence combining,

complex sentences, commas, colons,capitals

• Narrative Essay development andconferencing,

Week 5

• Eligible Content Focus_______________• Drawing Conclusions, conclusion chart• Summarizing• Close Reading• Citing Evidence• Fluency Practice/probe• Review Phonics/Word Work, r controlled words• Genre text features, fiction and poetry


• Narrative Writing Elements w/rubric• Grammar FCA Sentence run-on

sentences, correcting fragments• Narrative Essay development and

conferencing,

• Eligible Content Focus• Text Dependent Essay revisions• Close Reading• Citing Evidence• Fluency Practice/probe

• Review and Reinforce Phonics/WordWork from unit


• Narrative Writing Elements w/rubric• Narrative Essay development and

conferencing,

Teaching Text Dependent Analysis Essay Sample Instructional Plan: 7 day, 5 week plan

WEEK 1: Teacher Modeling and Instruction

Day 1 Day 2 Day 3 Day 4-5-6 Day 7

Teach R.A.C.E.S. Graphic Organizer R – Restate A – Answer Question C – Cite E – Explain/Elaborate S – Sum it up

Teach/Model/Provide examples of: R – Restate the question and make it into a statement as part of the answer you provide A – Answer the question – (main idea) include all parts of the question.

Teach/Model/Provide examples of: C – Cite what led to the idea. Give supporting evidence and use direct quotes from a text

• The author says…• The text states…• For example…

E – Explain how the quote(s) or paraphrase(s) you pointed out support your idea. Show the evidence and supply reasons.

• This shows…• This is because…• This means…

Teach/Model/Provide examples of: S – Sum it up (conclusion) Explain why evidence answers the question. Examine your answer and assess if you have addressed all parts of the question.

Week 2: Instruction and Assessment

Day 1 - 6 Day 7

Introduce/Teach/Daily Review of PSSA TDA Essay Rubric Guided Practice: R – Restate the question and make it into a statement as part of the answer you provide A – Answer the question – (main idea) include all parts of the question C – Cite what led to the idea. Give supporting evidence and use direct quotes from a text




S – Sum it up (conclusion) Explain why evidence answers the question. Examine answer and assess if you have addressed all parts of the question.

Teach/Model/Provide examples of: S – Sum it up (conclusion) Explain why evidence answers the question. Examine your answer and assess if you have addressed all parts of the question.

WEEK 3: Instruction and Assessment

Day 1 - 6 Day 7

Introduce/Teach/Daily Review of PSSA TDA Essay Rubric Guided Practice: R – Restate the question and make it into a statement as part of the answer you provide A – Answer the question – (main idea) include all parts of the question C – Cite what led to the idea. Give supporting evidence and use direct quotes from a text




S – Sum it up (conclusion) Explain why evidence answers the question. Examine your answer and assess if you have addressed all parts of the question.

TDA Common Assessment Score using PSSA TDA Essay Rubric

Week 4 & 5: Guided Corrections and Instruction

Day 1 –7

• Guided correction of Week 4 Day 5a TDA Essay• Students revise and make corrections to their essay• Daily mini lessons focus on correction of restating, answer, cite, explain, sum it up• Close reading of TDA Essay question

Writing Workshop – Instructional Plan WEEK 1 Teacher Modeling (I DO)

Introduce the writing standards. Model the whole process for the Writing Domain (Narrative, Informational, Opinion, Argument) Put a focus on identifying the elements of the new Writing Domain. The rubric is introduced up front—before students write.

Day 1 Day 2 Day 3 Day 4-6 Day 7

Pre-Assess Prompt

(Narrative, Informational, Opinion, Argument) Prompt and keep for Week 3 Day 1

Collins Type 1 (Narrative, Informational, Opinion, Argument) Elements Introduce Domain Rubric

Teach (Narrative, Informational, Opinion, Argument) Rubric & Elements using close reading format with discussion

Through teacher lead discussion and modeling: • Use PSSA released item, mentor texts, teacher’s

writing piece, selections from Treasures anthology to focus on identifying the elements of narrative and the rubric. Students should become more familiar with identifying the expectations of narrative domain.

