Fifth Grade Curriculum Map Aligned With TNREADY State Standards (TNRSS) 2016-2017 by Shellie Plumley (updated July 27, 2017) Paris Special School District

This Curriculum Map provides a projection for fifth grade reading and language arts using the Houghton Mifflin Harcourt Journeys Textbook and Mentor Texts by Jivey.

2017-2018 TNREADY updated Standards READING CORNERSTONES:

Key Ideas and Details for Literature & Informational Text (KID): R.KID.1 – Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.KID.2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.KID.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure for Literature & Informational Text (CS): R.CS.4 – Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.CS.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. R.CS.6 – Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas for Literature & Informational Text (IKI): R.IKI.7 – Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. R.IKI.8 (informational text only) – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R.IKI.9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes.

Range of Reading and Level of Text Complexity (1 Standard) = RRTC R.RRTC.10 – Read and comprehend complex literary and informational texts independently and proficiently.

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SPEAKING AND LISTENING STANDARDS CORNERSTONES:

Comprehension and Collaboration (SL.CC.1): SL.CC.1 – Prepare for and participate effectively in a range of conversations and collaborations with varied partners, building on others’ ideas and expressing their own clearly and persuasively. SL.CC.2 – Integrate and evaluate information presented in diverse media formats, such as visual, quantitative, and oral formats. SL.CC.3 – Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas (SL.PKI): SL.PKI.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning; the organization, development, and style are appropriate to task, purpose, and audience. SL.PKI.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.PKI.6 – Adapt speech to a variety of contents and communicative tasks, demonstrating command of formal English when indicated or appropriate.

WRITING STANDARDS CORNERSTONES:

Text Types and Protocol (TTP): W.TTP.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.TTP.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.TTP.3 – Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing (W.PDW): W.PDW.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.PDW.5 – Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.PDW.6 – Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge (W.RBPK): W.RBPK.7 – Conduct short as well as more sustained research projects based on focus questions, demonstrating new understanding of the subject under investigation. W.RBPK.8 – Integrate relevant and credible information from multiple print and digital sources while avoiding plagiarism. W.RBPK.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Range of Writing (W.RW): W.RW.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 tasks, purposes, and audiences.

Leveled Readers are listed in this order: Below Level, On Level, Advanced, and ELL

Note. Unit three of the Journeys curriculum contains reading materials aligned with 4th grade social studies standards. For this reason it is not included in this document, but suggestion is given that 4th and 5th grade share materials for this unit as the 4th grade book includes a unit addressing 5th grade social studies standards.

If you are viewing this in a file document, the pages can move around and lose their format if you make changes.

4

1st 6wks

Harcourt Journeys

1st Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018

Weeks 1 and 2

TNREADY Standard Reading Targets TNRSS Skills TNRSS Mentor Text Tech

8/7/17

8/18/17 Lesson

1

5.RL.CS.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Read Aloud-“Ode to Lunch” Anchor Text “A Package for Mrs. Jewels” from Wayside School Is Falling Down Genre: Humorous Fiction “Questioning Gravity” Genre: Readers’ Theater Leveled Readers The Cafeteria Contest- Below Serves Two Hundred – On Project Bug – ADV Dinner for Two Hundred – ELL

Target Skill Story Structure Target Strategy Summarize Supporting Skills Irony Point of View

Language 5.3a 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.

Grammar: Complete Sentences; Kinds of Sentences Vocabulary: Using Context Spelling: Short Vowels; VCV Syllable Pattern Fluency: Expression

Writing 5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Writing Model Narrative Writing Writing Form Short Story Focus Trait Ideas Write About Reading

Week 1 Do Unto Otters by Laurie Keller *Simple Sentences *Adjectives *Character & Events Week 2 Pink and Say by Patricia Polacco *Adjectives *Underground Railroad

Flocab “These Are

the Five Things”

Brainpop

“Sentences” “Types of

Sentences”

Essential Question How can an experiment clarify an idea?

I can explain the importance of chapters, scenes, and stanzas in a text.

I can use grammar correctly in my writing and speaking.

I can write a narrative text.

Assessment: Lesson 1 Weekly Test

5

1st 6wks

Harcourt Journeys

1st Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018

Weeks 3 and 4

TNREADY Standard Reading Targets TNRSS Skills TNRSS Mentor Text Tech

8/21/17 9/1/17

Lesson

3

5.RL.KID.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).

