greenwood public school district · *refer to tkg holistic pacing, unit pacing guide and sample...

GREENWOOD PUBLIC SCHOOL DISTRICT

5th Grade

ENGLISH-LANGUAGE ARTS

Pacing Guide 2018-2019

*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents.

FIRST NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.

Ongoing standards should be taught each nine weeks. Week

Instructional Period Academic Focus

Standards

Reading Ongoing Standards

Language/Speaking Listening

Ongoing Standards

Writing Ongoing Standards

Text Focus

Extended Supporting

Date Days


5th Grade




DAY 1

Weeks

1 & 2

Aug.

6-17

1

12 Days

Rules and procedures

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.

RI 5.2

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

RL 5.3

Compare and contrast


RL 5.1

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

RI 5.1


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.


5.1a

*Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking.

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

5.1c

Use verb tense to convey various times, sequences, states, and conditions.

5.1a-d


5.4

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

(Grade specific expectation for writing types are defined in standards 1–3).

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

Texts

Theme: Meeting Challenges

Literary

RS, Thunder Rose, P. 56

RS, Poetry Collection, P.170

RW, Accident Prone Link:

http://www.readworks.org/p assages/accident-prone-0

Informational Text

RS, Red Kayak, P. 26

Cursive writing standard should be incorporated throughout the year.

L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking.

http://www.readworks.org/passages/accident-prone-0




5th Grade




two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

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.

5.1a-d

*Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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.

Provide logically ordered reasons that are supported by facts and details.

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.

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.

RI 5.10

By the end of the year, read and comprehend informational texts, including history/ social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

*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 an d expressing their own clearly. 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.

Follow agreed upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Language Standards 1 3 up to and including grade 5.)

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 key boarding skills.

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.

RS, What Will I Do in an Emergency, P.46 (Supplemental)

RS, Island of the Blue Dolphins, P.88

RS, Ten Mile Day, P. 146

RW, After the Floods Link:

http://www.readworks.org/p assages/after-floods

http://www.readworks.org/passages/after-floods





5th Grade





5th Grade




Session 2 Aug


5th Grade




Session 2

Weeks

3 & 4

Aug 20 - 31

10 days RL 5.2


RI 5.2


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).

RI 5.3

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts

RL 5.1


RI 5.1


RL 5.5


RI 5.5


5.1b

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

5.2a-c

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

Use punctuation to separate items in a series.

Use a comma to separate an introductory element from the rest of the sentence. 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?).

5.3a-e

*Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/ or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events.

Texts

Theme: Personal Challenges/Encounter

Literary

RS, Brave Melissa, P. 23

RW, Poem: Casey at the Bat

Link:

http://www.readworks.org/p assages/casey-bat RW,

David Cesar Link:

http://www.readworks.org/p assages/david-cesar

Informational Text

RS, Satchel Paige, P. 116

RS, Roberto Clemente: A Baseball Hero, P. 134

(Paired Text: Satchel Paige)

RS, The Midnight Ride of Paul Revere, P. 295

RS, The Heroic Paul Revere, P. 312

(Drama)

http://www.readworks.org/passages/casey-bat




http://www.readworks.org/passages/david-cesar





5th Grade




in a historical, scientific, or technical text based on specific information in the text.

5.1

*Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

RL 5.10


RI 5.10


RF 5.3a

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.

5.1a-d



groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

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.


5.4



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


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 key boarding skills.




5th Grade





5th Grade




RF 5.4c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

5.2

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

5.10



5th Grade




Ready Lessons Alignment: Lesson 1, Lesson 5, Lesson 7, Lesson 4a, and 4b

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6- L.5.4b, L.4a, L.4b, L.5.4c *****Remediation may vary*********

Session

3


5th Grade




Weeks

5 & 6

Sept 3rd No

School

Sept. 4-14

9 days RL 5.2


RI 5.2


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).

RL 5.1


RI 5.1


RL 5.5


RI 5.5


5.1d

Recognize and correct inappropriate shifts in verb tense. Use correlative conjunctions (e.g., either/or neither/nor).

5.2d

Use underlining, quotation marks, or italics to indicate titles of works.

5.5a

Interpret figurative language, including similes and metaphors, in context.

