NORWELL PUBLIC SCHOOLS ELA CURRICULUM MAP/PACING … · norwell public schools ela curriculum...

NORWELL PUBLIC SCHOOLS

ELA CURRICULUM MAP/PACING GUIDE

SUBJECT: English Language Arts STRANDS: Reading, Language, Speaking and Listening, Writing GRADE LEVEL: Fifth

UNIT ONE SUGGESTED TIME FRAME: 7 8 weeks

POWER STANDARDS:

Students will determine the theme of story, drama or poem. Students will compare and contrast items within a story as well as stories in the same genre. Students will determine the meaning of words and phrases as they are used in the text. Students will articulate how literary elements influence story. Students will determine 2 or more main ideas in the text. Students will compare and contrast 2 or more literary elements (setting, characters, plot) . Students will know and apply grade level phonics and word analysis skills and read with sufficient accuracy and fluency to support comprehension. Students will write for a variety of tasks, purposes, and audiences routinely over varying time frames. Students will write opinion pieces and support point of view with reasons and information. Students will write informative (explanatory and examine topic and convey information clearly). Students will write narratives and develop real or imagined experiences or events using effective technique, descriptive details, and sequences. Students will conduct a short research project using several sources through investigation of different aspects of a topic. Students will engage effectively in a range of collaborative discussions and summarize written text and points of a speaker aloud. Students will report on a topic, text or opinion. Students will demonstrate commands of English grammar and conventions of capitalization, punctuation, and spelling when speaking and writing. Students will determine or clarify the meaning of unknown and multiplemeaning words and phrases. Students will use knowledge of language when writing, speaking, reading or listening.

SUPPORTING STANDARDS (to be taught to mastery):

compare and contrast two or more characters drawing on specific details in the text (RL 3) Determine the meaning of words and phrases as they are used within a text, including figurative language such as metaphors and similes. (RL 4) explain how a series of chapters fits together to provide the overall structure of a story (RL 5) use combined knowledge of all lettersound correspondence and syllabication to read unfamiliar multisyllabic words in/out of context (RF 3a) use context to confirm, selfcorrect, recognize and understand words and reread when necessary (RF 4c) introduce a topic clearly, provide a general observation and focus, and group related information logically within an informative/explanatory piece (W 2a) orient the reader by establishing a situation and introducing a narrator and/or characters; introduce the topic in a narrative piece clearly (W 3a) use a variety of transitional words, phrases, and clauses to manage the sequence of events within a narrative piece (W 3c) provide a conclusion that follows from the narrated experiences or events within a narrative piece (W 3e) come to discussions prepared and ready to share (SL 1a) follow agreed upon rules for discussions and assigned roles (SL 1b)

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students


ELA CURRICULUM MAP/PACING GUIDE students will respond and pose questions by making comments that contribute to discussions and elaborate on the remarks of others (SL 1c) explain the function of conjunctions in general and their function in particular sentences (L 1a) use punctuation to separate items in a series (L 2a) spell gradeappropriate words correctly (L 2e) recognize and explain the meaning of common idioms (L 5b) use relationship between particular words (synonyms, antonyms, homographs) to better understand each of the words (L 5c)





UNIT ONE SUGGESTED TIME FRAME: 7 8 Weeks

Essential Questions

Academic Vocabulary Common Resources

Student Outcomes Common Assessments/ Benchmarks

What are character traits? Why is it important to compare and contrast characters? What is a narrative? How do we come to discussions prepared?

acronym, adverb, affix, alliteration, analogy, antecedent, anthology, antonym, author, base word, behavior, boldface, book, book review, brainstorm, caption, caret, category, cause, chapter, character, characteristics, chart, clause, climax, collaborate, composition, comprehend/ comprehension, conclude/ conclusion, conflict, conjunction, connotation/ connotative, context, context clues, contraction, contrast, contribute/ contribution, convention conventional, conversation, declarative sentence, definition, dependent clause, describe/ description, descriptive words, detail, dialogue, diary, digital sources, draft, drama, editing, effect, evidence, example, exaggeration, explain/ explanation, expository text, expression, fact, feedback, feeling, figurative language, fluently, focus, footnote, format, freewrite, genre, Google, heading,

Short Texts Literature: “Island of the Blue Dolphins” Poetry Unit 1: The Microscope Full Day Thunder Rose Science: Chapter 7 & 8 in Pearson Text (Water on Earth/Weather) Social Studies: Scott Foresman text Migration to the Americas Chapter 1 & 2

Students will be able to: compare and contrast two or more characters

drawing on specific details in the text determine the meaning of words and phrases

as they are used within a text, including figurative language such as metaphors and similes.

