SCPS Fifth Grade Literacy Plan 2014-2015
2014-2015 Literacy Instructional Plans
Seminole County Public Schools
Fifth Grade
SCPSLiteracyPlan2014-2015Grade1_Updated_recent_shareFINAL.xlsx
Seminole County Public Schools2014-2015
K-5 Literacy Writing Committee
School Board of Seminole County
Karen Almond
Dr. Tina Calderone
Amy Lockhart
Dede Schaffner
Superintendent of Schools
Dr. Walt Griffin
Deputy Superintendent of Instructional
Excellence and Equity
Dr. Anna-Marie Cote
Elementary Executive Directors
Dr. Marion Cummings
Dr. Beth Sharpe
Director of Teaching and Learning
Dr. Corbet Wilson
Elementary Curriculum Coordinator
Shawn Harrold
Writing Committee
Elementary Reading Specialist
Courtney Kavanaugh
Title One Literacy Specialist
Jane Moore
Teachers
Allison Carothers Catherine Schubert
Susan DeMint Tenesha Wells-Eason
Lesley O'Reilly Tammy Uliano
Marianne Wells Betsie Simmons
Elliott Hershey Stacey Parsons
Kelli Reyes Jeannette Smalley
Sharri Tatum Mary Legg
Nikhail Slaughter Tara Heston
Debra Zacharias Jill Pecoraro
Tonia Young Linda Richard
Kerri Baumis Dorretta McLaurin
Mary Estes Malcolm Cooper Adolph Pernal
1
SCPS Fifth Grade Literacy Plan 2014-2015
Rationale for the 2014-2015 Literacy Plan
The 2014-2015 Literacy Instructional Plan aligns the Language Arts Florida Standards with resources found across our district and has been created as a suggested pacing in
order to guide teachers in planning standards-based instruction. The document reflects our current thinking related to the intent of the Language Arts Florida Standards
and covers the remaining weeks in the 2014-2015 school year. Each unit of instruction is based on 5 to 6 weeks of 120 minutes daily, with 90 uninterrupted reading and 30
to 40 minutes of writing instruction. Interventions should be delivered through small group instruction outside of the 120-minute block. Teachers should be utilizing district-
relevant programs and formative and summative assessments in order to differentiate instruction to meet the needs of their students.
Teachers should be using complex texts, including a greater number of informational texts than in previous years, when teaching comprehension tasks. Additional
materials like photos, print media, first-hand documents and websites have been provided as resources of complex text. We recognize that every school may not have
access to all of these items and have therefore included multiple resources that focus on the standard. Additional materials may be available and teachers are encouraged
to add resources that align to their grade-level standards that have been approved by the district or school site. A copy of the Language Arts Florida Standards can be
found at: www.cpalms.org
Learning goals, standards and scales have been provided within this plan as an example for teachers. These scales and goals should be modified in order to best fit
students' needs based on formative assessments.
Terms Used in Plan: RWN- Reader's & Writer's Notebook, GOTS- Guide on the Side, CL- Customized Literacy TE- Teacher Edition, SE- Student Edition
SCPS Fifth Grade Literacy Plan 2014-2015
M T W T F S S M T W T F S S M T W T F S S M T W T F S S
1 2 1 2 3 4 5 6 7 1 2 3 4 1
3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 (6 7 8 9 10 11 2 3 4 5 6 7 8
10 11 12 13 14 15 16 15 16* 17* 18*) 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15
17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22
24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28
M T W T F S S M T W T F S S M T W T F S S
1 1 2 3 4 5 1 2 3
2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10
9 10 11 12) 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17
16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22* 23 24
(23 24 25 26 27 28 29 27 28 29 30 25 26* 27*) 28 29 30 31
30 31
Student Non-Attendance Day First/Last Day State Assessment
* Early Release Day ( Beginning of Grading Period ) End of Grading Period
Unit or EOY Assessment Review prior to assessments
LAFS.5.RL.1.2; LAFS.5.RL.1.3; LAFS.5.RI.3.8LAFS.5.RF.4.4 LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.2.5LAFS.5.RF.4.4 LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
Foundational Standards Language
LAFS.5.RL.1.1; LAFS.5.RL.2.5; LAFS.5.RI.1.1
LAFS.5.RF.4.4
LAFS.5.RF.4.4
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
GRADE 5 for 2014 - 2015 - Option A
March April
January February
May
November December
Reading High-Frequency Standards Additional Standards
S.S. Essential Standards
SS.5.A.5.1
LAFS.5.RL.2.5,LAFS.5.RI.2.6,LAFS.
5.SL.1.1,
LAFS.5.SL.2.4,LAFS.5.SL.2.5,LAFS
.5.SL.2.6, LAFS.5.L.3.6,
LAFS.5.RI.4.10, LAFS.5.RL.4.10
SS.5.A.5.4
SS.5.A.6.4
SS.5.C.1.4
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
Ongoing
LAFS.5.RI.1.1, LAFS.5.RI.1.2, LAFS.5.RI.1.3
Comprehension
SCPS Fifth Grade Literacy Plan 2014-2015
M T W T F S S M T W T F S S M T W T F S S M T W T F S S
1 2 1 2 3 4 5 6 7 1 2 3 4 1
3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 (6 7 8 9 10 11 2 3 4 5 6 7 8
10 11 12 13 14 15 16 15 16* 17* 18*) 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15
17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22
24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28
M T W T F S S M T W T F S S M T W T F S S
1 1 2 3 4 5 1 2 3
2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10
9 10 11 12) 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17
16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22* 23 24
(23 24 25 26 27 28 29 27 28 29 30 25 26* 27*) 28 29 30 31
30 31
Student Non-Attendance Day First/Last Day State Assessment
* Early Release Day ( Beginning of Grading Period ) End of Grading Period
March April May
GRADE 5 for 2014 - 2015 - Option BNovember December January February
Reading High-Frequency Standards Additional Standards
S.S. Essential Standards Comprehension Foundational Standards Language Ongoing
SS.5.A.5.1 LAFS.5.RI.1.1, LAFS.5.RI.1.2, LAFS.5.RI.1.3 LAFS.5.RF.4.4 LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
Unit or EOY Assessment Review prior to assessments
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SS.5.A.6.4 LAFS.5.RL.1.2; LAFS.5.RL.1.3; LAFS.5.RI.3.8
LAFS.5.RF.4.4 LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
LAFS.5.RL.2.5,LAFS.5.RI.2.6,LAFS.
5.SL.1.1,
LAFS.5.SL.2.4,LAFS.5.SL.2.5,LAFS
.5.SL.2.6, LAFS.5.L.3.6,
LAFS.5.RI.4.10, LAFS.5.RL.4.10
SS.5.A.5.4LAFS.5.RL.1.1; LAFS.5.RL.2.5; LAFS.5.RI.1.1
LAFS.5.RF.4.4
SS.5.C.1.4LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.2.5
LAFS.5.RF.4.4 LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Fifth Grade Literacy Plan 2014-2015
Rationale for the 2014-2015 Literacy Plan
The 2014-2015 Literacy Instructional Plan aligns the Language Arts Florida Standards with resources found across our district and has been created as a suggested pacing in
order to guide teachers in planning standards-based instruction. The document reflects our current thinking related to the intent of the Language Arts Florida Standards
and covers the remaining weeks in the 2014-2015 school year. Each unit of instruction is based on 5 to 6 weeks of 120 minutes daily, with 90 uninterrupted reading and 30
to 40 minutes of writing instruction. Interventions should be delivered through small group instruction outside of the 120-minute block. Teachers should be utilizing district-
relevant programs and formative and summative assessments in order to differentiate instruction to meet the needs of their students.
Teachers should be using complex texts, including a greater number of informational texts than in previous years, when teaching comprehension tasks. Additional
materials like photos, print media, first-hand documents and websites have been provided as resources of complex text. We recognize that every school may not have
access to all of these items and have therefore included multiple resources that focus on the standard. Additional materials may be available and teachers are encouraged
to add resources that align to their grade-level standards that have been approved by the district or school site. A copy of the Language Arts Florida Standards can be
found at: www.cpalms.org
Learning goals, standards and scales have been provided within this plan as an example for teachers. These scales and goals should be modified in order to best fit
students' needs based on formative assessments.
Terms Used in Plan: RWN- Reader's & Writer's Notebook, GOTS- Guide on the Side, CL- Customized Literacy TE- Teacher Edition, SE- Student Edition
2. Determine central ideas or themes of a
text and analyze their development; summarize the key
supporting details and ideas.