Read Aloud “Should We Let Politics Become Personal?” Anchor “Off and Running” Realistic Fiction Leveled Readers The Mighty, Mighty Daffodils The Presentation The Geography Bee A Better Plan

Target Skill Compare & Contrast Idioms Target Strategy Infer/Predict Supporting Skills Formal & Informal Language

Language 5.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.3a.

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Grammar: Compound Sentences Vocabulary: Context Clues Spelling: Long I & Long o; VCCV pattern Fluency: Intonation

Writing 5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Narrative Dialogue Word Choice

Week 1 Minty, a Story of Young Harriet Tubman Alan Schroeder *Compound Sentences My Mama Had a Dancing Heart by Libba Moore Gray *Adjectives

Brainpop Idioms

Flocab Idioms

LearnZillion

RL.5.3

Essential Question Why is determination a good quality for a politician to have?

I can use specific details from a text to compare and contrast characters, settings, or events.

I can recognize and explain idioms, adages, and proverbs.

I can establish a situation, introduce characters and a narrator, and organize events in a story.

Lesson 3 Weekly Test

6

1st 6wks

Harcourt Journeys

1st Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018

Weeks 5 and 6

TNREADY Standard Reading Targets TNRSS Skills TNRSS Mentor Text Tech

9/5/17

9/15/17

Lesson 4

5.RI.KID.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Read Aloud “Learning the Ropes” Anchor - “Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood” Narrative Non Fiction Leveled Readers Games We Play Patsy Mink Title IX Patsy Mink and Title IX

Target Skill Sequence of Events Narrative Pacing Rhythm Target Strategy Monitor/Clarify

Language 5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. I can use capitalization, punctuation, and spelling correctly when writing.

Grammar: Common & Proper Nouns Decoding: Digraphs in Multisyllable Words Fluency: Phrasing; Pauses Vocabulary: suffixes ion, tion

Writing 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. Prewrite a Fictional Narrative Focus Trait: Ideas

Week 1 Fireboat by Maria Kalman *Proper Nouns Week 2 Cherries and Cherry Pits by Vera Williams *Prepositions

LearnZillion RI.5.1 Flocab Fiction v. Nonfiction Brainpop Nouns Flocab Nouns

Essential Question How can being active in sports improve someone’s attitude?

I can use direct evidence from a text to explain and draw inferences.

I can spell words correctly. I can use reference materials when I need help spelling a word.

I can use strategies to determine the meaning of unfamiliar words and phrases.

I can plan, revise, and edit my writing. I can rewrite or try a different approach if needed.

Lesson 4 Weekly Test

7

2nd 6 Weeks

5th Grade ELA Curriculum Map PES 2017-2018

Weeks 7 and 8

STANDARD Reading Targets TNRSS Skills TNRSS Mentor Text Tech

9/18/17 9/29/17

Lesson

5

5.RL.KID.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

Read Aloud “Fair or Foul?” Anchor – “Elisa’s Diary” – Realistic Fiction Leveled Readers Not Just Second Place Baseball Rules Far from Home Baseball Memories Poetry – Words Free as Confetti

Target Skill Theme Dialogue Sequence of Events Target Strategy Visualize Poetry – examine use of imagery

RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Grammar: Singular and Plural Nouns Decoding: Stressed & Unstressed Syllables Vocabulary: suffixes ly, ful

Writing 5.1b. Provide logically ordered reasons that are supported by facts and details. Language 5.4c 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.

Week 1 The Empty Pot by Demi *Theme *Compound Sentences Week 2 Gleam and Glow by Eve Bunting *Simple Sentences *Similes

LearnZillion RL.5.7

LearnZillion

RL.5.2

Essential Question How can overcoming a challenge change someone’s life?

I can use specific details to determine the theme of a text. I can summarize the text.

I can use strategies to determine the meaning of unfamiliar words and phrases.

I can use organized facts and details to support reasons.

I can learn and use academic and subject-specific vocabulary.

I can use words and phrases that show logical relationships.