explain how a series of chapters fits together to provide the overall structure of a story

use combined knowledge of all lettersound correspondence and syllabication to read unfamiliar multisyllabic words in/out of context

use context to confirm, selfcorrect, recognize and understand words and reread when necessary

introduce a topic clearly, provide a general observation and focus, and group related information logically within an informative/explanatory piece

orient the reader by establishing a situation and introducing a narrator and/or characters; introduce the topic in a narrative piece clearly

use a variety of transitional words, phrases, and clauses to manage the sequence of events within a narrative piece

provide a conclusion that follows from the narrated experiences or events within a narrative piece

come to discussions prepared and ready to share

follow agreed upon rules for discussions and

Reading/Responding to Complex Texts Response Focused on Developing and Conveying Understanding Based on Leveled Reading Groups... 1) Have students choose two characters from stories at their independent reading level to compare and contrast drawing on specific details from the text. Come to discussions prepared and ready to share. 2) Describe how a narrator’s or speaker’s point of view influences how events are described. Students will respond and pose questions by making comments that contribute to discussions and elaborate on the remarks of others 3) Explain how a series of chapters fits together to provide the overall structure of a story. Follow agreed upon rules for discussions and assigned roles. Reading/Writing to Complex Text Routine Writing that Develops and Conveys Understanding: Science Text Introduce a topic clearly, provide a general observation and focus, and group related information logically within an informative/ explanatory piece about the water cycle based on an independent reading leveled text. Students need to apply all reading foundations and




homograph, homonym, hyperbole, idiom, illustration, imagery, impression, index, interrogative sentence, introduction, literal, logical, magazine, major event, makebelieve, map, margin, metaphor, middle sound, mood, moral, multimedia, multisyllabic, narrative, news, novel, object, observation, onomatopoeia, opinion, organization, pace/ pacing, parenthesis, parts of speech, phonics, phrase, planning, plot, poem/ poetry, precise, predicate, predict, present tense, proficiently, prompt, punctuation, purpose, quotation mark, quote/ quotation, reason, report, rereading, respond, restatement, review, rhythm, role, root word, scan/ skim, selfmonitoring, sensory words, sequence of events, setting, simile, skills, standard English, stanza, superlative, syllabication pattern, symbolize, table of contents, technical text, text features, text structure, thankyou note, thesaurus, topic, topic sentence, transition, transitional words, verb, verb tense, writing process,

Extended Text Informational: The Discovery of The Americas by Betsy and Giulio Maestro

assigned roles students will respond and pose questions by

making comments that contribute to discussions and elaborate on the remarks of others

explain the function of conjunctions in general and their function in particular sentences

use punctuation to separate items in a series spell gradeappropriate words correctly recognize and explain the meaning of

common idioms use relationship between particular words

(synonyms, antonyms, homographs) to better understand each of the words

Use questions and prompts such as:

How does the character contribute to the story?

What is the main character’s personality like? Give an example from the text to back your opinion.

When you read that word did it make sense? Can you reread it to make sure it makes sense?

What does constructive discussion look like and sound like?

What does it mean to be prepared for a discussion?

What type of questions can we ask that help speakers elaborate on what they share? Give some examples.

Can you find the conjunction in that sentence? What is its function?

language skills taught in Unit 1. Narrative: Write a personal challenge narrative by orienting the reader, establishing a situation and introducing a narrator and/or characters clearly; Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Provide a conclusion that follows from the narrated experiences or events. Students need to apply all reading foundations and language skills taught in Unit 1 Reading and Writing: Foundational Skills Phonics, Word Recognition and Fluency: Running record using independent reading level appropriate text. Read with appropriate pace and a rate of 140 143 words per minute. Study and Apply Grammar: Assess student ability to explain the function of conjunctions in general and their function in particular sentences Assess student ability to use punctuation to separate items in a series In leveled reading groups, assess student ability to identify and explain the meanings of common idioms Study and Apply Vocabulary: Assess student ability to use relationships between two particular words (synonyms, antonyms, homographs) to better understand each of the words





UNIT TWO

SUGGESTED TIME FRAME: 7 8 Weeks POWER STANDARDS:



compare and contrast two or more settings drawing on specific details in the text (RL 3) explain how a series of stanzas fits together to provide the overall structure of a poem (RL 5) determine two or more main ideas of a text and explain how they are supported by key details (RI 2) explain the relationships or interactions between two or more individuals in a historical, scientific, or technical text based on specific information in the text (RI

3) read gradelevel text with purpose and understanding (RF 4a) 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

within an opinion piece (W 1a) lInk opinion and reason using words, phrases and clauses within an opinion piece (W 1c) provide a concluding statement that relates to the opinion stated within an opinion piece (W 1d) use descriptions and pacing to develop experiences and events within a narrative piece (W 3b)



