Quarter 1
Reading: The Reader in You
The Reader in You: Developing Characters
(Changed from Moving Toward Independence, Thinking for Myself) 5 weeks
Big Ideas of Unit:
· Readers will read multiple texts/excerpts and identify the characters, setting, and or events
· Readers will infer characters thoughts and feelings.
· Readers will support their inferences by quoting direct evidence from the text.
· Readers will identify how the character responds to challenges within a text.
RL5.1 – Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL5.2 – 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; summarizes the text.
RL5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL5.7 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).
RF5.3a – Know and apply grade-level phonics and word analysis in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic
words in context and out of context.
RF5.4a – Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Character-A-Palooza: Deepening Understanding of Characters (4 weeks)
Big Ideas of Unit:
· Readers will identify character interactions within a text.
· Readers will compare character interactions within a text.
· Readers will analyze character relationships and what it reveals about the characters.
· Summarize a text
RL5.2 – 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; summarizes the text.
RL5.3 – 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).
RF5.3a - Know and apply grade-level phonics and word analysis in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
RF5.4b - Read with sufficient accuracy and fluency to support comprehension. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
L5.4b - 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. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
L5.5c - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Imbed test prep reading passage that connects identifying the theme and comparing characters within a text!
The standards below may be observed and assessed within any content area throughout the day.
SL5.1– Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material, explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL5.6 – Acquire and use accurately grade-appropriate conversational, 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).
Quarter 2
Reading: Whose Side are you On?
Just the Facts Man: Reading and Identifying Information (Changed from Understanding Text Structures to Support Independence) 3 weeks
Big Ideas of Unit:
· Read a variety of information texts that have varying structures
· Identify how the structure impacts the information
· Use structure to give constructed response that directly quotes evidence from the text
· Compare structures among multiple texts
RI5.1 – Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RI5.3 – Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in historical, scientific, or technical text based on specific
information in the text.
RI5.5 – 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.
RI5.7 – 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.
RI5.8 - Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
point(s).
RF5.3a - Know and apply grade-level phonics and word analysis in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic
words in context and out of context.
RF5.4c - Read with sufficient accuracy and fluency to support comprehension. Use
context to confirm or self-correct word recognition and understanding, rereading as
necessary.
He said, She said: Different Perspectives (6 weeks) (Changed from Research Projects: Sharpening our Analytical Skills)
Big Ideas of Unit:
· Read multiple texts centered around one or two events
· Summarize the texts by determining the main idea
· Compare and contrast the structure of the texts
· Explain the varying points of view
RI5.2-Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RI5.4 – Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
RI5.6 – Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RI5.9 – Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
RF5.3a - Know and apply grade-level phonics and word analysis in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-
syllabic words in context and out of context.
RF5.4c - Read with sufficient accuracy and fluency to support comprehension. Use
context to confirm or self-correct word recognition and understanding, rereading as
necessary.
L5.6 – Acquire and use accurately grade-appropriate conversational, 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).
Imbed test prep reading passage that connects RI5.1, RI5.59 and RI5.6 using an informational text.
The standards below may be observed and assessed within any content area throughout the day.
SL5.1 - 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.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained and discussed.
SL5.4 – 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 theme, speak clearly at an understandable pace.
SL5.5 – Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
L5.4– Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Quarter 3
READING: WOULD YOU BELIEVE?
Exploring Fantasy ( 3 weeks)
Big Ideas of Unit:
· A study of the fantasy genre leads to a deeper understanding of the human condition
· Uncovering the true character of fantasy characters
· Uncovering and understanding structures and themes in fantasy
RL5.2 – 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; summarizes the text.
RL5.4 – Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
RL5.5 – Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
RL5.7 - 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).
RL5.9 – Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RF5.3a - Know and apply grade-level phonics and word analysis in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic
words in context and out of context.
RF5.4b – Read on-level text orally with accuracy, appropriate rate, and expression
on successive readings.
L5.5 – Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
c Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
Interpreting Multiple Texts and Interpreting Themes (4 – 5 weeks)
Big Ideas of Unit:
· How do we decipher the implications of stories
· How are themes alike/ different across literary texts
· How are themes alike/ different across texts
· How do we analyze symbolism
RL5.2 – 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; summarizes the text.
RL5.6 – Describe how a narrator’s or speaker’s point of view influences how
events are described.
