roselle public schools ela curriculum units grade 5
TRANSCRIPT
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
Unit: 4 / Marking Period 4
Curriculum Area: English Language Arts
Unit Title: Relationships and Community
Reading Genre(s): Realistic Fiction, Historical Fiction, Expository
Text, Persuasive Article, Biography, Poetry
Writing Genre(s): · Explanatory Research writing, Routine writing
Grade Level: 5
Time Frame: 9 weeks
8 Weeks of Instruction plus 5 days of Assessment
Pacing Guide
Unit Overview
Every community is made up of various relationships and interactions. Within communities, groups of people interact with one another on a
daily basis. In some communities, people, animals, and plants may also depend on each other to survive. This unit, “Relationships and
Community,” will incorporate texts about various types of relationships and interactions within different communities. The main purpose of
this unit is to explore a variety of literary texts, informational texts, and media that connect to the theme “Relationships and Community”.
Throughout this unit, students will practice key skills like the use of context clues, comparing and contrasting, analyzing cause and effect, Greek
and Latin roots, author’s point of view, assonance and consonance, connotation and denotation, problem and solution, synonyms and antonyms,
personification, and analyzing theme. Students will continue to focus on reading strategies that they have utilized throughout the entire year
such as close reading, asking questions, answering questions, and summarizing. Using the informational texts as a model, the students will
practice researching to formulate explanatory texts.
Enduring Understandings Essential Questions
● Communities made up of strong relationships should
prosper.
● Readers develop a deeper understanding by evaluating texts
as they read strategically.
● Research and facts can support and enhance an author’s key
points.
● How do relationships form communities and how should
communities support relationships?
● Why do readers need to analyze and synthesize as they read to
be able to evaluate texts?
● How do writers use research to support a well-written
explanatory text?
District / School Required Texts and Media Formats District / School Supplementary Resources
Focus Novel:
● Freak the Mighty
Wonders Reading Program Weekly Units - McGraw Hill
● Leveled Readers - Wonders
● Intervention Letter Cards
Supplemental Reading Texts:
Novel Hidden Figures
Mentor texts for Reader’s and Writer’s Workshop
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
https://connected.mcgraw-hill.com/connected/login.do
WonderWorks- Wonders Intervention Program- McGraw Hill
Unit Five, Week One:
● Ida B...
○ RL.5.3,RL.5.9
○ E-Book: Ida B. ○ Literature Anthology p.346-359
○ Realistic Fiction
○ Lexile 970
Unit Five, Week Two:
● The Day the Rollets Got Their Moxie Back
○ RL.5.1, RL.5.3
○ E-Book: The Day the Rollets Got Their Moxie
Back ○ Reading/Writing Workshop p. 324-331
○ Historical Fiction
○ Lexile 900
● Musical Impressions of the Great Depression
○ RI.5.1, R.I.5.3
○ E-Book: Musical Impressions of the Great
Depression ○ Literature Anthology p.380-383
○ Expository Text
○ Lexile 990
Unit Five, Week Three:
● Forests on Fire
○ RI.5.1, RI.5.3
○ E-Book: Forests on Fire ○ Readers/Writers Workshop p. 338-340
○ Expository Text
Fifth grade (I Can Statements with Standards)
● I can Statements Reading
● I can Statements Writing
● I can Statements Language
● Get Epic!
● Read! Write! Think!
● Standards Solution
● Scholastic
● No Red Ink
● Free Rice
● Teaching Skills with Children's Literature as a Mentor Text
● http://www.txla.org/sites/tla/files/conference/handouts/466teach
teks.pdf
● http://web.cn.edu/kwheeler/resource_gram.html
● ReadWorks
● I-Ready
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
○ Lexile 960
● Global Warming
○ RI.5.1.RI.5.7
○ E-Book: Global Warming ○ Literature Anthology p. 384-397
○ Expository Text
○ Lexile 980
Unit Five, Week Four:
● When Is A Planet Not A Planet?