ELA CURRICULUM MAP/PACING GUIDE use concrete words and phrases to convey experiences and events precisely within a narrative piece (W 3d) with guidance and support use technology including the Internet to produce and publish writing as well as interact and collaborate with others (W 6) conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic (W 7) provide a list of sources (W8) review key ideas expressed and draw conclusions through knowledge gained from discussions (SL 1d) adapt speech to a variety of contexts and tasks (SL 6) form and use the perfect verb tenses and recognize and correct inappropriate shifts in verb tense (L 1b) use verb tense to convey various times, sequence states, and conditions (L 1c) use a comma to separate an introductory element from the rest of the sentence, set off the words yes and no, to set off a tag question from the rest of the

sentence and to indicate direct address (L 2c) use context as a clue to the meaning of a word or phrase (L 4a) interpret similes and metaphors in context (L 5a)




SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening GRADE LEVEL: Fifth

UNIT TWO

SUGGESTED TIME FRAME: 7 8 Weeks

Essential Questions

Academic Vocabulary

Common Resources


What is setting? Why is it important to compare and contrast settings? What is an opinion text? How do we use gained knowledge from discussions to draw conclusions? What interactions or relationships can individuals have within informative texts?

adapt, analysis/ analyze, antecedent, argument, aspect, autobiography, behavior, bibliography, British literature, brochure, caret, catalog, cause and effect, chronological order, citation page, cite, clause, climax, collaborate, composition, comprehend/ comprehension, concept, conclude/ conclusion, context, context clue, convention conventional, dependent clause, describe/ description, detail, determine, dialogue, digital sources, direct object, direct quotation, document, drama, drawing conclusions, editing, events, evidence, exaggeration, explain/ explanation, expression, fact,

Short Texts Science: chapter 9 in Pearson text Social Studies: chapters 3 & 4 Scott Foresman text Extended Text Literature: Lois Lowry Author Study Number the Stars Gossamer The Messenger The Giver

Students Will Be Able To:

compare and contrast two or more settings drawing on specific details in the text

explain how a series of stanzas fits together to provide the overall structure of a poem

determine two or more main ideas of a text and explain how they are supported by key details

explain the relationships or interactions between two or more individuals in a historical, scientific, or technical text based on specific information in the text

read gradelevel text with purpose and understanding

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 within an opinion piece

lInk opinion and reason using words, phrases and clauses within an opinion piece

provide a concluding statement that relates to the opinion stated within an opinion piece

use descriptions and pacing to develop experiences and events within a narrative piece

use concrete words and phrases to convey experiences and events precisely within a

Reading/Responding/Writing to Complex Text Analyses Focused on Opinion: Students choose two settings from stories at their independent reading level and through conversation compare and contrast those settings drawing on specific details. After comparing and contrasting, students need to write an opinion piece in which they choose their favorite setting. Within the opinion piece, students need to introduce a topic clearly and state the titles, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Within the opinion piece, students need to link their opinion and reason using words, phrases and clauses. Students need to provide a concluding statement that relates to the opinion stated. Students need to apply all reading foundations and language skills from Units 1 and 2. Reading/Responding to Short Complex Text Poetry: Students will create a poem with multiple stanzas on the same focus/topic. Then students will share their poems and explain how their stanzas support their focus/topic. When presenting, student should apply all speaking and listening skills taught in Units 1 and 2.




feedback, field guide, figurative language, focus, foreshadowing, formal English, formal essay, format, genre, guidance, heading, ideas informal English, information, informative essay, insert, interaction, interpret, introduction, introductory element, investigate, key details, keyboard, linking verb, log, logical, main idea/ main point, major event, margin, multimedia, narrative, observation, opinion, organization, pace/ pacing, page orientation, pamphlet, personification, perspective, persuade/ persuasive, phrase, planning, plot, PowerPoint, precise, problem/ solution, proficiently, prompt, purpose, reason, recite, reference, reference materials, relationships, rereading, research, resource, respond, revise, root word, scan/ skim, scientific, search engine, sensory words, sequence of events, setting, speech, summary sentence, summary/ summarize, supporting details, synonym, technical

narrative piece with guidance and support use technology

including the Internet to produce and publish writing as well as interact and collaborate with others

conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic

provide a list of sources review key ideas expressed and draw

conclusions through knowledge gained from discussions

adapt speech to a variety of contexts and tasks

form and use the perfect verb tenses and recognize and correct inappropriate shifts in verb tense

use verb tense to convey various times, sequence states, and conditions

use a comma to separate an introductory element from the rest of the sentence, set off the words yes and no, to set off a tag question from the rest of the sentence and to indicate direct address

use context as a clue to the meaning of a word or phrase

interpret similes and metaphors in context Use questions and prompts such as:

What is the setting? Use your five senses to describe the setting

of story. After reading the text, what is you opinion

on...? How can you describe that event more

precisely? What sources did you use to find that

information?