5.1 a-d




Come to discussions prepared, having read or studied required material;

5.4



5.5



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

Texts

Theme: Inventors and Artists

Literary

RS, The Fabulous Perpetual Motion Machine, P. 330

(Drama)

RS, The Toy Space Shuttle Is Here, P. 348

(Paired Text: The Fabulous Perpetual Motion Machine)

RS, Poem: Stairs, P. 477

Informational Text

RS, Mahalia Jackson, P. 430

RS, Poems:

Perfect Harmony P. 442 &

Deep Breaths, P. 444

(Paired Text: Mahalia Jackson)

RW, Classical Music:

Ludwig Van Beethoven



5th Grade




sufficient command of key boarding skills.



5th Grade




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.

5.3

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

RL 5.10


RI 5.10


RF 5.3a

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

RF 5.4

Read with sufficient accuracy and fluency to support comprehension.

explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.


5.3

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence

5.10


Link:

http://www.readworks.org/p assages/classical-music-

ludwig-van-beethoven

RS, Poem: Chemistry 101

(Supplemental Text)

http://www.readworks.org/passages/classical-music-ludwig-van-beethoven





5th Grade




Ready Lessons Alignment: Lesson 1, Lesson 5, Lesson7, Lesson 4a, 4b

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6- L.5.4b, L.4a, L.4b, L.5.4c *****Remediation may vary*********

Session 4


5th Grade




Session

4

Weeks

7 & 8

Sept 17 – Oct 5

Oct 5 – End of

3rd Nine weeks

15 days RL 5.2


RI 5.2


RL 5.5


RI 5.5

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.

RI 5.9

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

RL 5.10


RI 5.10

By the end of the year, read and comprehend informational texts, including history/

5.1a





5.2e

Spell grade appropriate words correctly, consulting references as needed.

5.5a

Interpret figurative language, including similes and metaphors, in context.

5.4



5.5



5.6

With some guidance and support from adults, use

Theme: Adaptation

Literary RS,

Weslandia, P. 26

RS, Paired Text & Poem: Under the Back Porch,

P. 42

RS, Tripping Over the Lunch Lady, P. 52

Informational Text

RW, A Sea of Questions

Link:

http://www.readworks.org/p assages/sea-questions

RW, What’s the Big Idea about Marine Biology?

Creatures and Ecosystems of the Ocean Link:

http://www.readworks.org/p assages/whats-big-idea-

http://www.readworks.org/passages/sea-questions




http://www.readworks.org/passages/whats-big-idea-about-marine-biology-life-ocean




5th Grade





5.3

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

social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

RF 5.3a

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

RF 5.4

Read with sufficient accuracy and fluency to support comprehension.

5.1a-d





Follow agreed upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw

technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of key boarding skills. 5.10


about-marine-biology-lifeocean

(Paired Text: A Sea of Questions)

RS, Exploding Ants, P. 82








5th Grade




conclusions in light of information and knowledge gained from the discussions.

5.3

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

Ready Lessons Alignment: Lesson 1, Lesson 7, Lesson 16

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6

*****Remediation may vary*********


5th Grade




Second NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.

Ongoing standards should be taught each nine weeks.

Week


Standards

Reading

Ongoing Standards

Language/Speaking- Listening Ongoing Standards

Writing

Ongoing Standards

Text Focus

Extended Supporting

Date Days


5th Grade




Session

Weeks 1- 2

Oct.8-19 Oct 10 – PTC Oct 11-12 Fall Break

7 instructional days

R.L 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).

R.L 5.4 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes.

R.I 5.3 Explain the relationships or interactions between two or more individuals,

events, ideas, or concepts in a historical, scientific, or technical

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

L 5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L 5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

S.L 5.1a-d Engage effectively in a range of collaborate discussions (oneon-one, in groups, and teacher-led) with diverse

W 5.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

JUST LIKE HOME LIFE

DOESN’T

FRIGHTEN ME AT ALL

THE CH’I-LIN PURSE

THE STORY OF PHAN KU

READWORKS

NEWSELA Cursive writing standard should be incorporated throughout the year.



5th Grade




text based on specific information in the text. R.I 5.4 Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic or subject area. W 5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

R.I 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. R.I.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. R.F 5.3a Use combined knowledge of all

partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

S.L 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.

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.