○ RI.5.5
○ E-Book: When Is A Planet Not A Planet? ○ Literature Anthology p. 404-419
○ Expository
○ Lexile 980
● New Moon
○ RI.5.2, RI.5.7
○ E-Book: New Moon ○ Literature Anthology p. 422-423
○ Science Fiction
○ Lexile 870
Unit Six, Week One:
● Shipped Out
○ RL.5.1
○ E-Book: Shipped Out ○ Readers/Writers Workshop p. 382-389
○ Historical Fiction
○ Lexile 810
● Allies in Action
○ RI.5.2, RI.5.10
○ E-Book: Allies in Action ○ Literature Anthology p. 446-449
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
○ Expository
○ Lexile 870
Unit Six, Week Two:
● The Friend Who Changed My Life
○ RL.5.2,RL.5.10
○ E-Book: The Friend Who Changed My Life ○ Literature Anthology p. 450-461
○ Realistic Fiction
○ Lexile 860
● Choose Your Strategy: A Guide to Getting Along
○ RI.5.1, RI.5.10
○ E-Book: Choose Your Strategy: A Guide to
Getting Along ○ Literature Anthology p. 464-467
○ Expository
○ Lexile 850
Unit Six, Week Three:
● Mysterious Oceans
○ RI.5.1, RI.5.3
○ E-Book: Mysterious Oceans ○ Readers/Writers Workshop p. 410-417
○ Expository
○ Lexile 980
● Survival at 40 Below
○ RI.5.7, RI.5.10
○ E-Book: Survival at 40 Below ○ Literature Anthology p. 468-483
○ Expository
○ Lexile 990
Unit Six, Week Four:
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Words to Save the World: The Work of Rachel Carson
○ RI.5.1,RI.5.5
○ E-Book: Words to Save the World: The Work of
Rachel Carson ○ Readers/Writers Workshop p. 424-431
○ Biography
○ Lexile 980
● Planting the Trees of Kenya
○ RI.5.7, RI.5.10
○ E-Book: Planting the Trees of Kenya ○ Literature Anthology p. 490-501
○ Biography
○ Lexile 1030
Unit Six, Week Five:
● “You Are My Music”, “You and I”
○ RL.5.4,RL.5.6
○ E-Book: You Are My Music ○ Literature Anthology p. 506-509
○ Poetry
● A Time to Talk
○ RL.5.5, RL.5.10
○ E-Book: Choose Your Strategy: A Guide to
Getting Along ○ Literature Anthology p. 510-511
○ Poetry
District/ School Formative Assessment Plan District/ School Summative Assessment Plan
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Reading Wonders Bi-Weekly Assessment
● Anecdotal Records
● Writing Portfolio
● i-Ready Instruction
● Teacher created assessments
● Performance Task
● Collaborative Discussion Questions
● Project Based Assessment
● Reading Wonders Unit Assessment 4
● Writing Portfolio
Instructional Best Practices
● Identifying Similarities and Differences
● Summarizing and Note Taking
● Reinforcing Effort and Providing Recognition
● Homework and Practice
● Modeling
● Cooperative Learning
● Setting Objectives and providing Feedback
● Cues, Questions, and Advance Organizers
● Kagan Strategies
● Sheltered Instruction Observation Protocol (SIOP)
● Gradual Release of Responsibility
● Managing response rates
● Checks for understanding
● Diagrams, charts and graphs
● Coaching
● Reading partners
● Visuals
● Collaborative problem solving
● Active engagement strategies
● Establishing metacognitive reflection and articulation
● Required Reading and Writing (e.g. Word Wall, PARCC
Rubrics, Student Work display with rubric score, teacher
feedback, student reflection, Reading Journal (notebook),
student portfolios, conference logs, data chart/logs, etc.)
NJSLS Learning Plan
Content Standards and Key Knowledge Exemplar Lessons and Activities
Students will know how to…
Students will be able to…
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
RL.5.1. Quote accurately from a text, and make relevant
connections when explaining what the text says explicitly and
when drawing inferences from the text.
● Read texts closely (questioning, determining importance,
looking for patterns) to make meaning of what was read
● Make personal connections, make connections to other
texts, and/or make global connections when relevant
● Use quotes or references from a text when explaining what
the text says explicitly and/or when explaining inferences
drawn from the text
RI.5.1. Quote accurately from a text and make relevant
connections when explaining what the text says explicitly and
when drawing inferences from the text.
● Read texts closely (questioning, determining importance,
looking for patterns) to make meaning of what was read
● Make personal connections, make connections to other
texts, and/or make global connections when relevant
● Use quotes or references from a text when explaining what
the text says explicitly and/or when explaining inferences
drawn from the text
RL.5.2. Determine the key details in a story, drama or poem to
identify the theme and to summarize the text.
● Identify the key details in a text
● Analyze the actions and thoughts of characters or speakers
in texts, looking for patterns
● Identify the theme of the text
Reading Wonders Reading Standard
RL.5.1
Inferring Character Relationships
Wonders Close Reading Lesson
RI.5.1
Applying Inference Skills through Visual Clues
RL.5.2:
Determining Patterns in Literature
Wonders Lesson: Theme (pg. 2)
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Determine central message or theme
RI.5.2. Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the text.