Research Project Integrate knowledge from Sources when Composing: European Explorer research project (listed in Mass. s.s. frameworks) Use a variety of sources to produce, publish, and share a Google presentation on the SMARTboard. Read grade level text with purpose and understanding and provide a list of sources. Adapt speech to a variety of contexts and tasks. When presenting, student should apply all speaking and listening skills taught in Units 1 and 2. Reading and Writing: Foundational Skills Phonics, Word Recognition and Fluency: Running record using independent reading level appropriate text. Read with appropriate pace and a rate of 143 145 words per minute. Study and Apply Grammar: Assess student ability to form and use the perfect verb tenses and recognize and correct inappropriate shifts in verb tense Assess student ability to use verb tenses to convey times, sequence, states and conditions Assess student ability to use a comma when separating an introductory element from the rest of a sentence, set off words yes and no, to set off tag questions from the rest of the sentence and to indicate direct address. Study and Apply Vocabulary: Assess student ability to use context as a clue to the meaning of a word or phrase




text, theme, topic, traits, transition, transitional words, word processing, writing process,

What clues in the sentence can help you with the meaning of that word?

What conclusions can you draw from what I just shared with you?

How can you change the tense of that verb to convey a different time/sequence/condition?

What words in the sentence can help you with the meaning of that word?

Assess student ability to interpret similes and metaphors in context





UNIT THREE

SUGGESTED TIME FRAME: 7 8 Weeks POWER STANDARDS:



quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text (RL 1 and RI 1) explain how a series of scenes fits together to provide the overall structure of a particular drama (RL 5) explain the relationship between two or more events in a historical, scientific or technical text based on specific information in the text (RI 3) determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic or subject area (RI 4) explain how an author uses reasons and evidence to support particular points in a text (RI 8) use knowledge of morphology to read accurately unfamiliar multisyllabic words in and out of context (RF 3a) read gradelevel prose and poetry orally with accuracy, appropriate rate and expression (RF 4b) provide logically ordered reasons that are supported by facts and details within an opinion piece (W 1b) develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic within an informative/explanatory

piece (W 2b) link ideas within and across categories of information, using words, phrases, and clauses (W 2c)



ELA CURRICULUM MAP/PACING GUIDE use precise language and domainspecific vocabulary to inform about or explain a topic (W 2d) using dialogue, develop experiences and events within a narrative piece (W 3b) use sensory details to convey experiences and events precisely within a narrative piece (W 3d) provide a concluding statement or section related to the information or explanation presented within an informative/explanatory piece (W 2e) with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach

(W 5) recall relevant information from experiences or gather relevant information from print and digital sources (W 8) apply grade 5 Reading Standards to literature (W 9a) explain the functions of prepositions and interjections in general and in particular sentences (L 1a) use punctuation to set off a tag question from the rest of the sentence (L 2c) use underlining, quotation marks or italics to indicate titles of work (L 2d) spell gradeappropriate words correctly consulting references as needed (L 4a) use common gradeappropriate Greek and Latin affixes and roots as clues to the meaning of a word (L 4b) acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and

other logical relationships (L 6)





UNIT THREE

SUGGESTED TIME FRAME: 7 8 Seeks

Essential Questions

Academic Vocabulary Common Resources


What are the characteristics of tall tales, myths, mysteries, fantasies, and historical fiction How do we use different genre’s characteristics in our writing? Why is it important to edit and revise our writing? How do we edit and revise our writing? How do you research a topic?

academic, accurate/ accuracy, act/ scene, affix, analysis/ analyze, antonym, argument, author’s purpose, behavior, cast, category, cause and effect, chapter, chronological order, cite, clause, climax, comprehend/ comprehension, concept, conclude/ conclusion, conjunction, connotation/ connotative, convention conventional, denotation, describe/ description, detail, dialogue, digital sources, direct quotation, domain, drama, editing, etymology, evidence, excerpt, explain/ explanation, expression, fact, feedback, figurative language, focus, formal essay, format, generalization, genre, guidance, heading, hyperbole, idiom, inference, informative essay, interaction,

Short Text Social Studies: Chapters 5 and 6 Scott Foresman Text Myths: Myth packet “King Midas and the Golden Touch” Drama: Wings for the King