5th Grade




letter-sound correspondence,

W 5.10 Write routinely over extended time


5th Grade




syllabication

patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. R.F 5.4c Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

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.


5th Grade




Ready Reading Lessons Alignment: Lesson 4a, 4b, Lesson 5, Lesson 11, Lesson 15

Ready Language Hanbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6, L.5.4c *****Remediation may vary*********


5th Grade




Session

Weeks 3-4

OCT. 22-

NOV 2

10 R.L 5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on


R.L 5.4 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes. R.L 5.6 Describe how a narrator’s or speaker’s point of view influences

how events are described.


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

L 5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L 5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

S.L 5.1a-d Engage effectively in a range of collaborate discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and

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

A SUMMER’S TRADE pg 264 THE TRADING POST pg 261 AT THE NAJAVO NATION FAIR pg263 THE MIDNIGHT RIDE OF PAUL REVERE pg288 THE HEROIC RIDE OF PAUL REVERE pg312 Cursive writing standard should be incorporated throughout the year.



5th Grade




events, ideas, or concepts in a historical, scientific, or technical

explaining what the text says

expressing their own clearly.


5th Grade




text based on specific information in the text. R.I 5.4 Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic or subject area.

R.I 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. W 5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

explicitly and when drawing inferences from the text. R.I.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. R.F 5.3a Use combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology (e.g.,

S.L 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.

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. W 5.10 Write routinely over extended time frames (time for research, reflection, and


5th Grade




roots and affixes) to read

revision) and shorter time


5th Grade




accurately

unfamiliar multisyllabic words in context and out of context. R.F 5.4c Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Ready Re ading Les sons Alignment: Lesson 1, Lesson 7, Less on 16

Ready La nguage Handbook Align ment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.6

*****Reme diation m ay vary*********


5th Grade




Session

Weeks 5- 6

NOV 5- Nov 16

10 R.L 5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on


R.L 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing

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.

W 5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop

BRONZE A JOB FOR MICHAELANGELO LEONARDO’S HORSE REVIEW ELA CCSS FROM UNIT 1— WEEKS 1-5


5th Grade




R.L 5.4 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes. R.L 5.6 Describe how a narrator’s or speaker’s point of view influences



events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. R.I 5.4 Determine the meaning of general academic and domain

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

L 5.4b Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. photograph, photosynthesis). L.5.4c Consult reference materials (e.g. dictionaries, glossaries, thesaurus), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

S.L 5.1a-d Engage effectively in a

experiences and events or show the responses of characters to situations. W 5.3c Use a variety of transitional words, phrases, and clauses to manage sequence of events. W 5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

UNIT 2—WEEK 6 INTERACTIVE REVIEW IR1-1R10 READING POETRY 318-321a Cursive writing standard should be incorporated throughout the year.



5th Grade




specific words and phrases in a text

R.I.5.10 By the end of the year, read and

range of collaborate

W 5.3e Provide a conclusion


5th Grade




relevant to a grade 5 topic or subject area.

R.I 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. W 5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters, organize an event sequence that unfolds naturally.

comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. R.F 5.3a Use combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context

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. S.L 5.6

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

that follows from the narrated experiences or events. W 5.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 5.5 With guidance and support from peers and adults, develop and strengthen


5th Grade




and out of context.

writing as needed by planning,


5th Grade




R.F 5.4c Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

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.


5th Grade




W 5.10 Write routinely over


5th Grade




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.

Ready Lessons Alignment: Lesson 4a, 4b, Lesson 5, Lesson 14 , Lesson 17

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.4c, L.5.6, L.5.5b



5th Grade




Session

Weeks 7- 8

Nov. 26-Dec 14

15 days R.L 5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on


R.L 5.6 Describe how a narrator’s or speaker’s point of view influences



events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. R.I 5.6 Analyze multiple accounts of the same event or topic, noting

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

L 5.5b Recognize and explain the meaning of common idioms, adages, and proverbs. L 5.5c Use the relationship between particular

words (e.g., synonyms, antonyms, homographs) to better understand each of the words. S.L 5.1a-d Engage effectively in a range of collaborate discussions (one on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,

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

THE DINOSAURS OF WATERHORSE pg 388 DINOSAURS THE ARTIST OF THE HOUR A MODEL SCIENTIST Cursive writing standard should be incorporated throughout the year.