2. Determine a theme of a story, drama, or
poem from details in the text, including how characters in a story or
drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the text.
3. Analyze how and why individuals,
events, and ideas develop and interact over the course
of a text.
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).
Fifth grade students are required to quote
accurately from the text to support their answers. “Quote accurately” may
include using their own words. Determining a theme continues to be a focus
and students should be giving more thought to characters‟ actions in a text.
They are required to refer to specific details in the text when finding the
similarities and differences between two or more characters, settings, or
events.
Grade 5 Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
Reading Literature College and Career Readiness Anchor Standards for
Reading
Key Ideas and Details 1. Read closely to determine what the text
says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
1. Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
Grade 5 Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
College and Career Readiness Anchor Standards for
Reading Reading Literature
Craft & Structure4. Interpret words and phrases as they are
used in a text, including determining technical,
connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
4. Determine the meaning of words and
phrases as they are used in a text, including figurative language
such as metaphors and similes.
Students will continue to tell the meaning
of words and phrases in a text and focus on figurative language. Students
should tell how chapters, scenes, or stanzas in a series fit into the overall
structure of a story, drama, or poem. The students must continue identifying
the narrator‟s point of view and also explain how it impacts the events in the
text.5. Analyze the structure of texts, including
how specific sentences, paragraphs, and larger portions
of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
5. Explain how a series of chapters, scenes,
or stanzas fits together to provide the overall structure of a
particular story, drama, or poem.
6. Assess how point of view or purpose
shapes the content and style of a text.
6. Describe how a narrator‟s or speaker‟s
point of view influences how events are described.
9. Analyze how two or more texts address
similar themes or topics in order to build knowledge or
to compare the approaches the authors take.
Grade 5 Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
College and Career Readiness Anchor Standards for
Reading Reading Literature
Integration of Knowledge and Ideas 7. Integrate and evaluate content presented
in diverse media and formats, including visually and
quantitatively, as well as in words.
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).
8. Delineate and evaluate the argument and
specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the
evidence.
9. Compare and contrast stories in the
same genre (e.g., mysteries and adventure stories) on their
approaches to similar themes and topics.
Fifth grade students are capable of reading
and understanding a variety of literature at the higher end of grades 4-5
independently.
Fifth grade students must examine what is
heard and/or viewed to gain an appreciation and understanding of the text.
Students will find similarities and differences in themes and topics when
reading stories of the same genre.
10. By the end of the year, read and
comprehend literature, including stories, dramas, and poetry, at the
high end of the grades 4–5 text complexity band independently and
proficiently.
10. Read and comprehend complex literary
and informational texts independently and proficiently.
Grade 5 Unpacking Standards- Language Arts
Fluency helps the reader process language
for meaning and enjoyment. Fluent readers are able to focus attention on the
meaning of the text. Readers at this stage reread texts as needed to support
understanding.
Phonics and Word Recognition
Students continue learning specific
strategies for decoding words in texts. They are required to apply the specific
strategies for decoding and spelling multi- syllabic words.
3. Know and apply grade-level phonics
and word analysis skills in decoding words.
a. Use combined knowledge of all letter- sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of context.
None
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
Reading Foundational Skills
Fluency4. Read with sufficient accuracy and
fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy,
appropriate rate, and expression.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
None
Comprehension and Collaboration4. Present information, findings, and
supporting evidence such that listeners can follow the
line of reasoning and the organization, development,
and style are appropriate to task, purpose, and
audience.
4. Report on a topic or text or present an
opinion, sequencing ideas logically and using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
While adept at reporting on a topic or text,
telling a story, or recounting an event, fifth graders will focus on doing so in an
organized, logical manner. The aforementioned items should be done
orally and in coherent, spoken sentences. Fifth graders will do so at an
appropriate pace. Having the opportunity to present a personal opinion is
important in the fifth grade.
Students in the fifth grade will combine audio recordings and visual displays
when appropriate to enhance the development of main ideas or themes. At
this level, they may identify these components as multimedia components.
Students in the fifth grade should be exposed to a numerous variety of
speaking tasks so they may be able to distinguish between formal and informal
discourse. Small-group discussions and formal presentations would be one
example of each type of discourse. Fifth graders should be comfortable
adapting their speech to a variety of contexts and tasks.
5. Make strategic use of digital media and
visual displays of data to express information and
enhance understanding of presentations.
5. Include multimedia components (e.g.,
graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating command of
formal English when indicated or appropriate.
6. Adapt speech to a variety of contexts
and tasks, using formal English when appropriate to task and
situation.
Grade 5 Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
College and Career Readiness Anchor Standards for
Reading Speaking and Listening
Grade 5 Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
College and Career Readiness Anchor Standards for
Reading Reading Informational Text
3. Analyze how and why individuals,
events, and ideas develop and interact over the course
of a text.
3. Explain the relationships or interactions
between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information
in the text.
Students at this level should be able to
quote correctly from the text to explain what the text is about and when
drawing conclusions. Students must identify two or more main ideas and find
the most important details that strengthen these
main ideas. They should also be able to summarize the text in their own words.
At this level, students describe the connections between two or more people,
events, ideas, or concepts in a historical,
scientific, or “how to” texts by using the
text to support their findings.
Key Ideas and Details 1. Read closely to determine what the text
says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
1. Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
2. Determine central ideas or themes of a
text and analyze their development; summarize the key
supporting details and ideas.
2. Determine two or more main ideas of a
text and explain how they are supported by key details; summarize
the text.
Grade 5 Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
College and Career Readiness Anchor Standards for
Reading Reading Informational Text
Craft & Structure4. Interpret words and phrases as they are
used in a text, including determining technical,
connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
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.
Fifth grade students continue to find the
meaning of general vocabulary words specific to fifth grade topics or subjects.
Students must explain how the events, ideas, or concepts fit into the overall
structure of a text by finding the similarities and differences in two or more
texts. Students are required to discuss the similarities and differences unique
to the various perspectives presented in the text. They will give descriptions
about how the information is presented for each perspective.
5. Analyze the structure of texts, including
how specific sentences, paragraphs, and larger portions
of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
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.
6. Assess how point of view or purpose
shapes the content and style of a text.
6. Analyze multiple accounts of the same
event or topic, noting important similarities and differences in the
point of view they represent.
Grade 5 Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
College and Career Readiness Anchor Standards for
Reading Reading Informational Text
9. Integrate information from several texts
on the same topic in order to write or speak about the subject
knowledgeably.
10. By the end of the year, read and
comprehend informational texts, including history/social studies,
science, and technical texts, at the high end of the grades 4–5 text
complexity band independently and proficiently.
Students are required to read and
understand a wide range of informational texts within the higher end of the
fourth to fifth grade text level efficiently by the end of the year.
Students at this level can use media
efficiently to answer questions and to solve problems. Students continue to
give explanations about how an author uses proof to support a point in the
text. In addition they must prove each point with evidence from the text.
Students will combine information from several texts about the same subject in
a written or oral response that demonstrates knowledge of the subject.
Craft & Structure7. Integrate and evaluate content presented
in diverse media and formats, including visually and
quantitatively, as well as in words.
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.
8. Delineate and evaluate the argument and
specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the
evidence.
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).
10. Read and comprehend complex literary
and informational texts independently and proficiently.
9. Analyze how two or more texts address
similar themes or topics in order to build knowledge or
to compare the approaches the authors take.
Grade 5 Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
College and Career Readiness Anchor Standards for
Reading Speaking and Listening
Comprehension and Collaboration1. 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.
d. Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
1. Prepare for and participate effectively in
a range of conversations and collaborations with diverse
partners, building on others‟ ideas and expressing their
own clearly and persuasively.
2. Summarize a written text read aloud or
information presented in diverse media and formats, including
visually, quantitatively, and orally.
2. Integrate and evaluate information
presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Evaluate a speaker‟s point of view,
reasoning, and use of evidence and rhetoric.
3. Summarize the points a speaker makes and explain how each
claim is supported by reasons and evidence.
Students in grade five will engage in
conversations about grade-appropriate topics and texts. In order to do so,
students will need ample opportunities to take part
in a variety of rich, structured conversations. Students actively engage as part
of a whole class, in small groups, and with a partner, sharing the roles of
participant, leader, and observer. Students at this level should 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 speaker, turn taking, linking ideas to the
speakers‟ idea, sharing the floor, etc).
Fifth grade students will also summarize a written text read aloud or
information presented in multiple formats and refer back to the support given
by the speaker in the summary.