Students will be able to: quote accurately from a text when

explaining what the text says explicitly and when drawing inferences from the text

explain how a series of scenes fits together to provide the overall structure of a particular drama

explain the relationship between two or more events in a historical, scientific or technical text based on specific information in the text

determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic or subject area

explain how an author uses reasons and evidence to support particular points in a text

use knowledge of morphology to read accurately unfamiliar multisyllabic words in and out of context

read gradelevel prose and poetry orally with accuracy, appropriate rate and expression

provide logically ordered reasons that are supported by facts and details within an opinion piece

develop the topic with facts, definitions,

Reading/Writing to Complex Texts Routine Writing to Develop and Convey Understanding With the theme of war, students explain why the American Revolutionary War and The French and Indian War occurred. Then they compare the reasons for each and find relationships between them. Within the writing piece students need to introduce the topic clearly, provide a general observation and focus, group related information logically, develop the topic with facts, definitions, concrete details, quotations or other information and examples, link ideas within and across categories of information, using words, phrases and clauses, use precise language and domainspecific vocabulary to inform or explain, and provide a concluding statement or section related ot the information or explanation presented. Students should also provide a list of sources used. Students need to apply all reading foundations and language skills from Units 1, 2 and 3. Reading/Writing to Texts Analyses




interjection, introduction, italics, label, literary, literary analysis, literary element, log, logical, major event, multimedia, multiple meaning, narrative, narrator, observation, opinion, organization, pace/ pacing, passage, personification, phrase, planning, precise, prefix, preposition, prepositional phrase, proficiently, purpose, reason, recite, reference materials, reflect/ reflection, relevant, rereading, research, resource, respond, revise, rewriting, root word, scan/ skim, scene, scientific, sensory words, sequence of events, setting, skills, stage directions, stanza, strengthen, suffix, summary sentence, summary/ summarize, supporting details, technical text, theme, thesis statement, tone, topic, transition, transitional words, verb tense, verse, writing process

concrete details, quotations, or other information and examples related to the topic within an informative/explanatory piece

link ideas within and across categories of information, using words, phrases, and clauses

use precise language and domainspecific vocabulary to inform about or explain a topic

using dialogue, develop experiences and events within a narrative piece

use sensory details to convey experiences and events precisely within a narrative piece

provide a concluding statement or section related to the information or explanation presented within an informative/explanatory piece

with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach

recall relevant information from experiences or gather relevant information from print and digital sources

apply grade 5 Reading Standards to literature

explain the functions of prepositions and interjections in general and in particular sentences

use punctuation to set off a tag question from the rest of the sentence

use underlining, quotation marks or italics to indicate titles of work

Focused on Opinions Is Persius a Hero or Not? Students need to write an opinion piece in which they introduce the topic clearly, state an opinion, 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 with an opinion piece, link opinion and reason using words, phrases and clauses, and provide a concluding statement that relates to the opinion stated. Students need to apply all reading foundations and language skills from Units 1, 2 and 3. Reading/Writing to Texts Analyses Focused on Informing and Explaining After reading a variety of sources on rocks, including the use of online sources, students need to create a presentation with a visual display. Within the written presentation, students need to introduce the topic clearly, provide a general observation and focus, group related information logically,Students need to apply all reading foundations and language skills from Units 1, 2 and 3. Teachers may offer students choice on how they will display their knowledge visually (i.e. slideshow, poster, brochure). When students present, they need to apply all speaking and listening standards taught in Units 1, 2 and 3.




spell gradeappropriate words correctly consulting references as needed

use common gradeappropriate Greek and Latin affixes and roots as clues to the meaning of a word

acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships


What quote from the text proves your inference?

How do the scenes fit together to create a theme for the play?

How are the events related? What evidence does the author give? How can you use syllabication to read

that word? How can you develop the topic of your

writing better? Can you locate the preposition in that

paragraph? Can you locate the interjection in that

paragraph? What is root word? What does it

mean? What is the affix? What does it mean?