5th Grade




important similarities and differences in the

explaining what the text says

building on others’ ideas and


5th Grade




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

explicitly and when drawing inferences from the text. R.I.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. R.F 5.3a Use combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology (e.g.,

expressing their own clearly. S.L 5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

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. W 5.10 Write routinely over extended time frames (time for research, reflection, and


5th Grade




roots and affixes) to read

revision) and shorter time


5th Grade




accurately

unfamiliar multisyllabic words in context and out of context. R.F 5.4c Use context to confirm or self correct word recognition and understanding, rereading as necessary.

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


5th Grade




Ready Lessons Alignment: Lesson 4a, 4b, Lesson 5, Lesson 14, Lesson 17

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4a, L.5.4c, L.5.6, L.5.5b, L.5.5c



5th Grade




Third NINE WEEKS

Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards. Ongoing standards should be taught each nine weeks.

Week


Standards

Reading

Ongoing Standards


Writing

Ongoing Standards

Text Focus

Extended Supporting

Date Days

Session

Weeks

1-2

Jan 7 & Jan 14 No School Jan. 8- 18

8 days

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.5.7 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). 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.

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, 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. 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).

L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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 5.3) 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

Unit 3 – Volume 2 Mahalia Jackson 424a-447q Special Effects in Film and Television 448a-473q

READWORKS

NEWSELA

Questar

MDE testlests Cursive writing standard should be incorporated throughout the year.

L.5.1 Demonstrate command of the conventions of standard English grammar and usage


5th Grade




when writing (printing, cursive, or keyboarding) or speaking.


5th Grade




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). W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 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.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events

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. 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.

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 context and tasks, using Formal English when appropriate to task and situation. (See Grade 5 Language standards 1 and 2 for specific expectations.)

demonstrate command of Language standards 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. 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.


5th Grade




or show the responses of characters to situations.

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


5th Grade




W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3e Provide a conclusion that follows from the narrated experiences or events.

informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. RF.5.3a Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.4a Read grade-level text with purpose and understanding. RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.


5th Grade




2017-2018 RF.5.4c Use context to

confirm or self-correct word recognition and understanding, rereading as necessary.

Ready Les sons Alignment: Lesson 11 , Lesson 15, Lesson 18, Les son 19, Lesson 21

Ready Lan guage Handbook Alignment (p. LHiii back of READY Tea cher’s Resource Book): L.5. 4a, L.5.4c, L.5.6, L.5.5b

*****Remed iation may vary********


5th Grade




Session

Weeks 3- 4

Jan. 21- Feb. 1

10 days

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.5.7 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. 5.9 Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. RI.5.4 Determine the meaning of general academic and domain

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, 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. 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). RL.5.10 By the end of the year, read and comprehend

L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 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.

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 5.3) 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

Unit 3 – Volume 2 Interactive Review What do people gain from the work of inventors and artists? 474-477a Unit 4-Volume 1 Weslandia

READWORKS

NEWSELA

Questar

MDE testlests


5th Grade




specific words and phrases in a text relevant to a grade 5 topic or subject area. 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). RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an

literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. 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. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high

SL.5.6 Adapt speech to a variety of context and tasks, using Formal English when appropriate to task and situation. (See Grade 5 Language standards 1 and 2 for specific expectations.)

demonstrate command of Language standards 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. 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


5th Grade




end of the grades 4-5 text complexity band

range of disciplinespecific tasks,


5th Grade




event sequence that

unfolds naturally. W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3e Provide a conclusion that follows from the narrated experiences or events.

independently and proficiently. RF.5.3a Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.4a Read grade-level text with purpose and understanding. RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

purposes, and audiences.

Ready Lessons Alignment: Lesson 11, Lesson 15, Lesson 18, Lesson 19, Lesson 20, Lesson 21, Lesson 22

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4, L.5.6, L5.5a *****Remediation may vary*********


5th Grade




Session

Weeks

5-6

Feb. 4-15

10 days

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.5.7 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. 5.9 Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. 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.5.7 Draw on information from multiple print or digital sources,

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, 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. 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). 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.