Conventions of Standard EnglishAn understanding of language is essential
for effective communication. “The inclusion of Language standards in their own
strand should not be taken as an indication that skills related to conventions,
knowledge of language, and vocabulary are unimportant to reading, writing,
speaking, listening, and viewing; indeed, they are inseparable from such
contexts.”
Fifth grade student must have a strong command of the grammar and usage of
spoken and written standard English. Standards that are related to conventions
are appropriate to formal spoken English as they are to formal written English.
In this grade, emphasis is on the function
of conjunctions, prepositions, interjections, and verb tenses. With conventions,
students must become more adept in the use of commas.
2. Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
2. Demonstrate command of the
conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag
question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address
(e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
1. Demonstrate command of the
conventions of standard English grammar and usage when writing
or speaking.
a. Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I
will have walked) verb tenses.
c. Use verb tense to convey various
times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.*
e. Use correlative conjunctions (e.g.,
either/or, neither/nor).
1. Demonstrate command of the
conventions of standard English grammar and usage
when writing or speaking.
Grade 5 Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
College and Career Readiness Anchor Standards for
Reading Language
Vocabulary Acquisition and UseThe overall focus of language learning in
regards to vocabulary acquisition is to guide students as they make purposeful
language choices in writing and speaking in order to communicate effectively in
a wide range of print and digital texts. Students need to understand the
diversity in standard English and the ways authors use formal and informal
voice (dialects,
registers) to craft their message for specific purposes. Students also need
strategies for learning to make these kinds of choices for themselves as they
write and speak in different contexts and for different purposes.
Learning words at this stage includes understanding and interpreting the
meaning of similes, metaphors, idioms, adages, and proverbs; demonstrating
understanding of relationships between
words (synonyms and antonyms); growing vocabulary by using known word
parts (Greek and Latin affix and root) to acquire unknown words; and
developing print and digital reference use (glossary, dictionary, and thesaurus).
4. Determine or clarify the meaning of
unknown and multiple-meaning words and phrases by
using context clues, analyzing meaningful word parts,
and consulting general and specialized reference
materials, as appropriate.
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, grade-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.
5. Demonstrate understanding of word
relationships and nuances in word meanings.
5. Demonstrate understanding of figurative
language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in
context.
b. Recognize and explain the meaning of common idioms, adages, and
proverbs.
c. Use the relationship between particular
words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
Grade 5 Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
College and Career Readiness Anchor Standards for
Reading Language
Knowledge of LanguageStudents in grade 5 will use what they
know about HOW language works when they write, speak, read, and listen.
Students at this level will develop and use sentence fluency that interests the
reader/listener. They will be able to compare and contrast varieties of English
used throughout the genres they read. In order to do so, students will need
strategies for reading across various authors and genres to compare writing
styles and
effects of language usage.
3. Use knowledge of language and its
conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning,
reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects,
registers) used in stories, dramas, or poems.
a. Choose words and phrases to convey ideas precisely.*
b. Choose punctuation for effect.*
c. Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is
appropriate (e.g., small- group discussion).
3. Apply knowledge of language to
understand how language functions in different
contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or
listening.
Grade 5 Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
College and Career Readiness Anchor Standards for
Reading Language
Vocabulary Acquisition and Use“Tier One words are the words of everyday
speech usually learned in the early grades, albeit not at the same rate by all
children.”
“General academic vocabulary (Tier 2) words appear in all sorts of texts;
informational, technical texts, and literary texts.”
“Domain-specific vocabulary (Tier 3) words are specific to a domain or field of
study and key to understanding a new concept within a text. Because of their
specificity and close ties to content knowledge, Tier Three words are far more
common in informational texts than in literature.”
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).
6. Acquire and use accurately a range of
general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level;
demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term
important to comprehension or expression.
Grade 5 Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
College and Career Readiness Anchor Standards for
Reading Language
SCPS Fifth Grade Literacy Plan 2014-2015
BENCHMARK CODE BENCHMARK
SS.5.A.1.1 Use primary and secondary sources to understand history.
SS.5.A.1.2 Utilize timelines to identify and discuss American History time periods.
BENCHMARK CODE BENCHMARK
SS.5.A.2.1 Compare cultural aspects of ancient American civilizations (Aztecs/Mayas; Mound Builders/Anasazi/Inuit).
SS.5.A.2.2
Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert
Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi
River).
SS.5.A.2.3Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited
to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
BENCHMARK CODE BENCHMARK
SS.5.A.3.1 Describe technological developments that shaped European exploration.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.
Strand: AMERICAN HISTORY
Standard 1: Historical Inquiry and Analysis
Standard 2: Pre-Columbian North America
Standard 3: Exploration and Settlement of North America
Standard 4: Colonization of North America
SCPS Fifth Grade Literacy Plan 2014-2015
BENCHMARK CODE BENCHMARK
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.
SS.5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies.
SS.5.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies.
SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.
SS.5.A.4.5 Explain the importance of Triangular Trade linking Africa, the West Indies, the British Colonies, and Europe.
SS.5.A.4.6 Describe the introduction, impact, and role of slavery in the colonies.
BENCHMARK CODE BENCHMARK
SS.5.A.5.1 Identify and explain significant events leading up to the American Revolution.
SS.5.A.5.10Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in
American democracy.
SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution.
SS.5.A.5.3Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in
American independence.
SS.5.A.5.4 Examine and explain the changing roles and impact of significant women during the American Revolution.
SS.5.A.5.5 Examine and compare major battles and military campaigns of the American Revolution.
Standard 5: American Revolution & Birth of a New Nation
SCPS Fifth Grade Literacy Plan 2014-2015
SS.5.A.5.6 Identify the contributions of foreign alliances and individuals to the outcome of the Revolution.
SS.5.A.5.7 Explain economic, military, and political factors which led to the end of the Revolutionary War.
SS.5.A.5.8 Evaluate the personal and political hardships resulting from the American Revolution.
SS.5.A.5.9Discuss the impact and significance of land policies developed under the Confederation Congress (Northwest Ordinance of
1787).
BENCHMARK CODE BENCHMARK
SS.5.A.6.1 Describe the causes and effects of the Louisiana Purchase.
SS.5.A.6.2 Identify roles and contributions of significant people during the period of westward expansion.
SS.5.A.6.3Examine 19th century advancements (canals, roads, steamboats, flat boats, overland wagons, Pony Express, railroads) in
transportation and communication.
SS.5.A.6.4 Explain the importance of the explorations west of the Mississippi River.
SS.5.A.6.5 Identify the causes and effects of the War of 1812.
SS.5.A.6.6 Explain how westward expansion affected Native Americans.
SS.5.A.6.7 Discuss the concept of Manifest Destiny.
SS.5.A.6.8 Describe the causes and effects of the Missouri Compromise.
SS.5.A.6.9 Describe the hardships of settlers along the overland trails to the west.
Standard 6: Growth and Westward Expansion
Strand: GEOGRAPHY
SCPS Fifth Grade Literacy Plan 2014-2015
BENCHMARK CODE BENCHMARK
SS.5.G.1.1 Interpret current and historical information using a variety of geographic tools.
SS.5.G.1.2 Use latitude and longitude to locate places.
SS.5.G.1.3 Identify major United States physical features on a map of North America.
SS.5.G.1.4 Construct maps, charts, and graphs to display geographic information.
SS.5.G.1.5 Identify and locate the original thirteen colonies on a map of North America.
SS.5.G.1.6 Locate and identify states, capitals, and United States Territories on a map.
BENCHMARK CODE BENCHMARK
SS.5.G.2.1Describe the push-pull factors (economy, natural hazards, tourism, climate, physical features) that influenced boundary changes
within the United States.
BENCHMARK CODE BENCHMARK
SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850.
BENCHMARK CODE BENCHMARK
SS.5.G.4.1 Use geographic knowledge and skills when discussing current events.
SS.5.G.4.2Use geography concepts and skills such as recognizing patterns, mapping, graphing to find solutions for local, state, or national
problems.
Standard 2: Places and Regions
Standard 3: Environment and Society
Standard 4: Uses of Geography
Standard 1: The World in Spatial Terms
SCPS Fifth Grade Literacy Plan 2014-2015
BENCHMARK CODE BENCHMARK
SS.5.E.1.1 Identify how trade promoted economic growth in North America from pre-Columbian times to 1850.
SS.5.E.1.2Describe a market economy, and give examples of how the colonial and early American economy exhibited these
characteristics.
SS.5.E.1.3Trace the development of technology and the impact of major inventions on business productivity during the early development
of the United States.
BENCHMARK CODE BENCHMARK
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
BENCHMARK CODE BENCHMARK
SS.5.C.1.1 Explain how and why the United States government was created.