Reading and Writing: Foundational Skills Phonics, Word Recognition and Fluency: Running record using gradelevel prose and poetry. Read with appropriate pace and a rate of 145 150 words per minute Assess student dictionary skills for checking spelling/spelling appropriately Assess student ability to use knowledge of morphology to read accurately unfamiliar multisyllabic words Study and Apply Grammar: Assess student ability to explain the function of prepositions and interjections in general and in particular sentences Assess student ability to use punctuation to set off a tag question from the rest of the sentence Study and Apply Vocabulary: Assess student ability to use common gradeappropriate Greek and Latin affixes and roots as clues to meanings of words





UNIT FOUR SUGGESTED TIME FRAME: 7 8 Weeks

POWER STANDARDS: Students will determine the theme of story, drama or poem. Students will compare and contrast items within a story as well as stories in the same genre. Students will determine the meaning of words and phrases as they are used in the text. Students will articulate how literary elements influence story. Students will determine 2 or more main ideas in the text. Students will compare and contrast 2 or more literary elements (setting, characters, plot) . Students will know and apply grade level phonics and word analysis skills and read with sufficient accuracy and fluency to support comprehension. Students will write for a variety of tasks, purposes, and audiences routinely over varying time frames. Students will write opinion pieces and support point of view with reasons and information. Students will write informative (explanatory and examine topic and convey information clearly). Students will write narratives and develop real or imagined experiences or events using effective technique, descriptive details, and sequences. Students will conduct a short research project using several sources through investigation of different aspects of a topic. Students will engage effectively in a range of collaborative discussions and summarize written text and points of a speaker aloud. Students will report on a topic, text or opinion. Students will demonstrate commands of English grammar and conventions of capitalization, punctuation, and spelling when speaking and writing. Students will determine or clarify the meaning of unknown and multiplemeaning words and phrases. Students will use knowledge of language when writing, speaking, reading or listening.


compare and contrast two or more events in a story or drama, drawing on specific details in the text (RL 3) 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 7) describe how a narrator’s or speaker’s point of view influences how events are described (RL 6) locate and analyze examples of foreshadowing (RL MA 8a) explain the relationship between two or more ideas based on specific information from the text (RI 3) summarize or paraphrase information in notes or finished work (W 8) produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience (W 4) apply grade 5 reading standards to informational texts (W 9b) report on a topic or text or present an opinion, sequencing events logically and using appropriate facts and relevant, descriptive details to support main ideas

or themes; speak clearly at an understandable pace (SL 4) use correlative conjunctions (L 1e) expand, combine, and reduce sentences for meaning, reader/listener interest, and style (L 3a)





UNIT FOUR SUGGESTED TIME FRAME: 7 8 Weeks

Essential Questions

Academic Vocabulary

Common Resources


Why is a speaker or narrator’s point of view important to understand? How do we take notes that help us summarize? How do we report on a topic or text? How can we alter our written language to better convey our thoughts?

analysis/ analyze, appropriate, assumption, atlas, audience, cite, clause, coherent, concept, convention conventional, correlative conjunctions, database, describe/ description, detail, develop, dialect, dialogue, digital sources, direct quotation, editing, efficiency, encyclopedia, evidence, fact, gesture, glossary, historical, influence, informative essay, literary device, literary element, locate, logical, memorize, narrator, organization, outcomes, paraphrase, perspective, plagiarism, point of view, points, problem/ solution, proficiently,

Short Texts Science: Chapter 17 in Pearson text Social Studies: Chapter 7 and 8 Scott Foresman Text Literature: Journey to the Center of the Earth Talk with an Astronaut Nonfiction: Titanic Extended Text Literature: The Fighting Ground by Avi

Students will be able to:

compare and contrast two or more events in a story or drama, drawing on specific details in the text

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

describe how a narrator’s or speaker’s point of view influences how events are described

locate and analyze examples of foreshadowing

explain the relationship between two or more ideas based on specific information from the text

summarize or paraphrase information in notes or finished work

apply grade 5 reading standards to informational texts

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

report on a topic or text or present an opinion, sequencing events

Reading/Writing to Complex Text Analyses Focused on Opinion: After reading two titles within leveled reading groups, and taking notes on each title, students compare and contrast two events giving their opinion of which event is more interesting. When summarizing, students need to describe the setting, main characters, and plot. Students need to develop the topic and state the titles in which they are comparing and contrasting. The piece needs to include descriptions and pacing to develop experiences and events and sensory details to convey the experiences and events precisely. Students need to quote accurately when explaining what the texts say explicitly and when drawing inferences. When giving their opinion, students need to state their opinion clearly, 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, link opinion and reason using words, phrases and clauses and provide a concluding statement that relates to the opinion stated. Students need to apply all reading foundations and language skills from Units 1, 2, 3 and 4. Reading/Writing to Complex Text Routine Writing that Develops and Conveys Understanding: Students need to summarize Pearson’s Science Text, any lesson in Chapter 17. After paced instruction on the topic found in Chapter 17 and teacher provided scaffolding so students can access the text, students engage in a rereading of a studentselected lesson independently while taking notes with the understanding that the notes will be




purpose, reason, reference materials, reflect/reflection, research, resource, revise, rewriting, style, summary/ summarize, supporting details, syntax, theme, thesis statement, topic,

logically and using appropriate facts and relevant, descriptive details to support main ideas or themes

speak clearly at an understandable pace

use correlative conjunctions expand, combine, and reduce

sentences for meaning, reader/listener interest, and style


How do the two events in this story/text compare/contrast?