Lesson 5 Weekly Test

8

2nd 6 Weeks

Harcourt Journeys

1st Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018 Weeks 9 and 10

TNREADY Standard

Reading Targets TNRSS Skills TNRSS Mentor Text Tech

Oct. 2 Oct. 9-15

Review Skills for CASE Assessment DARE Essays FALL BREAK

9

2nd 6 Weeks

Harcourt Journeys

1st Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018

Weeks 11 and 12

TNREADY Standard

Reading Targets TNRSS Skills TNRSS Mentor Text Tech

10/16/17 10/27/17 Lesson 6

5.RI.KID.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. Fluency – RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

I can read aloud with accuracy, fluency, and expression.

Read Aloud America’s Eagle Anchor Text Quest for the Tree Kangaroo Genre – Informational Text Why Koala Has No Tail (Myth)

Leveled Readers Kangaroos Rain Forest Wildlife Marsupials! Animals of the Rain Forest

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

Target Skill . Cause/Effect . Quotes and Description Text Features . Domain-Specific Vocab. Target Strategy .Question

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases

L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Grammar: Verbs Vocab: Synonyms & Antonyms Spelling: vowel + /r/ sounds Decoding: common beginning syllables L.5.1c Use verb tense to convey various times, sequences, states, and

conditions.

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Informative Writing: Procedural Composition Focus Train: Organization

Week 1 Dear Juno by Soyung Pak *Adverbs *Simple Sentences Week 2 Wilma Unlimited by Kathleen Krull *Vivid Verbs Lesson 6 Weekly Test

Learn Zillion RI.5.3

Cause & Effect

Flocab Verbs

Brainpop

Verb Tenses

Essential Question Why is it important to research and protect endangered animals?

I can use specific details from a text to compare and contrast characters, settings, or events.

I can use words and phrases that show logical relationships.

I can use verb tense to convey meaning.

I can use direct evidence from a text to explain and draw inferences.

I can consider the purpose and audience when writing.

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3rd 6wks

Harcourt Journeys

1st Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018

Weeks 13 and 14

TNREADY Standard

Reading Targets TNRSS Skills TNRSS Mentor Text Tech

10/30/17 11/10/17

Lesson

9

5.RL.KID.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RL.CS.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Read Aloud A Watery Grave Anchor Text Storm Warriors Genre – Historical Fiction Pea Island’s Forgotten Heroes Informational Text (Magazine article) Leveled Readers Sugaring Weather The River Kept Rising Night of the Killer Waves The Rising River

Target Skill Conclusions and Generalizations Point of View Characterization Target Strategy Infer/Predict I can learn and use academic and subject-specific vocabulary. I can use words and phrases that show

L.5.1e Use correlative conjunctions (e.g., either/or, neither/nor). L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style

Grammar: Complex Sentences Vocabulary: Greek and Latin Roots Spelling & Decoding: Compound Words

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. Prewrite a Research Report Ideas

Week 1 Dandelions by Eve Bunting *Compound Sentences *Prepositions *Westward Expansion Week 2 Train to Somewhere by Eve Bunting *Complex Sentences *Pronouns *Westward Expansion

LearnZillion RL.5.1 United Streaming Complex Sentences Brainpop Word Parts

Essential Question How can an act of courage re veal a person’s true nature?

I can use direct evidence from a text to explain and draw inference.

logical relationships. I can use correlative conjunctions such as either/or and neither/nor.

I can create sentences to convey various meanings.

I can gather and summarize information and provide sources.

Lesson 9 Weekly Test

11

3rd 6wks

Harcourt Journeys

1st Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018

Week 15 TNREADY Standard

Reading Targets TNRSS Skills TNRSS Mentor Text Tech

11/13/17 11/17/17 Lesson 7

5.RL.KID.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text.

Read Aloud- Annie’s Pride Anchor Text Old Yeller Genre – Historical Fiction Readers Theater - What Makes It Good (persuasive text) Leveled Readers Young Eagle and His Horse On the Long Drive Riding with the Camel Corps The Long Cattle Drive

Target Skill Understanding Characters Author’s Word Choice Dialect Target Strategy Visualize

L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.