● Summarize the key points of a text
● Identify details to support the main idea
● Identify at least two main ideas in informational texts
● Explain how the author supports main ideas in informational
text with key details
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
● Demonstrate the ability to determine the meaning of words
and phrases as they are used in a text (e.g., figurative,
academic, domain-specific)
● Identify metaphors and similes
● Analyze similes and metaphors in text and how it impacts
the reader
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
● Demonstrate the ability to determine the meaning of words
and phrases as they are used in a text (e.g., figurative,
academic, domain-specific)
● Identify metaphors and similes
RI.5.2
Main Idea and Supporting Details Structure
Wonders Lesson: Main Idea and Key Details
RI.5.4
The Eight Essential Science Practices: Vocabulary Lesson
Wonders Lesson: Greek Roots
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Analyze similes and metaphors in text and how it impacts
the reader
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
● Identify how a text is organized (i.e.: chronological,
comparative, cause/effect, etc)
● Explain how the text organization (i.e.: chapters, scenes,
stanzas, concepts, ideas, events) fit into the overall structure
of a text
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.
● Identify and describe the characteristics of text structures
such as chronology, comparison, cause/effect, and
problem/solution.
● Distinguish between different informational text structures
(chronology, comparison, cause/ effect, or problem/
solution).
● Cite evidence within a text to categorize its text structure as
a chronology.
● Cite evidence within a text to categorize its text structure as
a comparison.
● Cite evidence within a text to categorize its text structure as
cause/ effect.
RI.5.5
Compare and Contrast Text Structure
Distinguishing Between Informational Text Structures
Wonders Lessons: Text Structure
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Cite evidence within a text to categorize its text structure as
problem/ solution.
● Compare the overall structure of events, ideas, concepts, or
information in two or more texts.
● Contrast the overall structure of events, ideas, concepts, or
information in two or more texts.
RL.5.6 Describe how a narrator's or speaker's point of view
influences how events are described.
● Identify the narrator’s point of view
● Explain how the point of view impacts the events in the text
RI.5.6. Analyze multiple accounts of the same event or topic,
noting important similarities and differences in the point of
view they represent.
● Discuss the similarities and differences unique to the
various perspectives presented in text
● Give descriptions about how the information is presented
for each perspective
● Identify specific strategies for decoding words in text
● Apply the specific strategies for decoding and spelling
multisyllabic words
RI.5.10 By the end of year, read and comprehend literary
nonfiction (see Appendix A) at grade level text-complexity (see
Appendix A) or above, with scaffolding as needed.
RI.5.6
Analyzing Point of View
Wonders Lesson; Point of View in Informational Text
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Read and understand a wide range of informational and
literary texts within the grade text level efficiently by the
end of the year
● Develop the mature language skills and the conceptual
knowledge needed for success in school and life by
encountering appropriately complex texts
● Read texts with scaffolding as needed
RL.5.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems at grade level
text-complexity (See Appendix A) or above, with scaffolding as
needed.
● Read and understand a wide range of informational and
literary texts within the grade text level efficiently by the
end of the year
● Develop the mature language skills and the conceptual
knowledge needed for success in school and life by
encountering appropriately complex texts
● Read texts with scaffolding as needed
RF.5.3. Know and apply grade-level phonics and word analysis
skills in decoding words.
● Identify specific strategies for decoding words in texts
● Apply the specific strategies for decoding and spelling
multisyllabic words
RF.5.3.A. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology (e.g.,
RF.5.3
Word Work Within Word Sorts
Wonders Lesson: Decoding Words
RF.5.3.A
Tier Two Words in Informational Texts
Wonders Lesson: Root Words
RF.5.4
Fluency Workstations
Wonders Lessons: Fluency
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
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.
RF.5.4.A. Read grade-level text with purpose and
understanding.
RF.5.4.B. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression on successive
readings.
RF.5.4.C. Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
● Use various strategies to understand text and read with
purpose
● Accurately read grade-level poetry and prose aloud
● Use an appropriate rate and expression when reading aloud
● Use various strategies to support word recognition and
understanding
● Reread texts when appropriate to support increased accuracy,
fluency, and comprehension
W.5.2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
W.5.2a. Introduce a topic clearly to provide a focus and group
related information logically; include text features such as
headings, illustrations, and multimedia when useful to aiding
comprehension.
Reading Wonders Writing Standards
Reading Wonders Writer's Workspace
W.5.2
Informative Research Essay : Similar and Different Stars
Wonders Informative Writing
Getting Our Audiences Attention with a Great Introduction
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
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 paragraphs and sections 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 conclusion related to the information of
explanation presented.
● Examine a topic in focus.
● Identify elements of informative writing.