RL5.9 – Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
RF5.3a - Know and apply grade-level phonics and word analysis in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic
words in context and out of context.
RF5.4b – Read on-level text orally with accuracy, appropriate rate, and expression
on successive readings.
RF5.4c – Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Imbed test prep reading passage that connects identifying theme and comparing characters within a text using at least 3 passages.
The standards below may be observed and assessed within any content area throughout the day.
SL5.1c - 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. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL5.1d - 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. Preview the key ideas expressed and draw conclusions in light of information and knowledge gained and discussed.
SL5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L5.3b - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L5.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grad-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Reading: Knowledge is Power
8 weeks of writing is provided for this quarter to accommodate the EOG
Testing schedule. Students could have reader’s choice with strategy groups
focusing on needs of small groups.
Quarter 4
Reading: Knowledge is Power
Gathering Facts: Multiple Accounts (3-4 weeks)
Big Ideas of Unit:
· Present multiple texts on the same topic with both varying points of view and similar points of view to be read
· Allow students to analyze the texts points of view to determine similarities and differences
RI5.6 – Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RL5.10 – By the end of the year, read and comprehend literature, including
stories, drama and poetry, in the grades 4-5 text complexity band
independently and proficiently.
RI5.10 – By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the grades 4-5
text complexity band independently and proficiently.
RF5.4c – Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Extra! Extra Tell All About It! (Changed from Author Study) (4 weeks)
Big Ideas of Unit:
· Use texts read previously to identify the relationship of different or similar points of view on a similar topic
· Explain how the information is related and supported by the author
RL5.6 – Describe how a narrator’s or speaker’s point of view influences how
events are described.
RL5.9 – Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
RL5.10 – By the end of the year, read and comprehend literature, including
stories, drama and poetry, in the grades 4-5 text complexity band
independently and proficiently
RF5.4c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Imbed test prep reading passage that connects the standards from both RI and RL.
The standards below may be observed and assessed within any content area throughout the day.
SL5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL5.3 – Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
SL5.4 – 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 theme, speak clearly at an understandable pace.
SL5.5 – Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
L5.3a - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L5.5c – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L5.6 – Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., although, nevertheless, similarly, moreover, in addition).
Reading: The Reader in You
The Reader in You: Developing Characters
(Changed from Moving Toward Independence, Thinking for Myself) 5 weeks
Big Ideas of Unit:
· Readers will read multiple texts/excerpts and identify the characters, setting, and or events
· Readers will infer characters thoughts and feelings.
· Readers will support their inferences by quoting direct evidence from the text.
· Readers will identify how the character responds to challenges within a text.
RL5.1 – Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL5.2 – 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; summarizes the text.
RL5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL5.7 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).
RF5.3a – Know and apply grade-level phonics and word analysis in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic
words in context and out of context.
RF5.4a – Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Character-A-Palooza: Deepening Understanding of Characters (4 weeks)
Big Ideas of Unit:
· Readers will identify character interactions within a text.
· Readers will compare character interactions within a text.
· Readers will analyze character relationships and what it reveals about the characters.
· Summarize a text
RL5.2 – 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; summarizes the text.
RL5.3 – 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).
RF5.3a - Know and apply grade-level phonics and word analysis in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
RF5.4b - Read with sufficient accuracy and fluency to support comprehension. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
L5.4b - 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. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
L5.5c - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Imbed test prep reading passage that connects identifying the theme and comparing characters within a text!
The standards below may be observed and assessed within any content area throughout the day.
SL5.1– Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material, explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL5.6 – Acquire and use accurately grade-appropriate conversational, 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).
Quarter 2
Reading: Whose Side are you On?
Just the Facts Man: Reading and Identifying Information (Changed from Understanding Text Structures to Support Independence) 3 weeks
Big Ideas of Unit:
· Read a variety of information texts that have varying structures
· Identify how the structure impacts the information
· Use structure to give constructed response that directly quotes evidence from the text
· Compare structures among multiple texts
RI5.1 – Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RI5.3 – Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in historical, scientific, or technical text based on specific
information in the text.
RI5.5 – 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.
RI5.7 – 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.
RI5.8 - Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
point(s).
RF5.3a - Know and apply grade-level phonics and word analysis in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic
words in context and out of context.
RF5.4c - Read with sufficient accuracy and fluency to support comprehension. Use
context to confirm or self-correct word recognition and understanding, rereading as
necessary.