L.5.2.a Use punctuation to separate items in a series. L.5.2b Use a comma to separate an introductory element from the rest of the sentence. L.5.2c Use a comma to set off the words yes and no (eg., 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 indirect address (e.g., Is that you, Steve?). L.5.2.d Use underlining, quotation marks, or italics to indicate titles of works. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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. W.5.9a Apply grade 5 Reading Standards to literature (e.g., “Compare and Contrast two or more characters, settings, or events in a story or a

Unit 4-Volume 2 Tripping Over the Lunch Lady 46a-75q Unit 4-Volume 3 Exploding Ants 76a-103q READWORKS

NEWSELA

Questar

MDE testlests


5th Grade




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). RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. W.5.2b Develop the topic with facts, definitions, concrete details,

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. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. RF.5.3a Use combined knowledge of all letter-

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.


drama, drawing on specific details in the text [e.g., how characters interact]”). 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]”).


5th Grade




quotations, or other information and examples related to the topic. W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). W.5.2d Use precise language and domainspecific vocabulary to inform about or explain the topic. W.5.2e Provide a concluding statement or section related to the information or explanation presented.

sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.4a Read grade-level text with purpose and understanding. RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Ready Lessons Alignment: Lesson 11, Lesson 15, Lesson 18, Lesson 19, Lesson 20, Lesson 21, Lesson 22 Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4, L.5.6, L5.5a



5th Grade




Session

Weeks 7-8

Feb.18

Mar. 8 March 8th – End of Nine weeks

15 days 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.5.7 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. 5.9 Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. 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.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a

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, 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. 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). RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end

L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L.5.3b Compare and contrast the varieties of English (eg., dialects, registers) used in stories, dramas, or poems. L.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. L.5.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrase including those that signal contrast, addition, and other logical

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. W.5.9a 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

Unit 4-Week 4 The Stormi Giovanni Club 104a-135q Unit 4-Week 5 The Gymnast 136a-161q READWORKS

NEWSELA

Questar

MDE testlests


5th Grade




of the grades 4-5 text complexity band

relationships (e.g. however, although,

specific details in the text [e.g., how


5th Grade




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). RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and

independently and proficiently. 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. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

nevertheless, similarly, moreover, in addition). SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 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 context and tasks, using Formal English when appropriate to task and situation. (See Grade 5 Language standards 1 and 2 for specific expectations.)

characters interact]”). 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]”).


5th Grade




examples related to the topic. W.5.2c Link ideas within and across categories of information using words, phrases, and clauses e.g., in contrast, (

especially). W.5.2d Use precise language and domain - specific vocabulary to inform about or explain the topic. W.5.2e Provide a concluding statement or secti on related to the information or explanation presented.

RF.5.4a Read grade - level text w ith purpose and understanding. RF.5.4b Read grade - level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.5.4c Use context to confirm or self - correct word recognition and understanding, rereading as necessary.

Ready Lessons Alignment: Lesson 11 , Lesson 15 , Lesson 22 , Lesson 19, Lesson 20, Lesson 21, Lesson 18 Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4, L.5.6, L5.5a



5th Grade




Fourth NINE WEEKS

Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards. Ongoing standards should be taught each nine weeks.

Week


Standards

Reading

Ongoing Standards


Writing

Ongoing Standards

Text Focus

Extended Supporting

Date Days

Session

Weeks

1-2

Mar.18-29 March 22nd – PTC – No students

9 days 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.5.7 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). RI.5.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant

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, 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. RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details

L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.5.5 Include multimedia

W. 5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 5.3) 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

Reading Street

READWORKS

NEWSELA

Questar

MDE testlests Cursive writing standard should be incorporated throughout the year.



5th Grade




to a grade 5 topic or subject area. 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). W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 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.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events

in the text (e.g. how characters interact). 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. 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. RI.5.10 By the end of the year, read and

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 context and tasks, using Formal English when appropriate to task and situation. (See Grade 5 Language standards 1 and 2 for specific expectations.)

new approach. (Editing for conventions should demonstrate command of Language standards 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. 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 disciplinespecific


5th Grade




comprehend informational texts,

tasks, purposes, and audiences.