● Write informational essays/ texts using all of the elements
learned.
● Convey ideas and information clearly.
● Introduce a topic clearly.
● Provide a general observation and focus.
● Group related information logically.
● Incorporate formatting, graphics, and multimedia into the
written pieces if necessary.
● Develop the topic with facts, definitions, concrete details,
quotations, or other information.
● Incorporate examples related to the topic.
● Link ideas within paragraphs and sections of information
by using words, phrases, and clauses.
● Use precise language and specific vocabulary.
● Inform about the topic.
● Explain the topic.
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Provide a concluding statement or section.
W.5.4. Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose,
and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above.)
● Produce writing that is clear and understandable to the
reader
● Unpack writing tasks (type of writing assignment)
● Unpack writing purpose (the writer’s designated reason for
writing)
● Focus the organization and development of a topic to reflect
the task and purpose
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.)
● Practice revising and editing skills
● Change word choice and sentence structure in writing to
strengthen the piece
● Use a variety of graphic organizers (story frames, story
mountains, story maps) to assist with developing a plan for
writing
● Recognize spelling, grammar, and punctuation errors
● Employ strategies for correcting errors with assistance
(conferences, check sheets, peer editing)
W.5.4
Making Inferences with Quotes - Writing
W.5.5
Teaching How to Write an Organized Paragraph
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
W.5.6. With some guidance and support from adults and peers,
use technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others.
● Use digital tools to collaborate on written works
● Ask for guidance when appropriate
● Use technology for producing and publishing writing, and
collaborating with others
● Demonstrate keyboarding skills
W.5.9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
● Use reading literary and informational text to research and
investigate topics
● Write a thesis statement
● Cite specific details in literary text when finding the
similarities and differences between two or more characters,
settings or events
● Explain how an author uses proof to support a point in
informational text
● Prove each point with evidence from the text
● Combine information from several texts about the same
subject in a written or oral response that demonstrates
knowledge of the subject
W.5.10. Write routinely over extended time frames (time for
research, reflection, metacognition/self-correction and revision)
and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
W.5.9
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Produce numerous pieces of writing over various time
frames
● Develop skills in research
● Reflect on the choices made while writing
● Reflect on and revise writing
● Develop a topic related to the content area they are writing
about to reflect task, audience, and purpose
SL.5.1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others'
ideas and expressing their own clearly.
SL.5.1.A. Explicitly draw on previously read text or
material and other information known about the topic to
explore ideas under discussion.
SL.5.1.D. Review the key ideas expressed and draw
conclusions in light of information and knowledge gained from
the discussions.
● Use previous knowledge to expand discussions about a
topic
● Engage in conversations about grade-appropriate topics and
texts
● Participate in a variety of rich, structured conversations
● Engage as part of a whole class, in small groups, and with a
partner, sharing the roles of participant, leader, and observer
● Engage in collaborative conversations (such as book groups,
literature circles, buddy reading), and develop skills in
active (close) listening and group discussion (looking at the
Reading Wonders Speaking and Listening Standards
SL.5.1
Debate Lesson to Defend Opinion
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
speaker, turn taking, linking ideas to the speaker’s idea,
sharing the floor, etc)
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.
● Identify main ideas and themes of a presentation
● Combine audio recordings and visual displays when
appropriate to enhance the development of main ideas or
themes
SL.5.6. Adapt speech to a variety of contexts and tasks, using
formal English when appropriate to task and situation. (See
grade 5 Language standards 1 and 3 here for specific
expectations.)
● Speak for a variety of purposes
● Distinguish between formal and informal discourse
● Adapt speech to a variety of contexts and tasks
L.5.1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.5.1.A. Explain the function of conjunctions,
prepositions, and interjections in general and their
function in particular sentences.
L.5.1.C. Use verb tense to convey various times,
sequences, states, and conditions.
● Define conjunctions, prepositions, and interjections
Reading Wonders Language Standards
L.5.1
Preposition Books
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Identify conjunctions, prepositions, and interjections in
sentences
● Explain the purpose of conjunctions, prepositions, and
interjections in sentences
● Identify the tense of verbs describe time,sequences, states,
and conditions in reading.
● Convey various times, sequences,states, and conditions
using verb tenses in writing.
L.5.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.5.2.B. Use a comma to seperate an introductory element
from the rest of the sentence.
L.5.2.E. Spell grade-appropriate words correctly,
consulting references as needed
● Outline comma rules for setting off introductory words and
phrases, the words yes and no, tag questions, and direct
address
● Identify introductory words and phrases
● Separate an introductory element from the rest of the
sentence by using commas.