SS.5.C.1.2 Define a constitution, and discuss its purposes.
SS.5.C.1.3 Explain the definition and origin of rights.
SS.5.C.1.4 Identify the Declaration of Independence's grievances and Articles of Confederation's weaknesses.
Standard 2: The International Economy
Strand: ECONOMICS
Standard 1: Market Economy
Strand: CIVICS AND GOVERNMENT
Standard 1: Foundations of Government, Law, and the American Political System
SCPS Fifth Grade Literacy Plan 2014-2015
SS.5.C.1.5 Describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution.
SS.5.C.1.6 Compare Federalist and Anti-Federalist views of government.
BENCHMARK CODE BENCHMARK
SS.5.C.2.1 Differentiate political ideas of Patriots, Loyalists, and "undecideds" during the American Revolution.
SS.5.C.2.2 Compare forms of political participation in the colonial period to today.
SS.5.C.2.3 Analyze how the Constitution has expanded voting rights from our nation's early history to today.
SS.5.C.2.4 Evaluate the importance of civic responsibilities in American democracy.
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
BENCHMARK CODE BENCHMARK
SS.5.C.3.1Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined
in Articles I, II, and III of the U.S. Constitution.
SS.5.C.3.2Explain how popular sovereignty, rule of law, separation of powers, checks and balances, federalism, and individual rights limit
the powers of the federal government as expressed in the Constitution and Bill of Rights.
SS.5.C.3.3 Give examples of powers granted to the federal government and those reserved for the states.
SS.5.C.3.4 Describe the amendment process as defined in Article V of the Constitution and give examples.
Standard 2: Civic and Political Participation
Standard 3: Structure and Functions of Government
SCPS Fifth Grade Literacy Plan 2014-2015
SS.5.C.3.5 Identify the fundamental rights of all citizens as enumerated in the Bill of Rights.
SS.5.C.3.6Examine the foundations of the United States legal system by recognizing the role of the courts in interpreting law and settling
conflicts.
Glossary of Key Terms- ELA Close Read- Reading a short, complex passage carefully, multiple times, with a purpose that
leads to deeper comprehension.
Cloze Passage- A passage that requires students to identify the correct vocabulary words
that have been deleted from the passage.
Domain-specific words and phrases – Vocabulary specific to a particular field of study
(domain), such as the human body (CCSS, p. 32); in the Standards, domain-specific words and
phrases are analogous to Tier Three words (Language, p. 36).
Emergent reader texts – Texts consisting of short sentences comprised of learned sight
words and CVC words; may also include rebuses to represent words that cannot yet be
decoded or recognized; see also rebus.
Evidence – Facts, figures, details, quotations, or other sources of data and information that
provide support for claims or an analysis and that can be evaluated by others; should appear
in a form and be derived from a source widely accepted as appropriate to a particular
discipline, as in details or quotations from a text in the study of literature and experimental
results in the study of science.
Focused question – A query narrowly tailored to task, purpose, and audience, as in a
research query that is sufficiently precise to allow a student to achieve adequate specificity
and depth within the time and format constraints.
General academic words and phrases – Vocabulary common to written texts but not
commonly a part of speech; in the Standards, general academic words and phrases are
analogous to Tier Two words and phrases (Language, p 36).
Independent(ly) – A student performance done without scaffolding from a teacher, other
adult, or peer; in the Standards, often paired with proficient(ly) to suggest a successful
student performance done without scaffolding; in the Reading standards, the act of reading a
text without scaffolding, as in an assessment; scaffolding
Point of view – Chiefly in literary texts, the narrative point of view (as in first- or third-person
narration); more broadly, the position or perspective conveyed or represented by an author, narrator,
speaker, or character.
Print or digital (texts, sources) – Sometimes added for emphasis to stress that a given standard
is particularly likely to be applied to electronic as well as traditional texts; the standards are generally
assumed to apply to both.
Proficient(ly) – A student performance that meets the criterion established in the Standards as
measured by a teacher or assessment; in the Standards, often paired with independent(ly) to suggest
a successful student performance done without scaffolding; in the Reading standards, the act of
reading a text with comprehension; see also independent(ly), scaffolding.
Scaffolding – Temporary guidance or assistance provided to a student by a teacher, another adult,
or a more capable peer, enabling the student to perform a task he or she otherwise would not be able
to do alone, with the goal of fostering the student’s capacity to perform the task on his or her own
later on.
Text Coding- Marking a text with symbols in order to examine the structure, key ideas, details or to
examine a specific topic.
Text complexity – The inherent difficulty of reading and comprehending a text combined with
consideration of reader and task variables; in the Standards, a three-part assessment of text difficulty
that pairs qualitative and quantitative measures with reader-task considerations (CCSS, pp. ; Reading,
pp. xx).
Text complexity band – A range of text difficulty corresponding to grade spans within the
Standards; specifically, the spans from grades 2–3, grades 4–5, grades 6–8, grades 9–10, and grades
11–CCR (college and career readiness).
With prompting and support/with (some) guidance and support – See scaffolding
D Description- Words or phrases that evoke an image in the reader's mind or appeal to the five senses.
Codes for Informational Text
DE Definition- When the author defines a term to help the reader understand the concept, idea or topic.
E Expert- Information or quotes from an expert source. This can be an organization, agency or person.
SStatistic- Information that includes quantitative information that may be represented numerically, on tables, graphs or
illustrations or using words and phrases.
OObservation/Anecdote- When the author or who the author is citing provides an observation or anecdote that helps or argue
his or her claim.
EX Example- A specfic example the author uses to explain or argue a point.
What is Close Reading ? Close reading is a strategy that allows readers to dig deeper into a text by completing some or all of the following:
1. Reading the text (model or independently) to gain a key understanding
of the text.
2. Coding the text for something specific (vocabulary, evidence, opinions,
new information, etc. ) see text codes .
3. Rereading the text & discussion (whole group or small group).
4. Rereading the text to answer questions/ produce a writing task .
E
C
Text Codes
* Important Idea
! This information is interesting or surprising
? I have a question about this word/phrase/idea
Evidence to support my task or thinking
Connection to another text or another idea
SCPS Fifth Grade Literacy Plan 2014-2015
Reading Street 2014 Trade Book Library List TITLE AUTHOR ISBN
GRADE 1
Uno: Blue-Ribbon Beagle Spinner, Stephanie 9780448450735
Best Friends Edwards, Roberta 9780448445670
Emperor Penguins Edwards, Roberta/Schwartz, Carol 9780448446646
Babies in the Bayou Arnosky, Jim 9780142414637
Mama's Little Duckling Parker, Marjorie 9780142415320
Nobunny's Perfect Dewdney, Anna 9780142415337
Little Cloud Carle, Eric 9780698118300
Johnny Appleseed Demuth, Patricia Brennan 9780448411309
T-Rex Is Missing! Depaola, Tomie 9780448428703
Bones and the Birthday Mystery (#5) Adler, David A. 9780142414323
Badgers Fancy Meal Holub, Joan 9780142401064
From Slave to Soldier Deborah Hopinson 068939669
GRADE 2
Isla Dorros, Arthur 9780140565058
The Old House Edwards, Pamela Duncan 9780142414804
Cam Jansen 13 and the Mystery at the Haunted House Adler, David 9780142402108