He said, She said: Different Perspectives (6 weeks) (Changed from Research Projects: Sharpening our Analytical Skills)
Big Ideas of Unit:
· Read multiple texts centered around one or two events
· Summarize the texts by determining the main idea
· Compare and contrast the structure of the texts
· Explain the varying points of view
RI5.2-Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RI5.4 – Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
RI5.6 – Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RI5.9 – Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
RF5.3a - Know and apply grade-level phonics and word analysis in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-
syllabic words in context and out of context.
RF5.4c - Read with sufficient accuracy and fluency to support comprehension. Use
context to confirm or self-correct word recognition and understanding, rereading as
necessary.
L5.6 – Acquire and use accurately grade-appropriate conversational, 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).
Imbed test prep reading passage that connects RI5.1, RI5.59 and RI5.6 using an informational text.
The standards below may be observed and assessed within any content area throughout the day.
SL5.1 - 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.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained and discussed.
SL5.4 – 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 theme, speak clearly at an understandable pace.
SL5.5 – Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
L5.4– Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Quarter 3
READING: WOULD YOU BELIEVE?
Exploring Fantasy ( 3 weeks)
Big Ideas of Unit:
· A study of the fantasy genre leads to a deeper understanding of the human condition
· Uncovering the true character of fantasy characters
· Uncovering and understanding structures and themes in fantasy
RL5.2 – 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; summarizes the text.
RL5.4 – Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
RL5.5 – Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
RL5.7 - 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).
RL5.9 – Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RF5.3a - Know and apply grade-level phonics and word analysis in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic
words in context and out of context.
RF5.4b – Read on-level text orally with accuracy, appropriate rate, and expression
on successive readings.
L5.5 – Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
c Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
Interpreting Multiple Texts and Interpreting Themes (4 – 5 weeks)
Big Ideas of Unit:
· How do we decipher the implications of stories
· How are themes alike/ different across literary texts
· How are themes alike/ different across texts
· How do we analyze symbolism
RL5.2 – 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; summarizes the text.
RL5.6 – Describe how a narrator’s or speaker’s point of view influences how
events are described.
RL5.9 – Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
RF5.3a - Know and apply grade-level phonics and word analysis in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic
words in context and out of context.
RF5.4b – Read on-level text orally with accuracy, appropriate rate, and expression
on successive readings.
RF5.4c – Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Imbed test prep reading passage that connects identifying theme and comparing characters within a text using at least 3 passages.
The standards below may be observed and assessed within any content area throughout the day.
SL5.1c - 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. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL5.1d - 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. Preview the key ideas expressed and draw conclusions in light of information and knowledge gained and discussed.
SL5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L5.3b - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L5.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grad-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Reading: Knowledge is Power
8 weeks of writing is provided for this quarter to accommodate the EOG
Testing schedule. Students could have reader’s choice with strategy groups
focusing on needs of small groups.
Quarter 4
Reading: Knowledge is Power
Gathering Facts: Multiple Accounts (3-4 weeks)
Big Ideas of Unit:
· Present multiple texts on the same topic with both varying points of view and similar points of view to be read
· Allow students to analyze the texts points of view to determine similarities and differences
RI5.6 – Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RL5.10 – By the end of the year, read and comprehend literature, including
stories, drama and poetry, in the grades 4-5 text complexity band
independently and proficiently.
RI5.10 – By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the grades 4-5
text complexity band independently and proficiently.
RF5.4c – Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Extra! Extra Tell All About It! (Changed from Author Study) (4 weeks)
Big Ideas of Unit:
· Use texts read previously to identify the relationship of different or similar points of view on a similar topic
· Explain how the information is related and supported by the author
RL5.6 – Describe how a narrator’s or speaker’s point of view influences how
events are described.
RL5.9 – Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
RL5.10 – By the end of the year, read and comprehend literature, including
stories, drama and poetry, in the grades 4-5 text complexity band
independently and proficiently
RF5.4c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Imbed test prep reading passage that connects the standards from both RI and RL.
The standards below may be observed and assessed within any content area throughout the day.
SL5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL5.3 – Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
SL5.4 – 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 theme, speak clearly at an understandable pace.
SL5.5 – Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
L5.3a - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L5.5c – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L5.6 – Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., although, nevertheless, similarly, moreover, in addition).