● Spell grade-appropriate words correctly
● Use references as needed to aid in spelling
L.5.4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 5 reading
and content, choosing flexibly from a range of strategies.
L.5.2
Punctuating Dialogue
Wonders Lessons: Commas
L.5.4
Wonders Lessons: Context Clues
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
L.5.4.A. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a word or
phrase.
L.5.4.C. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of
keywords and phrases
● Decipher the meanings of words and phrases by using
sentence context
● Identify the purpose and use of glossaries and dictionaries
● Determine the structure of glossaries and dictionaries
● Use both print and digital glossaries and dictionaries to
define and clarify words
L.5.6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases, including
those that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition).
● Use 5th grade vocabulary fluently when discussing
academic or domain-specific topics
● Choose the most accurate word when describing contrast,
addition, or other relationships
● Choose the most accurate word when discussing a particular
topic
● Use knowledge of conjunctions to broaden vocabulary
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
Related Misconception(s)
Readers’ Workshop
Procedures:
● Independent Reading
● Mini-Lessons
● Read-Alouds
● Shared Reading
● Interactive Read-Alouds
● Guided Reading and Literacy Stations
Guided Reading
● Use Before/During /After Reading strategies
● Before
● KWL Chart
● Metacognitive Questioning
● Gallery Walk
● Vocabulary Building
During
● Use of context clues for unfamiliar vocabulary
● Story Board
● Reader’s Log or Response Log
● Dialectical Journal
Required Resources:
● Wonders Reading / Writing Workshop
● Wonders - Anthology
● Wonders
● Leveled Readers
Suggested Resources
● North Carolina-5th Gr. ELA Unpacking the Standards
● PARCC Evidence Tables
● Point of View Video
● Main Idea Practice
● Inference Practice
● Read Aloud Strategy
● Circle Plot Diagram
● Fluency Packet
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Graphic Organizers (Compare and Contrast –Venn
Diagram, Sequencing, Problem-Solution, Story Map)
● Reciprocal Teaching Process: Each student takes a different
role (e.g. Read, Predict, Visualize, Clarify, Question,
Summarize)
● Literature Circles
● Socratic Seminar
After
● Summarizing
● Paraphrasing
● Bridging Text to Making Connections, Comparing and
contrasting texts
● Quick Writes
● Exit Tickets
● Lesson Closure
Reading Strategies Reading Skills
Required Reading Strategies
● Making Connections
● Ask and Answer Questions (Monitoring & Clarifying)
● Analyzing Author’s Craft
● Retelling (Summarizing)
● Rereading (Monitoring & Clarifying)
● Determining Importance
● Predictions (Inferring)
● Drawing Conclusions (Inferring)
● Context Clues (Inferring)
Reading Wonders Unit 1 and Unit 2 Reading Skills
● Close Reading
● Quoting text
● Identifying key details
● Analyzing characters
● Identifying theme
● Determining central message
● Identifying details to support main idea
● Determining the meaning of words and phrases
● Identify metaphors
● Identify similes
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Analyze how metaphors/similes used in text and how it impacts
reader
● Identify Narrator’s point of view
● Explain how point of view impacts events in story
● Identify strategies for decoding words
● Apply strategies for decoding words
● Use comprehension strategies
● Accurately read poetry aloud
● Accurately read prose aloud
● Use strategies for word recognition
Writers’ Workshop
Procedures:
● Mini-Lessons
● Independent Writing
● Conferencing
● Group Share
● Guided Writing and Writing Stations
● Lesson Closure
Required Resources
Performance Task
Wonders
Reading Wonders
PARCC RST Rubric
Suggested Resources
● Brainstorm before Writing
● Conferencing Video
● Writing Narratives
● Narrative Lessons
● Compare/Contrast Map
● Essay Map
● Implementing the Writing Process
● Mini Lessons
● Writing Samples
● Spelling practice
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Various ELA Practices
● Word Relationships
● Grammar Practice
● More Grammar Practice
● Flocabulary
● Context Clues
Writing Tasks
Primary Focus Secondary Focus (Grammar & Vocabulary) Routine Writing
Portfolio Pieces:
● Genre Writing:
Explanatory
Unit 4
Performance Task
● Project Based
Assessment
● Define conjunctions, prepositions, and
interjections
● Explain the purpose of conjunctions, prepositions,
and interjections in sentences
● Define correlative conjunctions and explain the
purpose
● Use correlative conjunctions appropriately when
writing or speaking
● Indicate a title by using the proper punctuation for
the text
● Explain the different types of punctuation used to
indicate title and why
● Spell grade-appropriate words correctly
● Use references as needed to aid in spelling
● Decipher the meanings of words and phrases by