• Collins Type I Re-Assess (Narrative, Informational, Opinion, Argument) Elements

• Review/Teach organization of a good paragraph

WEEK 2 Shared Writing (WE DO)

Use a graphic organizer, web, sentence frames, idea bank to help scaffold ideas and build into paragraph writing. Provide mini-lessons on specific features of the domain, specific skills, and grammar focus areas as needed. Consider mini lessons in the trait areas of; Content, Focus, Organization, Style

Day 1 Day 2-7

Shared Writing whole group introduce and produce a graphic organizer to create a class piece for the writing prompt

• Use a (Narrative, Informational, Opinion, Argument) graphic organizer as a reference to create/produce a class piece. Reference (Narrative, Informational, Opinion, Argument) rubric and elements.

• Scaffold ideas and build into 5-paragraph writing. • Provide mini-lessons on specific features of the domain, specific skills, grammar focus areas, content,

focus, organization, style, and conventions.

WEEK 3 Guided Writing (YOU DO – I HELP)

Revise—Make it Better Edit—Make it Correct Spend the Time to Support Proficiency

Day 1 Week 3 Days 2-7

Return student writing piece from Week 1 Day 1 • Students begin

peer/self-editing • Students create

graphic organizer for their piece

Students build the (Narrative, Informational, Opinion, Argument) 5-paragraph essay. • Use graphic organizer scaffolding students’ 5 paragraph essay • Mini-lessons focus on revision and editing student writing • Provide time for peer conferencing, one-on-one teacher conferencing, and small group conferencing based

on student strengths and weakness

WEEK 4 Guided Writing (cont) (YOU DO – I HELP)

Days 1-6 Day 7-You Do / Assess

• Polish to proficiency • Share & Publish • Give feedback using vocabulary from

rubric/elements

• Get Ready for Assessment • “Dress Rehearsal” for on-demand • Managing time, creating own graphic

organizer

• Day 7 • On-Demand Assessment • Score using PSSA Rubric

WEEK 5 Polish-Publish-Pride & You Do ( I Watch)

On Demand Assessment -- Keep in Student Portfolio

Day 1 Days 2-7

• Catch-up day for On-Demand • Return to students scored essay • Students self and peer correct

“Reteach, mini lesson on errors and weaknesses Students self and peer edit and revise Share essays Return to students and add to Writing Portfolio for future use

Repo

rtin

g Ca

tego

ry

Des

crip

tor Grade 5 Eligible Content Anchors

Literature Text and Informational Text

Treasures Unit _______1_______

Weeks 1-6

W1

W2

W3

W4

W5

W6

Lite

ratu

re T

ext

A.K

.1.1

A-K.1.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences and/or making generalizations from the text.

X X X X

A-K.1.1.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

X X X X

A-K.1.1.3 Compare and contrast two or more characters, settings, or events in a story, drama, or poem, drawing on specific details in the text (e.g., how characters interact).

X X X X X

AC .2.

11 A-C.2.1.1 Describe how a narrator’s or speaker’s point of view influences how events are

described; describe an author’s purpose and explain how it is conveyed in the text. X

AC.

3.1 A-C.3.1.1 Compare and contrast stories in the same genre on their approaches to similar

themes and topics. X X X X

A-V.

4.1

A-V.4.1.1 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.

X X X X X X

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

X X X X

A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language (e.g., simile, metaphor, personification) in context.

X X X X X X

A-V.4.1.2 Demonstrate understanding of word relationships, nuances, word meanings b. Recognize explain the meaning of common idioms, adages, proverbs.

X X

A-V.4.1.2 c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words..