Grammar: Direct and Indirect Objects Vocabulary: Adages and Proverbs Spelling & Decoding: more vowel + /r/ sounds

W.5.2c Link ideas within and across categories of information using words, phrases, and clauses W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. Informative Writing Compare/Contrast Essay Word Choice

Locomotive by Brian Floca *Figurative Language *Transcontinental Railroad Lesson 7 Weekly Test

Learn Zillion RI.5.3 Brainpop Verbs & Objects Adages & Proverbs Lesson Resources

Essential Question How can dangerous situations bring people closer together?

I can explain how people, events, ideas, or concepts are connected in a historical, scientific, or technical text.

I can find evidence from the text to support what the author believes or wants me to believe About a certain topic or event.

I can recognize and explain idioms, adages, and proverbs

I can use words, phrases, and clauses to connect ideas throughout my writing.

I can use specific words related to the topic to support my writing.

11/20/17 Week 16 Thanksgiving Week

Holiday Activities Writing Skills

12

3rd 6wks

Harcourt Journeys

1st Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018 TNREADY Standard Reading Targets TNRSS Skills TNRSS Mentor Text Tech

Weeks 17 and 18 11/27/17 12/8/17

Lesson 10

5.RL.KID.2 Determine a theme or central idea of a story, drama, or poem from details in the text; summarize the text.

Read Aloud Who Tamed the Cat? Anchor Text – Cougars Genre – Informational Text Purr-fection – Poetry

Leveled Readers Sharks The Return of the Yellowstone Grizzly Saving the Mexican Wolves Grizzly Bears return to Yellowstone RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Target Skill Main Ideas and Details Explain Scientific Ideas Domain-Specific Vocabulary Target Strategy Monitor/Clarify

L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Grammar: Direct Quotations and Interjections Vocabulary: Shades of Meaning Spelling & Decoding: Schwa & /r/ sounds

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.2c Link ideas within and across categories of information using words, phrases, and clauses Informative Writing Research Report Sentence Fluency

Week 1 Why Mosquitos Buzz by Verna Aardema *Quotations *Theme *Characters *Summary Week 2 Last Stop on Market Street by Matt de la Pena *Quotations *Theme *Characters Lesson 10 Weekly Test

LearnZillion RI.5.8

LearnZillion

RI.5.2

LearnZillion RI.5.3

Brainpop Dialogue

Essential Question What can a scientist learn by observing the behaviors of a particular animal?

I Can determine the main idea and details of a text. I can summarize text.

I can explain how people, events, ideas, or concepts are connected in a historical, scientific, Or technical text.

I can compare and contrast the organi -- zational structures in different texts.

I can understand when and where to use conjunctions, prepositions, and interjections.

I can use information from different texts to write or talk about subject.

I can use words, phrases, and clauses to connect ideas throughout my writing.

13

3rd 6wks

Harcourt Journeys

1st Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2016-2017 Week 19

TNREADY Standard Reading Targets TNRSS Skills TNRSS Mentor Text Tech

12/11/17

4-H Speeches Idioms

14

4th 6wks

Harcourt Journeys

2nd Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018

Weeks 20 and 21

TNREADY Standard

Reading Targets TNRSS Skills TNRSS Mentor Text Tech

1/8/18 1/19/18 Lesson 20 CASE ASSESMENT #2

5.RL.CS.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Read Aloud – The Huntress (Model Fluency) Anchor Text - The Black Stallion Genre- Fiction Adventure Horse Power(Informational Text) Leveled Readers The Deer Wilderness Rangers Day of the Coyotes Lost in a Canyon

Target Skill Story Structure Characterization Theme Target Strategy Question

L.5.2d Use underlining, quotation marks, or italics to indicate titles of works. L.5.5a Interpret figurative language, including similes and metaphors, in context.

Grammar: Proper Mechanics Writing Titles Vocabulary: Figurative Language Decoding: stress in 3 syllable words Spelling: words from other languages

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.

Week 1 Up North at the Cabin by Marsha Chall *Figurative Language *Theme *Metaphor Week 2 Step, Stomp, Stride by Andrea Davis Pinkney *Compound Sentences * Sojourner Truth *Alliteration lesson 20 Weekly Test

LearnZillion Figurative Language

United

Streaming Figurative Language

Essential Question What can a person learn by building a relationship with an animal?

I can explain the importance of chapters, scenes, and stanzas in a text.

I can interpret figurative language in a text.

I can write over different time frames for various purposes and audiences.