using sentence context
● Determine the meaning of commonly used
prefixes and suffixes
● Separate a base word from the prefix or suffix
● Use the definition of known prefixes and suffixes
to define new words
● Notetaking
● Reading logs
● Exit Tickets
● Do-Now
● Book Reports
● Journals
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Use known root words to aid in defining
unknown words
● Determine the structure of glossaries and
dictionaries
● Use both print and digital glossaries and
dictionaries to define and clarify words
● Use 5th grade vocabulary fluently when
discussing academic or domain-specific topics
● Choose the most accurate word when describing
contrast, addition, or other relationships
● Choose the most accurate word when discussing a
particular topic
● Use knowledge of conjunctions to broaden
vocabulary
Content Vocabulary Spelling
Weekly unit vocabulary - Wonders Readers’ Workshop by
McGraw-Hill
Teachers’ Guide - Wonders- McGraw Hill
Required Speaking and Listening Suggested Speaking and Listening
● Whole group discussion
● Pair-Share
● Small group discussions
● Literature Circles
● Teacher directed discussions
● Student-led presentations
● Follow agreed upon rules for discussion
● Questioning techniques
● Active Listening Strategies
● Oral Presentations
● Oral Reading
● Oral response to questions
● Create audio recordings
● Class debates
● Readers’ Theater
● Oral Report
● Notes for Discussions Video
● Text Talk Time
● Literature Circles
● Speaking and Listening Rubric
● In Character Presentation
● Crafting a Persuasive Speech
● New Report
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Book talk
Performance Task Options
Professional Resources
Performance Tasks for Informational Text .p. 61 - Common Core
Appendix B:
http://www.corestandards.org/assets/Appendix_B.pdf
Critical Thinking Suggested Resources
● Current Event Articles
● Smithsonian Tween Tribune
● Newsela
● Critical Thinking
● Handbook Critical Thinking
● Lessons in Literacy
● Whole Brain Teaching Video
● Critical Thinking Lesson Plans
Academic Vocabulary
RL.5.1 Relevant, connections, explicitly , inferences
RL.5.2 Key details, story
RL.5.4 Determine, distinguishing literal, nonliteral, language
RL.5.5 Structure, chapters, stanzas
RL.5.6 Distinguish, point of view, narrator, characters
RL.5.10 Comprehend, text complexity, scaffolding
RI.5.1 Relevant, connections, demonstrate, explicitly
RI.5.2 Determine, main idea, recount, key details, explain
RI.5.4 Determine, general academic, domain-specific, relevant
RI.5.5 Compare, contrast, structure, chronology, comparison
RI.5.6 Distinguish, point of view
RI.5.10 Comprehend, text complexity, scaffolding
RF.5.3.a Letter-sound correspondences, syllabication patterns,
morphology, multisyllabic words
W.5.2 Informative, explanatory, examine, convey, information
W.5.4 Development, organization, task, purpose, audience
W.5.5 Planning, revising, editing, rewriting, approach
W.5.6 Technology, produce, publish, collaborate, interact
W.5.10 Develop, planning, revising, editing, reflection
L.5.1 Conjunctions, prepositions, interjections, correlative conjunctions
L.5.2 Title, punctuation, references
L.4.4 Context clues, definitions, examples, Greek and Latin root words,
prefix, suffix
L.5.6 Domain-specific vocabulary, signals contrast, addition, other
logical relationships (however, although, nevertheless, similarly,
moreover, in addition)
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
RF.5.4.a,b,c Prose, purpose, understanding, accuracy, appropriate
rate, expression
SL.5.1 Collaborative discussions, diverse partners
SL.5.5 Identify, media, enhance, presentation, development
SL.5.6 Adaptive speech
NJ CCCS 8.1 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information
in order to solve problems individually and collaborate and to create and communicate knowledge.
Students will:
Understand and use technology systems 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
Students will:
Select and use applications effectively and productively. 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.
8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.
8.1.5.A.5 Create and use a database to answer basic questions.
8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.
21st Century Themes and Skills
21st Century Themes
21st Century Skills
● Global Awareness
● Environmental Literacy
● Health Literacy
● Civic Literacy
● Financial, Economic, Business, and
Entrepreneurial Literacy
● Creativity and Innovation (E)
● Critical Thinking and Problem Solving (T,A)
● Communication (T,A)
● Collaboration (T,A)
21st Century Life and Careers Standards
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
Career Ready Practices:
● CRP1: Act as a responsible and contributing citizen and employee.
● CRP2: Apply appropriate academic and technical skills.
● CRP3: Attend to personal health and financial well-being.
● CRP4: Communicate clearly and effectively and with reason.