X X X X X X

Constructed Response * Map 1 per week, Fiction (F) or Nonfiction (NF) and map to anchor

Info

rmat

iona

l Tex

t

B-K

.1.1

B-K.1.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences and/or making generalizations from the text.

X X X X

B-K.1.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

X X X X

B-K.1.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, steps, or concepts in a historical, scientific, or technical text based on specific information in the text.

X X X X

B.C

. 2.

1

B-C.2.1.1 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

X X

B-C.2.1.2 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information and text features in two or more texts.

B-C

.3.1

B-C.3.1.1 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

B-C.3.1.2 Integrate information from several texts on the same topic in order to demonstrate subject knowledge.

X X X X

B-C.3.1.3 Interpret text features (e.g., headings, graphics, charts) and/or make connections between text and the content of text features.

B-V

.4.1

B-V.4.1.1 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.

X

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

X X X X

c. Determine the meaning of general academic and domain-specific words and phrases used in a text.

B-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings a. Interpret figurative language (simile, metaphor, and personification) in context.

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

X X

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

X X X X X X

Grade 5 Eligible Content Anchors --Writing and Language

Treasures Unit ______1________

Weeks 1-6

W1

W2

W3

W4

W5

W6

Text

Dep

ende

nt

Anal

ysis

E.

1.1

E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose.

E.1.1.2 Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences. E.1.1.3 Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events. E.1.1.5 Provide a concluding statement or section related to the analysis presented.

Wri

ting

C.1.

1.

C.1.1.1 Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose. C.1.1.2 Provide logically ordered reasons that are supported by facts and details C.1.1.3 Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). C.1.1.4 Establish and maintain a formal style. C.1.1.5 Provide a concluding section related to the opinion presented

C.1.

2

C.1.2.1 Introduce a topic for the intended audience and group related information in paragraphs and/or sections to support the writer’s purpose..

X X

C.1.2.2 Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. C.1.2.3 Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). C.1.2.4 Use precise language, domain-specific vocabulary to inform or explain the topic.

C.1.2.5 Establish and maintain a formal style. C.1.2.6 Provide a concluding section related to the information or explanation presented.

C.1.

3

C.1.3.1 Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.

X X X

C.1.3.2 Use narrative techniques such as dialogue and description and pacing to develop experiences and events or to show the responses of characters to situations.

X X X X X X

C.1.3.3 Use a variety of transitional words, phrases, clauses to manage sequence of events C.1.3.4 Use concrete words, phrases, sensory details to convey experiences/ events precisely. X X X X X X C.1.3.5 Provide a conclusion that follows from the narrated experiences or events.

Lang

uage

D.1

.1

D.1.1.1 Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

X X

D.1.1.2 Form/use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked

D.1.1.3 Use verb tense to convey various times, sequences, states, and conditions. D.1.1.4 Recognize and correct inappropriate shifts in verb tense.* D.1.1.5 Use correlative conjunctions (e.g., either/or, neither/nor). CCSLH 6.1.G D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.*(simple, compound,and complex) D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their,they’re).* D.1.1.8 Ensure subject-verb and pronoun-antecedent agreement.*

D.1

.2

D.1.2.1 Use punctuation to separate items in a series.* X X X D.1.2.2 Use a comma to separate an introductory element from the rest of the sentence. X D.1.2.3 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?).

Grammar & Writing Handbook 167, 272

D.1.2.4 Use underlining, quotation marks, or italics to indicate titles of works. D.1.2.5 Spell grade-appropriate words correctly. X X X X X

D.2

.1 D.2.1.1 Expand, combine, reduce sentences for meaning, reader/listener interest, and style. X X X X

D.2.1.2 Choose words and phrases to convey ideas precisely.* D.2.1.3 Choose punctuation for effect.* D.2.1.4 Choose words and phrases for effect.*

ela intermediate calendar 2016-2017 year at-a-glance 5... · ela intermediate calendar 2016-2017...

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