5th Grade




or show the responses of characters to situations. W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3e Provide a conclusion that follows from the narrated experiences or events.

including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. RF.5.3a Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.4a Read grade-level text with purpose and understanding. RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


5th Grade




Ready Les sons Alignment: Lesson 1, Lesson 4a,4b, Lesson 5, Les son 7, Lesson 10, Lesson 12 , Lesson13, Lesson 16, Lesson 19, Lesson 20, Lesson 22

Ready Lan guage Handbook Alignment (p. LHiii back of READY Tea cher’s Resource Book): L.5. 4, L.5.6, L5.5a

*****Remed iation may vary*********


5th Grade




Session

Weeks

3-4

April 1-12 1 days

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.5.7 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. 5.9 Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. RI.5.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant

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, 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. 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). RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the

L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 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 context and tasks, using

W. 5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 5.3) 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

Reading Street

READWORKS

NEWSELA

Questar

MDE testlests

2017-2018


5th Grade




to a grade 5 topic or subject area. 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). RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an

high end of the grades 4-5 text complexity band independently and proficiently. 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. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text

Formal English when appropriate to task and situation. (See Grade 5 Language standards 1 and 2 for specific expectations.)

Language standards 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. 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 disciplinespecific tasks, purposes, and audiences.


5th Grade




event sequence that unfolds naturally.

complexity band independently and proficiently.


5th Grade




W.5.3b Use narrative techniques, such as

dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3e Provide a conclusion that follows from the narrated experiences or events.

RF.5.3a Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.4a Read grade-level text with purpose and understanding. RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.





5th Grade




Session

April 9 days RL. 5.4 Determine the meaning of words and phrases as they are used

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

L.5.2.a Use punctuation to

W.5.7 Conduct short research projects that use

Reading Street


5th Grade




Weeks

5-6

Apr 15- 26 in a text, including figurative language such as metaphors and similes. 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. 5.9 Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. 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.5.7 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.

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

separate items in a series. L.5.2b Use a comma to separate an introductory element from the rest of the sentence. L.5.2c Use a comma to set off the words yes and no (eg., 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 indirect address (e.g., Is that you, Steve?). L.5.2.d Use underlining, quotation marks, or italics to indicate titles of works. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.5.5 Include multimedia components (e.g. graphics, sound) and visual displays in

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. W.5.9a 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]”).

READWORKS

NEWSELA

Questar

MDE testlests


5th Grade




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). RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

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. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. RF.5.3a Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic

presentations when appropriate to enhance the development of main ideas or themes.


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]”).


5th Grade




W.5.2c Link ideas within

and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). W.5.2d Use precise language and domainspecific vocabulary to inform about or explain the topic. W.5.2e Provide a concluding statement or section related to the information or explanation presented.

words in context and out of context. RF.5.4a Read grade-level text with purpose and understanding. RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.





5th Grade




Session

Weeks 7-8

Apr 29 - May 10

10 days

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.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (e.g.

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, including how characters in a story or drama respond to challenges or how the

L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L.5.3b Compare and contrast the varieties of English (eg., dialects, registers) used in stories, dramas, or poems.

W. 5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Reading Street

READWORKS

NEWSELA

Questar

MDE testlests


5th Grade




graphic novel, multimedia presentation of fiction, folktale, myth, poem). 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. 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.5.7 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). RI.5.9 Integrate information from several texts on the same topic in

speaker in a poem reflects upon a topic: 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). 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. 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

L.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. L.5.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrase including those that signal contrast, addition, and other logical relationships (e.g. however, although, nevertheless, similarly, moreover, in addition). SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.5.5 Include multimedia components (e.g. graphics, sound) and

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. W.5.9a 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]”). W. 5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and


5th Grade




order to write or speak about the subject knowledgeably. W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). W.5.2d Use precise language and domainspecific vocabulary to

individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. RF.5.4a Read grade-level text with purpose and understanding. RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6 Adapt speech to a variety of context and tasks, using Formal English when appropriate to task and situation. (See Grade 5 Language standards 1 and 2 for specific expectations.)

evidence to support particular points in a text, identifying which reasons and evidence support which point [s]”).


5th Grade




- inform about or explain the topic. W.5.2e Provide a concluding statement or section related to the information or explanation presented.

Ready Lessons Alignment: Lesson 1 , Lesson 4a,4b , Lesson 22 , Lesson 7, Lesson 10, Lesson 12, Lesson13, Lesson 16, Lesson 19, Lesson 20, Lesson 5

Ready Language Handbook Alignment (p. LHiii back of READY Teacher’s Resource Book): L.5.4, L.5.6, L5.5a