● CRP5: Consider the environmental, social and economic impacts of decisions.
● CRP6: Demonstrate creativity and innovation.
● CRP7: Employ valid and reliable research strategies.
● CRP8: Utilize critical thinking to make sense of problems and persevere in solving them.
● CRP9: Model integrity, ethical leadership and effective management.
● CRP10: Plan education and career paths aligned to personal goals.
● CRP11: Use technology to enhance productivity.
● CRP12: Work productively in teams while using global competence.
9.1 Personal Financial Literacy - Income And Careers
9.2 Career Awareness, Exploration, And Preparation - Career
Awareness
● 9.1.4.A.1 Explain the difference between a career and a job,
and identify various jobs in the community and the related
earnings.
● 9.1.4.A.2 Identify potential sources of income.
● 9.1.4.A.3 Explain how income affects spending and take-
home pay.
9.1.8.A.1 Explain the meaning and purposes of taxes and tax
deductions and why fees for various benefits (e.g., medical
benefits) are taken out of pay.
9.1.8.A.2 Relate how career choices, education choices, skills,
entrepreneurship, and economic conditions affect income.
9.1.8.A.3 Differentiate among ways that workers can improve
earning power through the acquisition of new knowledge and
skills.
9.1.8.A.4 Relate earning power to quality of life across
cultures.
9.1.8.A.5 Relate how the demand for certain skills
determines an individual’s earning power.
9.1.8.A.6 Explain how income affects spending decisions.
Modifications/ Accommodations for Special Education
Students
Accommodations for At-Risk Students
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Modify activities/assignments/projects/assessments
● Breakdown activities/assignments/projects/assessments into
manageable units
● Additional time to complete
activities/assignments/projects/assessments
● Provide an option for alternative
activities/assignments/projects/assessments
● Modify Content
● Modify Amount
● Adjust Pacing of Content
● Small Group Intervention/Remediation
● Individual Intervention/Remediation
● Additional Support Materia
● Lower-Level Text
● Guided Notes
● Graphic Organizers
● Other Modifications for Special Education:
○ System 44
○ Read 180
● Activities/assignments/projects/assessments
● Breakdown activities/assignments/projects/assessments into
manageable units
● Additional time to complete
activities/assignments/projects/assessments
● Provide an option for alternative
activities/assignments/projects/assessments
● Differentiate Content
● Chunk Amount
● Adjust Pacing of Content
● Small Group
Intervention/Remediation
● Individual Intervention/Remediation
● Additional Support Materials
● Lower-Level Text
● Guided Notes
● Graphic Organizers
● Other for Students At-Risk:
○ System 44
○ Read 180
English Language Learners Extensions for Gifted Students
All WIDA Can Do Descriptors can be found at this link:
https://www.wida.us/standards/CAN_DOs/
☐ Grade 4 WIDA Can Do Descriptors:
● Listening
● Speaking
● Reading
● Writing
● Oral Language
● activities/assignments/projects/assessments
● Provide an option for alternative
activities/assignments/projects/assessments
● Content
● Adjust Pacing of Content
● Small Group Enrichment
● Individual Enrichment
● Higher-Level Text
● Other for Gifted Students:
Sheltered Instructional Observation Protocol (SIOP) for ELL and Mainstream Students
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
Characteristics of Accomplished & Competent Classroom and ESL Teachers with ELL’s
In order to communicate effectively with students, ensure comprehension, and develop understanding of classroom material,
accomplished and competent mainstream and content area teachers demonstrate many of the following characteristics:
1. Use many visual aids or realistic manipulatives.
2. Model appropriate behavior and language for students.
3. Use gestures, body language, and facial expressions to develop understanding.
4. Perform demonstrations to ensure comprehension and in depth understanding.
5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques.
6. Provide vocabulary previews of forthcoming lessons.
7. Ask students to make predictions when reading stories aloud.
8. Adapt and simplify material in textbooks to make it more comprehensible.
9. Provide cooperative learning groups.
10. Utilize peer tutoring.
11. Provide multicultural content in classroom.
12. Seek out primary language support for students needing assistance.
13. Create a non-threatening environment where students feel comfortable to take risks with language.
14. Make connections between content being taught and students’ prior knowledge and experiences.
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
15. Provide much time for student engagement and interaction with the teacher.
16. Allow time for students to practice and apply daily lessons.
General Suggestion "Best Practices" for Helping English Language Learners
1. Seat an ELL student in the middle of the classroom so that he/she can see what other students are doing.
2. Assign a peer tutor (buddy) to help explain what is happening in the classroom.
3. Use a consistent vocabulary for daily routines.
4. Provide pictures to illustrate new words and terms.
5. Use pictures, tables, maps, diagrams, globes, and other visual aids often to help make comparisons.
6. Present clear illustrations and concrete examples to help students understand complex concepts and skills.
7. Adapt difficult passages from textbooks and record on tape for listening activities.
8. Create a library of supplementary books and workbooks written in simple English.
9. Develop interests and stimulate curiosity of ELL students through hands-on experiences, pictures, newspaper clippings, and periodicals.