15

4th 6wks

Unit 5 Harcourt Journeys 2nd Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018 TNREADY

Standard Reading Targets TNRSS Skills TNRSS Mentor Text Tech

Weeks 22 and 23 1/22/18 2/2/18 Lesson 23

5.RI.KID.2 Determine two or more main ideas & explain how they are supported by details; summarize 5.RI.KID.3 explain the relationships between individuals, events, ideas, concepts in a text

Read Aloud- “The Turbulent History of Texas” Anchor Text Vaqueros: America’s First Cowboys Genre-Informational Text “Rhyme on the Range” Poetry Leveled Readers Rodeo The Goodnight-Loving Trail How Barbed Wire Changed the West Blazing a Cattle Trail

Target Skill Text & Graphic Features Main Ideas & Details Adages Target Strategy Summarize

RI.5.10 By the end of the year, read and comprehend informational texts.

Grammar: Easily Confused Verbs Vocabulary: Adages & Proverbs Decoding & Spelling: unstressed syllables

Opinion Writing Organization

Week 1 A Wish to Be a Christmas Tree by Colleen Monroe *Text Structure Week 2 Henry’s Freedom Box by Ellen Levine *Complex Sentences Lesson 23 Weekly Test

LearnZillion RI.5.3 Adages & Proverbs Resources

Essential Question What kinds of lessons were learned by people who lived in the old west?

I can use specific details to summarize a text. I can determine the meaning of common adages & proverbs.

I can analyze graphics or images and determine what they add to a text.

I can read and comprehend grade-level informational texts.

I can prepare for discussions and use the information to explore and discuss a topic.

I can summarize a discussion and draw conclusions from key ideas, information, and knowledge gained from it.

16

Harcourt Journeys

2nd Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018 TNREADY Standard Reading Targets TNRSS Skills TNRSS Mentor Text Tech

Weeks 24 and 25 2/5/18 2/16/18 Lesson 24 STAR TEST #2

5.RL.KID.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RL.CS.5 Explain how chapters, scenes, or stanzas fit together to provide overall structure.

Read Aloud- Tales of the Trail Anchor Text: Rachel’s Journal Genre: Historical Fiction Westward to Freedom – Informational Text Leveled Readers Down the Columbia Gold for Chan Li Dear Cousin Chan Li’s Pot of Gold

Target Skill Cause and Effect Figurative Language Point of View Target Strategy Analyze/Evaluate

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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

Grammar: Making Comparisons Vocabulary: Using Context Decoding & Spelling: simple prefixes –in, -un, -dis, -mis

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.

Week 1 The Butterfly by Patricia Polacco *Vivid Verbs Week 2 Somebody Loves You, Mr. Hatch by Eileen Spinelli *Adjectives *Story Elements Lesson 24 Weekly Test

LearnZillion RL.5.3 Cause/Effect Powerpoint Multiple Common Core Links Point of View Powerpoint

Essential Question Why would a pioneer traveler record events in a journal?

I can use direct evidence from a text to explain and draw inferences.

I can use specific details from a text to compare and contrast characters, settings, or events.

I can use appropriate language to enhance my writing and speaking.

I can plan, revise, and edit my writing.

I can rewrite or try a different approach if needed.

17

5th 6 wks.

Harcourt Journeys

2nd Semester Balanced Literacy

Weeks 26 and 27

Reading Adventures Magazine

5th Grade ELA Curriculum Map PES 2017-2018

TNREADY Standard

Reading Targets TNRSS Skills TNRSS Mentor Text Tech

2/20/18 3/2/18

5.RI.KID.3 Explain the relationship and interactions among two or more individuals, events, and/or ideas in a text.

Read Aloud – Moving from Place to Place Anchor Text- Animals on the Move Genre-Informational Text “Skywoman’s Rescue”-Play “The Whale”,”Wild Geese” -Poetry Trade Books- Use 5 weeks Skunk Scout – Below Level Frindle – On Level Mysteries of the Mummy Kids - Advanced

Target Skill Text and Graphic Features Target Strategy Visualize

L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase

Possessive Nouns Vocabulary Multiple-Meaning Words

W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Informative Writing Paragraphs Word Choice

Week 1 The Boy Who Loved Words by Roni Schotter *Possessive Nouns Each Kindness by Jacqueline Woodson *Possessive Nouns Lesson 26 Weekly Test

Learn Zillion RI.5.10

Text

Features Powerpoin

t

Possessive Nouns

youtube video

Multiple Meaning Words

youtube

Essential Question What can people learn by reading about how different animals adapt and survive?