Henry and Mudge and the Big Sleepover Cynthia Rylant 0689834519
Earthquake Marion Dane Bauer 1416925511
On Earth Karas, G. Brian 9780142410639
Where Fish Go In Winter Koss, Amy Goldman 9780142300381
Second Grade Rules, Amber Brown Danziger, Paula /Ross, Tony 9780142404218
Coming Home Soon 0448413345
Rainbow Tulip, The Mora, Pat 9780142500095
Legend of the Indian Paintbrush, The dePaola, Tomie 9780698113602
Virgie Goes to School with Us Boys Elizabeth Fitzgerald Howard 0689877935
Grade 3
SCPS Fifth Grade Literacy Plan 2014-2015
Uncle Jed's Barbershop Margaret King Mitchell 0689849137
Legend of the Bluebonnet, The dePaola, Tomie 9780698113596
Bug Out! Clarke, Ginjer L. 9780448445434
Miss Rumphius Cooney, Barbara 9780140505399
Charlotte's Web E. B. White 9780064400558
Jeff Corwin: Snakes Corwin, Jeff 9780448451770
Lowji Discovers America Candance Fleming 1416958320
Scraps of Time A Song for Harlem McKissack, Patricia 9780142412381
Scraps of Time The Home-Run King McKissack, Patricia 9780142414590
George Did It Jurmain, Suzanne Tripp 9780142408957
The Bat Boy and His Violin Gavis Curtis 0689830122
The Storm Cynthia Rylant 068984882X
Grade 4
House in the Mail, The Wells, Rosemary & Tom/Andreasen, Dan 9780142400616
Abby Takes a Stand McKissack, Patricia /James, Gordon C. 9780142406878
Because of Winn Dixie Kate Di Camillo 0763616052
The Year of Miss Agnes Kirkpatrick Hill 0689851243
Yours Truly, Goldilocks Alma Flor Ada 0689844522
Boy, Were We Wrong About Dinosaurs! Kudlinski, Kathleen 9780142411933
Frindle Robert Burleigh 0698114256
Who Was Marco Polo? Holub, Joan 9780448445403
James and the Giant Peach Dahl, Roald 9780142410363
Flight Burleigh, Robert 9780698114258
Mieko and the Fifth Treasure Coerr, Eleanor 9780698119901
Stuart Little E. B White 9780064400565
Grade 5
Celia Cruz, Queen of Salsa Chambers, Veronica 9780142407790
Number the Stars Lois Lowry 0440802911
Three Cups of Tea Mortenson, Greg/Relin, David Oliver 9780142414125
SCPS Fifth Grade Literacy Plan 2014-2015
Shiloh Phillis Reynolds Naylor 0689835825
So You Want to Be An Inventor? St. George, Judith /Small, David 9780142404607
Kid Who Invented the Popsicle, The Wulffson, Don L. 9780141302041
Mary On Horseback Wells, Rosemary 9780141308159
Immigrant Kids Freedman, Russell 9780140375947
No Talking Andrew Clements 1416916245
Maniac Magee Jerry Spinelli 316809063
The Phantom Tollbooth Norton Juster 0394820371
Mr. Popper's Penguins Richard and Florence Atwater 0316058432
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
RI.1.1.1
RI.1.1.2
RI.1.1.3
Su
pp
lem
en
tal
Ma
terials
School Based
Fluency
Resources
Suggested S.S. Resources
S.S
. Sta
nd
ard
s: S
S.5
.A.5
.1
RWN pg.207 RWNpg.208
CCR Weekly Test or
Weekly Benchmark or
Teacher Created
Assessment
Comprehension Toolkit
LAFS.5.RI.1.1 Lessons 11, 15
LAFS.5.RI.1.2 Lessons 18, 19
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview/5777
http://www.cpalms.org/Public/PreviewStandard/Preview
Asse
ssm
en
t
Op
tion
s
Novel Study
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Words with
Consonant
Sounds /j/,
/ks/, /sk/,
/s/
pg. 391c
Homonyms
Context Clues
pg. 392
Check Oral
Vocabulary
Pg. 389a
RWN
pg.203,204,21
0, 238
Click for
Words
Te
xt B
ase
d
Writing frame based on A Model Scientist TE Pages 416 - 421
Use Opinion Frame
Cu
rsiv
e Le
tter
P
pg.
39
1d Principal Parts
of Irregular
Verbs
pg. 391d
LAFS.5.RI.1.1; LAFS.5.RL.4.10
Re
tea
ch
/Exte
nsio
n
Leveled Readers
pgs. 50-51; 66-67
DOK Stems
How would you
summarize____?
What do you notice
about___?
What is your interpretation
of this text?
Support your rationale
When does the author use a
flashback? What does the
flashback do?
You have just read "Dinosaurs of Waterhouse Hawkins" and "A Model Scientist." Think about
the skills these two men used to make their sculptures. Do you think artistic skills or scientific
skills are more important for making the sculptures? Why? State your opinion and offer
reasons supported by details from the selections.
Fact and Opinion
pg. 390 - 391
Homonyms
pg. 392 - 393
"Graveyards of the
Dinosaurs" pgs. 389a -
389b, 423a
"Dinosaurs of
Waterhouse Hawkins"
pgs. 394 - 413
Close Reads:
pg. 396, 406 (Fact and
Opinion)
pg. 400 (Homonyms)
A model Unit High Frequency Standards LAFS.5.RI.1.1, LAFS.5.RI.1.2, LAFS.5.RI.1.3
G5U3W3 Learning Goal: The students will be able to distinguish between fact and opinion and between important facts and
unimportant details.
Standards Click here for Example Scale Click here for FSA Stem Doc.
Click here for SCPS Writing Information
Immigrant Kids or other grade appropriate text
for standards-based instruction Click for student pages Click for teacher guide
CPALMS
RWN pg.200RWN
pg.209
RWN pg. 206
& 202
Smithsonian
Archives site
First Hand Docs
Phrasing
"A Model Scientist"
pgs 416 - 421
Sleuth Reader's Theatre
“The Bone
and the Tooth”
(Lexile 770)
pp. 36–37
Ro Bo Cleaner
CCSS Fresh
Reads
pg. 73 - 78
And Then What
Happened Paul
Revere?
Click for Lesson
Planning Guide
pgs. 112-113;
132-133
Concept Literacy: Picturing the Past (Lex 520, Guided Rdg Lev H)
On-Level: Searching for Dinosaurs (Lex 950, Guided Rdg Lev S)
Advanced: What’s New with Dinosaur Fossils? (Lex 1320, Guided Rdg
Lev W) ELL: Dinosaur Time Line
Customized Literacy Guide on the Side
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
RI.1.1.1
RI.1.1.2RI.1.1.3
G5U3W1
First Hand Docs
Re
sou
rce
s
CCSS Fresh
Reads pg. 67 -
72
S.S
. Sta
nd
ard
s: S
S.5
.A.5
.1
http://www.cpalms.org/Public/PreviewStandard/Preview/5776
Supple
ment
al M
ate
rials
School Based
Fluency
Resources
Assessm
ent
Options
http://www.cpalms.org/Public/PreviewStandard/Preview/5777http://www.cpalms.org/Public/PreviewStandard/Preview/5778
pgs. 70-71; 74-75pgs. 122-123;
140-141
Concept Literacy: Moving to the United States (Lexile 500,
Guided Reading Level I)On-Level: Journey to the New World (Lexile 900, Guided
Reading Level T) Advanced: Cheaper, Faster and Better: Recent Technological Innovations
(Lexile 1290, Guided Reading Level X)ELL: The Anasazi: The Ancient Builders
Suggested S.S. Resources
TR DVD
pg.126,130RWN pg.185
CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
Comprehension Toolkit
LAFS.5.RI.1.1 Lessons 11, 15
LAFS.5.RI.1.2 Lessons 18, 19
Customized Literacy Guide on the Side Leveled Readers
Re
ad
ing S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Words
with
Schwa
pgs.
327c
Multiple
Meaning
Words
pgs. 328 -
329
Check Oral
Vocabulary
pg. 325a
Conventions
RWNB pg.
234,
181,182,188
Click for
Words
Te
xt
Ba
se
d
Writing frame based on paired text The Toy Space Shuttle is Here TE
Pages 348 - 351
Click here for Opinion Frame
Cursive
letter E
pg. 327d
Past, Present,
and Future
Tenses
pg. 327d
Grammar
Transparency
DVD11
LAFS.5.RL.1.2, LAFS.5.RL.4.10, LAFS.5.RL.2.6
Re
tea
ch/E
xte
nsio
n
DOK Stems
What do you notice
about____?
How would you adapt____to
create a
different____?
What would happen if___?
How do inventors inspire our
imagination?
You have read two texts about fictional inventions.
Imagine that both inventions are real, affordable, and available in any toy store. State
your opinion and offer reasons supported by details from the selections.
Unit High Frequency Standards LAFS.5.RI.1.1, LAFS.5.RI.1.2, LAFS.5.RI.1.3
Learning Goal: The students will be able to identify text structure an author uses "sequence of events" to explain how it
impacts meaning of the text.
Standards Click here for Example Scale
Sequencing - Students
pgs. 326-327
Multiple Meaning Words -
Student pgs. 328 - 329
"Whats the Big Idea, Ben
Franklin?"
Teacher read-a-loud pgs.
325A - 325B, 353S9
"The Fabulous Perpetual
Motion Machine"
pgs. 330 - 343
Close Reads:
pgs. 336, 338
(Sequencing)
pg. 332
(Multiple Meaning
Words)
Expression
Complimentary Text -
"The Toy Space Shuttle is
Here"
Student pgs. 348 - 351
Click here for SCPS Writing Information
Immigrant Kids or other grade appropriate text
for standards-based instruction Click for teacher guide Click for student pages
CPALMS
RWN pg. 178RWN 180
TR DVD
pd.121,1
29
Reader's TheatreSleuth
Ro Bo Cleaner
“The Greatest
Invention?”