From whose point of view is the story being told? How does this influence the story?

Can you find any examples of foreshadowing in the text?

How are those ideas related? Can you summarize what you just

read? What was important enough to the

topic that you may want to take a note on?

How can you expand that sentence to add to the meaning of what you’re trying to say?

How can you reduce that sentence to add to the meaning of what you’re trying to say?

used to summarize the text. Then students summarize the lesson in paragraph formatted and add visual text features to their final product. Within the summary students need to introduce the topic clearly, provide a general observation and focus, group related information logically, develop the topic with facts, definitions, concrete details, or other information and examples relevant to the topics, link ideas within and across categories of information using words, phrases and clauses, use precise language and domain specific vocabulary to inform and explain and provide a concluding statement or section related to the information or explanation presented.Students need to apply all reading foundations and language skills from Units 1, 2, 3 and 4. Text features should include illustrations with captions, title, headings, and a glossary of domain specific vocabulary used in the writing piece. Students need to report out on their topic either in pairs, small group or whole group. Students need to apply all speaking and listening skills taught in Units 1, 2, 3 and 4. Narrative: Students choose a planet of their choice. Then using the planet’s point of view, the students create a short story. Within the narrative, students need to orient the reader by establishing a situation and introducing a narrator and/or characters, introduce the topic clearly, use a variety or transitional words, phrases, and clauses to manage the sequence of events, use descriptions, pacing, and dialogue to develop experiences and events, use sensory details to convey experiences and events precisely and provide a conclusion that follows from the narrated experiences or events. Students need to apply all reading foundations and language skills from Units 1, 2, 3 and 4. Research Project: Solar System Reading and Writing: Foundational Skills Phonics, Word Recognition and Fluency: Running record using gradelevel prose and poetry. Read




with appropriate pace and a rate of 150 155 words per minute Study and Apply Grammar: Assess student ability to use correlative conjunctions Assess student ability to expand, combine and reduce sentences for meaning, reader/listener interest, and style





UNIT FIVE SUGGESTED TIME FRAME: 7 8 Weeks

POWER STANDARDS:



summarize literature (RL 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 (RL 2) analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (RL 7) compare and contrast stories in the same genre on their approach to similar themes and topics (RL 9) read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 4 5 complexity band independently and proficiently (RL

10) summarize informational text (RI 2) explain the relationship between two or more concepts in a historical, scientific or technical text based on specific information in the text (RI 3)



ELA CURRICULUM MAP/PACING GUIDE compare and contrast the overall structure of events, ideas, concepts or information in two or more texts (RI 5) analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent (RI 6) 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 8) integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably (RI 9) 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 (RI 10) write stories, poems and scripts that draw on characteristics of tall tales and myths or modern genres, such as mysteries, fantasies and historical fiction (MA

3a) 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 to type a minimum of two pages within a single sitting (W 6) draw evidence from literary or informational texts to support analysis, reflection and research (W 9) summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally (SL 2) summarize the points a speaker makes and explain how each claim is supported by reasons and evidence (SL 3) include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes (SL 5) use punctuation to indicate direct address (L 2c) compare and contrast the varieties of English used in stories, dramas or poems (L 3b) consult reference materials, both print and digital, to find pronunciation to determine or clarify precise meaning of words or phrases (L 4c) recognize and explain the meaning of common adages and proverbs (L 5b)





UNIT FIVE

SUGGESTED TIME FRAME: 7 8 Weeks

Essential Questions

Academic Vocabulary

Common Resources


Why do we write over longer and shorter time frames? How do people/ characters overcome challenges? How do author’s support their points? How multimedia components and visual displays add to the development of main ideas or themes?

accounts, adages, animation, assumption, bibliography, cause and effect, chapter, characteristics, chronological order, comparison, complexity, concept, conflict, culture, detail, dialect, difference/ different, drama, editing, elaborate, evidence, fable, fallacy, fiction, firsthand, folktale, genre, graph, graphic novel, heading, independently, influence, integrate, interpret, interview, ket details, knowledgeable, legend, level, literature, logical, media source, multimedia, mystery, myth, oral/ orally,

Short Texts Literature: Alvin Ailey by Andrea Davis Pinkney Sweet Music in Harlem Nonfiction: The Mystery of Saint Matthew Island The Hindenburg Science Chapters 5 and 6 in Pearson Text