I can read and comprehend grade-level informational texts.

I can quickly find evidence in the text to support my thinking when answering a question or solving a problem.

I can create sentences to convey various meanings.

I can use context clues to understand an unfamiliar word or phrase.

I can establish a situation, introduce characters and a narrator, and organize events in a story.

I can consider the purpose and audience when writing.

18

Weeks 28 and 29 3/5/18 3/16/18 Lesson 27

5.RL.KID.2Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Read Aloud-The Paleo Indian Changing with the Times Anchor Text: ”Mysteries at Cliff Palace” (Readers’ Theater) “Cave of the Crystals” Informational Text “Places and Names: A Traveler’s Guide”-Poetry Trade Books Cont.

Target Skill Theme Target Strategy Analyze/Evaluate

L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

Abbreviations Vocabulary Suffixes

W.5.2a 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

Week 1 Freedom on the Menu the Greensboro Sit-ins by Carole Weatherford *Contractions *Civil Rights *Compound Sentences Week 2 The Royal Bee by Francis Park *complex sentences *theme

Abbrevia-tions Internet4Classrooms Understand-ing Theme youtube

Essential Question What lessons can we learn from other cultures?

I can use specific details to determine the theme of a text. I can summarize the text.

I can spell words correctly. I can use reference materials when I need help.

I can organize my writing and use text features to help readers better understand a topic.

Lesson 27 Weekly Test

19

6th 6wks

Harcourt Journeys

2nd Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018 TNREADY Standard Reading Targets TNRSS Skills TNRSS Mentor Text Tech

3/19/18 WEEK 30

CASE ASSESSMENT #3 REVIEW WEEK

3/26/18 SPRING BREAK WEEK

Weeks 30 and 31 4/2/18 4/13/18 Lesson 29:

5.RL.KID.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

Read Aloud – Fossils Anchor Text- “The Case of the Missing Deer” Genre – Realistic Fiction “Fossil Fish Found!” (Informational Text) “Encounter” & “Deep in the Forrest” (Poetry

Target Skill Conclusions and Generalizations Target Strategy Infer/Predict

L.5.2c 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

More Commas

W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Week 1 Hey Little Ant by Phillip and Hannah Hoose *Interjections *Commas Week 2 The Keeping Quilt by Patricia Polacco *commas in a series

Drawing Conclusions/Making Inferences

Essential Question Why are people fascinated by nature?

I can use direct evidence from a text to explain and draw inferences.

I can use commas when setting off introductory words or phrases in a sentence.

I can use specific information such as facts, definitions, and details to support a topic.

Lesson 29 Weekly Test

20

6th 6wks

Harcourt Journeys

2nd Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018

WEEKS 32 AND 33

TNREADY Standard

Reading Targets TNRSS Skills TNRSS Mentor Text Tech

4/16/18 4/27/18 Lesson 30

5.RI.KID.2 Determine the main idea of a text and explain how they are supported by key details; summarize the text.

Read Aloud-Finding Their Way Anchor Text-“Get Lost! The Puzzle of Mazes” Informational Text “Journey to Cuzo” (Myth) “The Best Paths” “Compass” (poetry) Trade Books Concluded

Target Skill Main Ideas and Details Target Strategy Summarize

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Other Punctuation Vocabulary Word origins

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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.) Informative Writing Ideas

Week 1 Star of Fear, Star of Hope by Jo Hoestlandt *punctuation *colons Week 2 Jumanji by Chris Van Allsburg *complex sentences

Summarize youtube

video

Summarize Powerpoin

t

Essential Question What traits help make a person good at solving problems?

I can determine the main idea and details of a text. I can summarize text.

I can use capitalization, punctuation, and spelling correctly when writing.

I can plan, revise, and edit my writing. I can rewrite or try a different approach if needed.

Lesson 30 Weekly Test

21

6th 6wks

4th Grade Unit or Novels

2nd Semester Balanced Literacy

5th Grade ELA Curriculum Map PES 2017-2018 TNREADY Standard Reading Targets Wks 34-37 April 30-end of year

Standards and I can statements are tied to the TCAP review materials.