(Lexile 870)
pp. 32–33
Novel Study
American Revolution
Video
SS Weekly - Week 9
Click for Lesson
Planning Guide
Smithsonian
Archives site
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
RI.1.1.1
RI.1.1.2
RI.1.1.3
Re
sou
rce
s
CCSS Fresh
Reads
pgs. 67 - 72
CPALMS
S.S
. Sta
nd
ard
s: S
S.5
.A.5
.1
Suggested S.S. Resources
RWN pg.189 RWNpg.196 RWNpg.197CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
Comprehension Toolkit
LAFS.5.RI.1.1 Lessons 11, 15
LAFS.5.RI.1.2 Lessons 18, 19
Customized Literacy Guide on the Side Leveled Readers
http://www.cpalms.org/Public/PreviewStandard/
Re
tea
ch/E
xte
nsio
n
Supple
menta
l M
ate
ria
ls
School Based
Fluency
Resources
Sleuth
“Team ‘Sports”(Lexile
920)pp. 34–35
Novel Study
Immigrant Kids or other grade appropriate text
for standards-based instruction
Re
ad
ing S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Com-
pound
Words
pg. 357c
Greek and
Lain Roots
pg. 358 - 359
Check Oral
Vocabulary
pg. 355a
RWNB pg.
236, 192-
193,199TR
DVD 137,140
Click for
Words
Te
xt
Ba
se
d
Writing frame based on paired text A Job for Michelangelo TE Pgs 382 - 385
Use Compare Frame
Cursive
Letter J
pg. 357d
Principal Parts
of Regular
Verbs pg.
357d
TR DVD 139
Assessm
ent
Options
LAFS.RI.1.2, LAFS.5.RI.1.1; LAFS.5.RL.4.10
Unit High Frequency Standards LAFS.5.RI.1.1, LAFS.5.RI.1.2, LAFS.5.RI.1.3
Learning Goal: The students will be able to connect, infer, and explictitly state ideas from across texts to determine two or more main
ideas.
Standards Click here for Example Scale
G5U3W2
"Leonardo's Horse"
pgs. 360 - 379
Close Reads:
pgs. 362,368,372 (Main Idea)
pgs. 364, 376 (Greek & Latin
Roots)
"A Job for Michelangelo"
SE pg. 382
DOK Stems
1. In what ways was
Leonardo different?
2. Summarize the part about
why Leonardo went to
Merlin.
3. How does Leonardo's
desire to build a free looking
horse relate to his hatred of
seeing caged birds?
4. What conclusions can you
draw _____?You have just read "Leonardo's Horse" and "A Job for Michelangelo." Write an informational
paragraph that shows the experiences and events of the characters' lives as artists.
Rate
Click here for SCPS Writing Information
RWN
pg.198RWN pg. 191
Click for student pages Click for teacher guide
pgs. 62 - 63; 78-79
Reader's Theatre
Ro Bo Cleaner pgs. 120 - 121;
144-145
Concept Literacy: Meet the Artists! (Lexile 300, Guided
Reading Level H)
On-Level: The Italian Renaissance and Its Artists (Lexile 890,
Guided Reading Level S)
Advanced: Art’s Inspiration (Lexile 1050, Guided Reading Level W)
ELL: The Renaissance
http://www.cpalms.org/Public/PreviewStandard/
http://www.cpalms.org/Public/PreviewStandard/
Main Idea and Details
pgs. 356 - 357
Greek and Latin Roots
pgs. 358 - 359
"Norman Rockwell"
Teacher Read-aloud,
pg. 355a - 355b
LIberty Kids "We the
People"
Click for Lesson
Planning Guide
Archives site
Smithsonian
First Hand Docs
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
RI.1.1.1
RI.1.1.2
RI.1.1.3
Re
tea
ch/E
xte
nsio
n
Supple
menta
l
Ma
terials
School Based
Fluency
Resources
Suggested S.S. Resources
S.S
. Sta
nd
ard
s: S
S.5
.A.5
.1
RWN pg.218 RWN pg.219CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
Comprehension Toolkit
LAFS.5.RI.1.1 Lessons 11, 15
LAFS.5.RI.1.2 Lessons 18, 19
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
First Hand DocsAssessm
en
t O
ptions
"Mahalia Jackson"
pgs. 430 - 439
Close Reads:
pg. 436 (Main Idea &
Detail)
pg. 432 (Antonyms)
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
One
Conso-
nant or
Two
pg. 427c
Antonyms
Context Clues
pg. 428
Check Oral
Vocabulary
pg. 425a
Conventions
RWNB
pg. 240,
214,215,221
Click for
Words
Te
xt
Ba
se
d
Writing Frame based on paired text Perfect Harmony TE Pgs 442 - 445
Use claim/evidence/reasoning frame
Cursive
letter A
pg. 427d
Troublesome
Verbs
pg. 427d
LAFS.5.RI.1.2; LAFS.5.RI.1.3; LAFS.5.RL.4.10
Novel Study
DOK Stems
How would you compare and
contrast Mahalia Jackson and
Ray Charles?
How is ____ related to ____?
What would happen if___?
You have just read "Mahalia Jackson" and "Perfect Harmony". You are a famous person in your
favorite field of music, art, or drama. Write a paragraph for a time capsule, describing the
journey of how you became famous. Use details from both texts to help organize an event
sequence.
Main Idea and Details
pgs. 426 - 427
Antonyms pg. 428 - 429
"Bud, not Buddy"
Read Aloud pg. 425a - 425b
pgs. 120 - 121;
142-143
Concept Literacy: Music Legends (Lexile 560, Guided Reading
Level H)
On-Level: Blues Legends (Lexile 990, Guided Reading Level S)
Advanced: The Blues Evolution (Lexile 1210, Guided Reading Level X)
ELL: Willie Dixon’s Blues: A Talk with Marie Dixon
Customized Literacy Guide on the Side Leveled Readers
pgs. 62 - 63; 76-77
BeanBody Historys
Part 1
SS Weekly - Week 12
Click for Lesson
Planning Guide
Unit High Frequency Standards LAFS.5.RI.1.1, LAFS.5.RI.1.2, LAFS.5.RI.1.3
Learning Goal: The students will be able to understand the use of text features and organizational structures in a text.
Standards Click here for Example Scale
G5U3W4
Click here for SCPS Writing Information
Click for student pages Click for teacher guide
CPALMS
RWN pg.211RWN
pg.220RWN pg.213
Immigrant Kids or other grade appropriate text
for standards-based instruction
Smithsonian
Archives site
Rate
"Perfect Harmony"
pgs. 442 - 445
Sleuth Reader's Theatre
“A Week
of the Blues”
(Lexile 910)
pp. 38–39
Ro Bo Cleaner
CCSS Fresh
Reads
pgs. 79 - 84
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
RI.1.1.1
RI.1.1.2
RI.1.1.3
Re
tea
ch/E
xte
nsio
n
Supple
menta
l
Ma
terials
School Based
Fluency
Resources
Suggested S.S. Resources
S.S
. Sta
nd
ard
s: S
S.5
.A.5
.1
CCR Weekly Test or Weekly
Benchmark or Teacher Created
Assessment- Unit Assessment & Oral
Fluency Check
Comprehension Toolkit
LAFS.5.RI.1.1 Lessons 11, 15
LAFS.5.RI.1.2 Lessons 18, 19
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
First Hand DocsAssessm
en
t O
ptions
"Special Effects in Film
and Television"
pgs. 454 - 465
Close Reads:
pg. 456 (Graphic
Sources)
pg. 462 (Prefixes)
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Prefixes
un-, de-,
dis-
pg 451c
prefixes pre-,
re-
pg 452
Word
Structure
Check Oral
Vocabulary
pg. 449a
RWNB pg.
242,225,226,
232
Click for
Words
Te
xt
Ba
se
d
Writing Frames based on paired text Searching for Animation TE Pgs. 468 - 471
Use Contrast Text Frame
Cursive
Letter
D pg.
451d
Prepositions
and
Preopsitional
Phrase
pg. 451d
LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RL.4.10
Novel Study
DOK Stems
Why do you think the author
included a graphic source for
every step of the modeling
process?
Can you explain how ____
affected ____?
Describe how the sequence
of modeling is very
important.You have read two texts about ways to show things that do not exist. Write an informational
paragraph that tells the differences between how the set designers created their miniature
scenes in Special Effects in Film and Television and how they created the giant dinosaur in the
Dinosaurs of Waterhouse Hawkins.