Students will be able to: summarize literature 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

analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text

compare and contrast stories in the same genre on their approach to similar themes and topics

read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 4 5 complexity band independently and proficiently

summarize informational text explain the relationship between two or

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

compare and contrast the overall structure of events, ideas, concepts or

Reading/Writing to Complex Text Routine Writing to Develop and Convey Understanding: Students choose a favorite fictional story they read in school and summarize it. Within the summary students need to orient the reader by establishing the situation and introducing a narrator and/or characters, introduce the topic clearly, use a variety or transitional words, phrases, and clauses to manage the sequence of events, use descriptions and pacing to develop experiences and events, use sensory details to convey experiences and events precisely, quote accurately from the text when explaining what the text says explicitly and when drawing inferences, and provide a conclusion that follows from the narrated experiences or events. Students need to apply all reading foundations and language skills from Units 1, 2, 3, 4 and 5. Reading/Writing to Complex Text Analyses Focused on Opinions: Students choose three different figures of speech from Alvin Ailey, and give an opinion on how each adds to the imagery of the piece. Within the




organization, perspective, points, proficiently, proverb, publish, purpose, recite, reflect/ reflection, research, resolution, revise, rewriting, root word, scene, secondhand, similar, structure, style, summary/ summarize, supporting details, synonym, theme, thesis statement, tone, version, visual,

Extended Text Informational: EiE “Suman Crosses the Karnali River”

information in two or more texts analyze multiple accounts of the same

event or topic, noting important similarities and differences in the point of view they represent

explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)

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

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

write stories, poems and scripts that draw on characteristics of tall tales and myths or modern genres, such as mysteries, fantasies and historical fiction

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 to type a minimum of two pages within a single sitting

draw evidence from literary or informational texts to support analysis, reflection and research

summarize a written text read aloud or information presented in diverse media

opinion piece, students need to introduce the topic and text clearly, state an opinion, create an organizational structure in which ideas are logically grouped, provide logically ordered reasons that are supported by facts, link opinion and reason using words, phrases and clauses, and provide a concluding statement that relates to the opinion stated within the piece. Students need to apply all reading foundations and language skills from Units 1, 2, 3, 4 and 5. Students need to make a presentation that uses visual displays to enhance the main idea or themes found in Alvin Ailey. The presentation needs to include an illustration or visual display that symbolizes each of the figures of speech a student chose to analyze. Students need to present to the class and apply all the Speaking and Listening skills taught in Units 1, 2, 3, 4 and 5 Reading/Writing to Complex Texts Analyses Focus on Informing and Explaining: Using Pearson science text, explain how animals adapt to their environmental situations in order to survive and include text features. Within the informative/ explanatory writing piece, students need to introduce the topic clearly, provide a general observation and focus, group related information logically, develop the topic with facts, definitions, concrete details, quotations or other information and examples, link ideas within and across categories of information, using words, phrases and clauses, use precise language and domainspecific vocabulary to inform or explain, and provide a concluding statement or section related ot the information or explanation presented. Students need to apply all reading foundations and language skills from Units 1, 2, 3, 4 and 5. Text features should include illustrations with captions, title, headings, and a glossary of domain specific vocabulary used in the writing piece.




and formats, including visually, quantitatively and orally

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

include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes

use punctuation to indicate direct address

compare and contrast the varieties of English used in stories, dramas or poems

consult reference materials, both print and digital, to find pronunciation to determine or clarify precise meaning of words or phrases

recognize and explain the meaning of common adages and proverbs


What is the theme of the story/play/drama?

How does the visual add to the meaning of the text?

How are the two concepts related? How did the author support his/her

points? What points did the speaker make?

How did he/she support those points? Can you identify a proverb/adage in the

text? What is it saying? What does it mean?

Narrative: Students write a personal experience about when they had to face a challenge and how they adapted to meet the challenge. Within the narrative, students need to orient the reader by establishing a situation and introducing a narrator and/or characters, introduce the topic clearly, use a variety or transitional words, phrases, and clauses to manage the sequence of events, use descriptions, pacing, and dialogue to develop experiences and events, use sensory details to convey experiences and events precisely and provide a conclusion that follows from the narrated experiences or events. Students need to apply all reading foundations and language skills from Units 1, 2, 3, 4 and 5. Resource Project Bird Adaptations Reading and Writing: Foundational Skills Phonics, Word Recognition and Fluency: Running record using gradelevel prose and poetry. Read with appropriate pace and a rate of 155 160 words per minute Study and Apply Grammar: Assess student ability to use punctuation to indicate direct address Study and Apply Vocabulary: Assess student dictionary skills to determine the precise meaning of words or phrases Assess student ability to explain the meaning of common adages and proverbs


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