10. Use outline maps for students to practice writing in the details and label.
11. Use cooperative groupings in your classroom and assign the ELL student a task in the group.
12. Prepare a list of vocabulary words you will be using in class and give them to an ESL teacher, bilingual aide, or parent volunteer to teach the ELL
student before the lesson begins.
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
13. Make the ELL student a part of the class as much as possible by acknowledging him/her often.
14. Keep ELL students on task by checking to see that they know what the lesson objective is and how to complete the assignment.
15. Help ELL students to verbalize an answer or statement they know but are having problems communicating in English.
16. Respond with appropriate statements to answers given by ELL students and try to always keep the remarks focused on the task.
17. Paraphrase and model correct grammar for ELL students’ responses.
18. Offer a variety of reference materials that meets the students’ instructional level.
19. Collect high interest, low-level books such as comic books that portray historic and/or cultural events in simplified language.
20. Prepare cartoons but leave the balloon-like areas above the speakers blank for students to complete.
21. Encourage the use of diagrams and drawings as aids to identifying concepts and seeing relationships.
22. Keep a variety of number games to be played by pairs of students or small groups.
23. Show the same information through a variety of different charts and visuals.
24. Write instructions and problems using shorter and less complex sentences.
25. Use student pairs for team learning, especially for reports, experiments, and projects.
26. Limit the number of problems that must be solved.
27. De-emphasize speed and emphasize accuracy of work.
28. Ask numerous questions that require higher level thinking responses.
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
29. Use language experience techniques in discussing concepts and ideas.
30. Assign short homework tasks that require reading.
31. Have students use a timeline to arrange and sequence important facts.
32. Have students underline key words or important facts in written assignments.
Writing Strategies for English Language Learners
A. Modeled Writing
● Teacher demonstrates the writing process by thinking aloud while composing a text on the board or chart paper.
● Focus is on a brief piece of writing that relates to real-life experiences.
● Teacher demonstrates how to make decisions about content, organization, word choice whether by drawing pictures or using
graphic organizers, writing phrases or simple sentences.
● Lesson should focus on a particular skill or strategy.
B. Shared Writing
● Strategy builds on the previous methodology, Modeled Writing.
● Creates a gradual release of responsibility to the student and should be used after modeled writing.
● Shared writing allows English language learners (ELLs) to see the actual process of writing, share their ideas in a supportive
environment, and helps them see writing strategies in progress.
● Teacher serves as scribe while students take the primary responsibility for the learning, creating and writing.
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
● Students work together supportively to compose and read text.
● Graphic organizers are a key writing component for ELLs who need to generate vocabulary connected to a topic before
attempting to write.
C. Writing to Test Prompts
● Display a sample writing prompt using text prompts and quotations.
● Suggestion: Take quotations from President Obama’s inaugural speech for practice.
● Point to each part of the prompt, the directions, time etc. and explain each component.
● Students look for key words in the prompt and circle them. For example, if the word explain is in the writing prompt this
indicates expository writing.
● Create a list of tips to help students write to test prompts such as:
Read prompt carefully
Look for key words that tell you what to write and that unlock meaning
Monitor your time
Make a list of vocabulary and ideas before you begin writing
Follow directions
Reread your writing
Check work for spelling, punctuation, and grammar
● Differentiate instruction for beginners, intermediate & advanced students.
Beginners: Students convey ideas for the prompt by drawing them. Help students label pictures.
Intermediate: Students write a story for the prompt using simple sentences.
Advanced: Students respond to the prompt as if they were actually taking
exam.
Roselle Public Schools
ELA Curriculum Units
Grade 5
Revised 2018
Required
Activities Suggested Activities
● Do Now/Warm-Up
● Whole Group
● Small Groups
● Guided Practice
● Independent Practice
● Daily 5
● CAFÉ
● Address objectives in lesson plans
● Sheltered Instruction Observation Protocol (SIOP)
● Centers
● Intervention/Remediation
● Introduce Key Concept
● Projects
● Academic Games
● Identify and review objectives for lesson
● Morning Message
Interdisciplinary Connections
Technology, Career Standards and Social Studies
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global
communities.
CRP1: Act as a responsible and contributing citizen and employee.