Graphic Sources
pgs. 450 - 451
affixes, prefixes pre-, re-.
pgs. 452 - 453
"The Making of Lord of the
Flies"
Teacher Read Aloud 449a -
449b, 477c
pgs. 116-117;
126-127
Concept Literacy: Movie Magic (Lexile 480, Guided Rdg Lev H) On-
Level: Computers in Filmmaking: Very Special Effects(Lexile 920,
Guided Rdg Level S)
Advanced: Special Effects in Hollywood (Lexile 1170, Guided Rdg
Level X) ELL: VActors: Virtual Actors on the Screen
Customized Literacy Guide on the Side Leveled Readers
pgs. 54-55; 56-57
BeanBody Histories
Part 2
SS Weekly - Weekly
Click for Lesson
Planning Guide
Unit High Frequency Standards LAFS.5.RI.1.1, LAFS.5.RI.1.2, LAFS.5.RI.1.3
Learning Goal: The students will be able to understand the use of text features and organizational structures in a
text.
Standards Click here for Example Scale
G5U3W5
Click here for SCPS Writing Information
Click for student pages Click for teacher guide
CPALMS
RWN pg.222,229,230RWN
pg.224,228
RWN
pg.231
Immigrant Kids or other grade appropriate text
for standards-based instruction
Smithsonian
Archives site
Accuracy
"Searching for Animation"
pgs. 468 - 471
Sleuth Reader's Theatre
“The
Uncanny Valley”
(Lexile 910)
pp. 40–41
Ro Bo Cleaner
CCSS Fresh
Reads
pgs. 85 - 90
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4 LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
5.RL.1.1
5.RL.2.5
5.RI.1.1
Re
sou
rce
s
S.S.
Sta
nd
ard
s: S
S.5
.A.5
.4
First Hand Docs
Appropriate
Phrasing
Reader's Theatre
“The Uncanny Valley”
(Lexile 910) pp. 44–45
Don't Judge a Book by
it's Cover
Click for student pages Click for teacher guide
Words
from
Many
Cultures
TE: p.
23c
Endings -ed, -
ing, -s TE: p.
24c
Cursive
letter C
TE: p.23d
Subject &
Object
Pronouns TE:
p. 23d
CCSS Fresh
Reads p.91-
96
LAFS.5.RL.1.1; LAFS.5.RL.4.10
Drawing Conclusions
pgs. 22 - 23
Endings -ed, - ing, -s
pgs. 24 - 25
Assessm
en
t O
ptions
Re
ad
ing S
tre
et
SCPS Writing Plan Focus:
Check Oral
Vocabulary
p.21A
Conventions
Te
xt
Ba
se
d
Writing Frame based on Under the Back Porch TE pgs. 42 - 43
Use Opinion Frame
Novel Study
Re
tea
ch/E
xte
nsio
n
Supple
menta
l
Ma
terials
School Based
Fluency
Resources
Sleuth
“Birdsong on a
Summer Evening”
Teacher Read Aloud
pp. 21a–21b, 45s
Unit High Frequency Standards LAFS.5.RL.1.1; LAFS.5.RL.2.5; LAFS.5.RI.1.1
Learning Goal: The student will be able to quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
Click here for Example Scale Standards
G5U4W1
Weslandia Genre: Fiction
(Lexile 1020)
pp. 34c–39a
SE: p. 34 - 39
Close Reads:
pg. 30, 31, 36, 37
(Drawing Conclusions)
pg. 32, 33 (Word Endings)
“Under the Back Porch”
and “Keziah”
Genre: Poetry
(Lexile N/A)
pp. 42–43–43a
SE: p. 42 - 43
DOK Stems
What conclusions can you
draw about Wesley's feelings
about being different?
What caused the seeds to
take root so easily?
What makes you conclude
that ________?
You have read "Weslandia." Based on the information in the passage write a paragraph
with supporting evidence that tells whether or not you think Wesley chose a good
summer project.
RWN pg.247
Comprehension Toolkit
Women in the
Revolution
SS Weekly - Week 14
Mounting Tensions in
Click for Lesson
Planning Guide
RWN
pg.249,253
Number the Stars or other grade appropriate
text for standards-based instruction
RWN pg.254CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
RWN
pg.256
LAFS.5.RI.1.1 Lessons 11, 15http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
Smithsonian
Archives site
Click for
Words
Click for
Words
Customized Literacy Guide on the Side
pgs. 48-49; 68-69
Suggested S.S. Resources
RWN pg.252
Leveled Readers
pgs. 110-111; 136-
137
Concept Literacy: Moving to the United States (Lexile 500)
On-Level: Journey to the New World (Lexile 900)
Advanced: Cheaper, Faster and Better: Recent Technological Innovations
(Lexile 1290)
ELL: The Anasazi: The Ancient Builders
Click here for SCPS Writing Information
CPALMS
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
5.RL.1.1
5.RL.2.5
5.RI.1.1
G5U4W2
CCSS Fresh
Reads p.97-
102
Click here for SCPS Writing Information
RWN pg.265CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
Comprehension Toolkit
LAFS.5.RI.1.1 Lessons 11, 15
RWN
pg.260,264
Sleuth
“Helping Hands” (Lexile
900) pp. 46–47
Novel Study
Number the Stars or other grade appropriate
text for standards-based instructionClick for student pages Click for teacher guide
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Prefixes
over-,
under-,
sub-,
super-,
out-
TEp. 49c
Unfamiliar
Words TE:
p. 50e
Check Oral
Vocabulary
p.47a
Conventions
RWNB p.305,
261-262,268
Click for
Words
Te
xt
Ba
se
d
Writing Frame based on paired text, Square Dancing, TE pgs. 72 - 73
Use Claim Evidence and Reasoning Frame (theme)
Cursive
letter
N
TE: p.
49d
Pronouns and
Antecedants
TE: p. 49d
RWN pg.258
Assessm
ent
Options
Suggested S.S. Resources
S.S.
Sta
nd
ard
s: S
S.5
.A.5
.4
RWN pg. 263
Unit High Frequency Standards LAFS.5.RL.1.1; LAFS.5.RL.2.5; LAFS.5.RI.1.1
Learning Goal: The student will be able to explain generalizations by citing appropriate details and examples from the text.
Standards Click here for Example Scale
Page 52-53; 66-67
Re
tea
ch/E
xte
nsio
n
Supple
menta
l
Ma
terials
LAFS.5.RL.1.1; LAFS.5.RL.4.10
Generalizations
pgs. 48 49
Unfamiliar Words
pgs. 50 - 51
“Sense”
Teacher Read Aloud
pp. 47a–47b
Tripping Over the
Lunch LadyGenre: Realistic Fiction
(Lexile 790) pg.
52–53–69a
SE: p. 52 - 69
Close Reads: pg. 54, 55
(Generalizations)
pg. 60-61 (Unfamiliar
Words)
“Square Dancing: Good
for the Heart and Mind”
Genre: Persuasive Text
(Lexile 1000)
pp. 42–43–43a
SE: p. 42 - 43
DOK Stems
Make a generalization about
the people around Jinx.
What conclusion can you
draw about how Mr.
Deimeister feels about Jinx?
How are ________alike?
You have read "Tripping Over the Lunch Lady" and "Square Dancing." Imagine that Jinx
and Wesley meet and talk about their difficulties at school and their ideas of the garden
project and square dancing. Write a paragraph about their difficulties at school using
facts and details from both texts.
Accuracy
Page 114-115;
132-133
Concept Literacy: Curing the Klutzies (Lexile 400)
On-Level: Wilma Rudolph: Running to Win (Lexile 870)
Advanced: Operation Inspiration (Lexile 810)
ELL: Strength of Spirit
CPALMS
Reader's Theatre
Don't Judge a Book by
it's Cover
Customized Literacy Guide on the Side Leveled Readers
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
School Based
Fluency
Resources
RWN
pg.267
Deborah Samson
SS Weekly - Week
15 the Road to
Click for Lesson
Planning Guide
Smithsonian
Archives site
First Hand Docs
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
5.RL.1.1
5.RL.2.5
5.RI.1.1
Re
sou
rce
s
CCSS Fresh
Reads p.103-
108
Click for student pages Click for teacher guide
S.S.