Teachers may choose their focus strategies and then apply the appropriate standard and I can statements… Based on the anchor reading you select (Journeys or Novels).

Switch Materials with 4th grade to teach the Journeys Unit which contains the reading material related to social studies standards. For some reason 4th and 5th are switched in the textbooks.

Another possibility is Novel Studies. We have a large selection of novels on different reading levels.

Incorporate review for TCAP during these next weeks prior to testing.

TCAP Review and

Practice.

Follow the Chart, (on the next three pages) incorporating this review with the anchor reading materials of your choice.

L.5.2e Spell grade-appropriate words correctly, consulting references as needed. I can spell words correctly. I can use reference materials when I need help spelling a word.

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6th Six weeks TCAP Review Materials and Schedule for Use Journey’s Test Power Tennessee Test Prep

Wk 1

Lesson/ Page Number

Target Skill

RNREADY Standard I Can Statement

L1. P. 1-4 Using Content

L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

I can use context clues to understand an unfamiliar word or phrase.

L2 P. 5-6 Writing to Narrate

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

I can write a narrative text.

L3 P.7-10 Language L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I can use grammar correctly in my writing and speaking.

L4 P11-14 Prefixes and Suffixes

L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

I can spell words correctly.

L5 P15-18 Poetry L.5.5a Interpret figurative language, including similes and metaphors, in context. 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.

I can interpret figurative language in a text. I can explain the importance of chapters, scenes, and stanzas in text.

L6. P. 19-22 Synonyms and Antonyms

L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words

I can use the relationship between words to better understand each of the words.

L7 P. 23-26 Speech SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

I can summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

L8 P27-30

Writing and Research

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

I can consider the purpose and audience when written.

23

Wk 2

L 9 P31-34 Conclusions/ Generalizations

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

I can use direct evidence from a text to explain and draw inferences.

L10 P 35-36 Writing to Inform

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly

I can write an informative text.

L 11 P 37-40 Cause/Effect RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

I can compare and contrast the organizational structures in different texts.

L 12 P 40 – 44 Figurative Language

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.

I can interpret figurative language in a text.

L 13 P 45 - 46

Language

L.5.1d Recognize and correct inappropriate shifts in verb tense

I can recognize and correct inappropriate shifts in verb tense and aspect.

L 14 P 47-50 Sequence of Events

RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts

I can compare and contrast the organizational structures in different texts.

L 15 P 51 - 52 Writing Opinions

W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose

I can organize my writing with a logical progression that supports an opinion.

L 16 P 53-56 Author’s Purpose

RL.5.2 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.

I can use specific details to determine the theme of a text. I can summarize the text.

L 17 P 57 – 60 Story Structure 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.

I can explain the importance of chapters, scenes, and stanzas in a text.

24

Wk 3

L 18 P61-64 Main Idea And Details

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

I can determine the main idea and details of a text. I can summarize text.

L 19 P 65-68 Writing and Research

W.5.9b 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]”).

I can use grade-level reading strategies when writing about informational texts.

L 20 P 69-70 Writing to Narrate

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

I can write a narrative text.

L 21 P 71-74 Language L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

I can use the relationship between words to better understand each of the words.

L 22 P 75-78 Theme RL.5.2 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.

I can use specific details to determine the theme of a text. I can summarize the text.

L 23 P 79-82 Text and Graphic Features

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).

I can analyze graphics or images and determine what they add to a text.

L 24 P 83-86 Point of View RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

I can describe how the point of view affects a story.

L 25 P 87-88 Writing Opinions

W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

I can organize my writing with a logical progression that supports an opinion.

ELA Practice Test 89-124

Comprehensive of TNREADY Standards

Narrative Writing Practice Test P 125 - 127

S. Plumley 2016-2017 PES D. Allen 2015-2016 PES / PSSD L. Flowers 2013-2014 Paris Elementary Paris Special School District

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26

(This is an extra page. Can be used as a template)

1st 6wks

Balanced Literacy

5th Grade ELA Curriculum Map PES 2015-2016 Wk 1 TNREADY Standard Reading Targets TNRSS Skills TNRSS Writing Tech