Sta
nd
ard
s: S
S.5
.A.5
.4
Click here for SCPS Writing Information
RWN pg.277CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
Comprehension Toolkit
LAFS.5.RI.1.1 Lessons 11, 15http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/PreviewSupple
menta
l M
ate
ria
ls
School Based
Fluency
Resources
Assessm
ent
Options
Graphic Source
pg. 78-79
Synonyms
pgs. 80-81
RWN pg.271RWN
pg.278
Novel Study
Number the Stars or other grade appropriate
text for standards-based instruction
Re
tea
ch/E
xte
nsio
n
LAFS.5.RI.1.1; LAFS.5.RI.1.2
Re
ad
ing S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Hompho
nes TE:
p. 79c
Synonyms
Context clues
TE: p. 80e
Check Oral
Vocabulary
p.77a
Conventions
RWNB
p.307,272-
273,279
Click for
Words
Te
xt
Ba
se
d
Click for Contrast Frame
Cursive
Letter L
TE: p.
79d
Possessive
Pronouns TE:
p. 79d
RWN pg.269
Unit High Frequency Standards LAFS.5.RL.1.1; LAFS.5.RL.2.5; LAFS.5.RI.1.1
Learning Goal: The students will be able to understand the use of text features and organizational structures in a text.
Standards Click here for Example Scale
G5U4W3
DOK Stems
How successful is the
adaptation of the soldier ant?
Can you explain how ____
affected _____?
How would you
summarize_______?
You have read "Exploding Ants" and "Escape Artists." Use evidence from the text to
contrast adaptations of ants and other animals.
Suggested S.S. Resources
RWN pg.276
First Hand Docs
Rate
Page 116-117;
126-127
Concept Literacy: Amazing Ants (Lexile 280)
On-Level: Changing for Survival: Bird Adaptations (Lexile 860)
Advanced: Can Humans Make a Home in Outer Space? (Lexile 930)
ELL: Surprising Insects Magazine: Masters of Disguise
CPALMS
Sleuth Reader's Theatre
“A ‘Coat’of Many
Colors” (Lexile 930) pp.
48–49
Don't Judge a Book by
it's Cover
Customized Literacy Guide on the Side Leveled Readers
“Escape Artists”
Teacher Read Aloud
pp. 77a–77b
Exploding Ants
Genre: Expository Text
(Lexile 1020)
pp. 82–83–95a
SE: p. 82 - 95
Close Reads:
pg. 84, 85 (Graphic
Sources)
pg. 88, 89 (Synonyms)
“The Art of Mimicry”
Genre: Expository Text
(Lexile 970)
pp. 98–99–101a
SE: p. 98 - 101
Page 54-55; 56-57
Mary Draper
SS Weekly - Week 16
The Revolutionary
Click for Lesson
Planning Guide
Smithsonian
Archives site
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
5.RL.1.1
5.RL.2.5
5.RI.1.1
G5U4W4
First Hand Docs
S.S.
Sta
nd
ard
s: S
S.5
.A.5
.4
Re
sou
rce
s
Number the Stars or other grade appropriate
text for standards-based instruction
CCSS Fresh
Reads p.109-
114
Click for student pages Click for teacher guide
Click here for SCPS Writing Information
RWN pg.288CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
Comprehension Toolkit
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
LAFS.5.RI.1.1 Lessons 11, 15
Re
ad
ing S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Suffixes -
ible, -
able TE:
p. 107c
Unfamiliar
Words TE: p.
108e
Check Oral
Vocabulary
p.105a
Conventions
RWNB
p.309,283-
284,290
Click for
Words
Te
xt
Ba
se
d
Writing frame is based on the paired text, The Extra Credit Club, TE pgs 130 - 133
Click here for the Opinion Frame
Cursive
Letter X
TE: p.
107d
Indefinite and
Reflexive
Pronouns TE:
p. 107d
RWN pg.280
Assessm
ent
Options
Suggested S.S. Resources
RWN pg.285
Unit High Frequency Standards LAFS.5.RL.1.1; LAFS.5.RL.2.5; LAFS.5.RI.1.1
Learning Goal: The student will be able to explain generalizations by citing appropriate details and examples from the text.
Standards Click here for Example Scale
Page 52-53; 72-73
Re
tea
ch/E
xte
nsio
n
Supple
menta
l M
ate
ria
ls
LAFS.5.RL.1.1; LAFS.5.RL.2.5; LAFS.5.RL.4.10
Generalize pgs. 106-107;
Unfamiliar Words pgs. 108-
109
“A Legacy of Courage”
Teacher Read Aloud
pp. 105–105b, 135s
The Stormi Giovanni
Club
Genre: Drama(Lexile 510)
pp. 110–111–127a
SE: p. 110 - 127
Close Reads:
pg. 116-119
(Generalization)
pg. 122, 123 (Unfamiliar
Words)
“The Extra Credit Club”
Genre: Persuasive Text
(Lexile 710)
pp. 130–131–133a
SE: p. 130 - 133
DOK Stems
What conclusion can you
draw about Stormi"s feelings
when she is introduced into
her new class?
What can you infer about
Hannah?
How would you compare
_________?You have read "The Stormi Giovanni Club" and "The Extra Credit Club." If you shut
other people out of your life, your feelings cannot be hurt."
Write an opinion paragraph in which you do or do not support the claim using
evidence from the text.
Expression
Page 114-115;
138-139
Concept Literacy: Making New Friends (Lexile 530)
On-Level: The New Kid at School (Lexile 1000)
Advanced: Nathaniel Comes to Town (Lexile 770)
ELL: In This New Place: Poems
CPALMS
Reader's Theatre
Don't Judge a Book by
it's Cover
Customized Literacy Guide on the Side Leveled Readers
School Based
Fluency
Resources
RWN
pg.282,286
RWN
pg.289
Sleuth
“The Big Move” (Lexile
890) pp. 50–51
Novel Study
Betsy Ross
SS Weekly - Week
17 Growing Pains for
Click for Lesson
Planning Guide
Smithsonian
Archives site
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
5.RL.1.1
5.RL.2.5
5.RI.1.1
Re
sou
rce
s
CCSS Fresh
Reads p.115-
120
Click for student pages Click for teacher guide
S.S.
Sta
nd
ard
s: S
S.5
.A.5
.4
RWN pg.298 RWN pg.299
CCR Weekly Test or Weekly
Benchmark or Teacher Created
Assessment- Unit Assessment & Oral
Fluency Check
Comprehension Toolkit
RWN pg.291
Page 48-49; 78-79Page 110-111;
144-145
Concept Literacy: Becoming a Gymnast (Lexile 410)
On-Level: Strange Sports with Weird Gear (Lexile 810)
Advanced: What Makes Great Athletes? (Lexile 1030)
ELL: Fast as Lightning
Click here for SCPS Writing Information
Guide on the Side Leveled Readers
http://www.cpalms.org/Public/PreviewStandard/Preview/5776
SS Weekly - Week
18 Colonial
Government
Click for Lesson
Planning Guide
Smithsonian
Assessm
ent
Options
Re
ad
ing S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Negative
Prefixes
TE: p.
139c
Idioms TE: p.
140c
Check Oral
Vocabulary
p137a
Conventions
RWNB p.311,
294-295, 301
Re
tea
ch/E
xte
nsio
n
Supple
menta
l M
ate
ria
ls
School Based
Fluency
Resources
Click for
Words
Te
xt
Ba
se
d
RWN pg.
295
Unit High Frequency Standards LAFS.5.RL.1.1; LAFS.5.RL.2.5; LAFS.5.RI.1.1
Learning Goal: The student will be able to quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
Standards Click here for Example Scale
G5U4W5
LAFS.5.RI.1.1
Draw Conclusions
pgs. 138 - 139
Suffixes -ion, -ish
pgs. 140 - 141
“The Winning Stroke”
Teacher Read Aloud
pp. 137a–137b
The Gymnast
Genre: Autobiography
(Lexile 980)
pp. 142–143–153a
SE: p. 142 - 153
Close Reads:
pg. 146, 147 (Drawing
Conclusions)
“All About Gymnastics”
Genre: Online
Reference Sources
(Lexile N/A)
pp. 156–157–159a
SE: p. 156 - 159
DOK Stems
How are stage directions
different than dialogue?
What conclusion can you
draw about Stormi's feeling
when she's introduced to her
new class?
What can you infer about
Hannah?You have read "The Gymnast." Write a paragraph about the narrator's dedication to
looking like a gymnast. He thinks it is important to look like a gymnast in order to be a
gymnast. Write an opinion paragraph in which you do or do not support this claim and
include evidence from the text.
Writing frame is based on the paired text, All About Gymnastics, TE Pgs 156 - 159
Click here for the Opinion Frame
Cursive
Letter G
TE: p.
139d
Using Who
and Whom
TE: p. 139d
Phrasing
Archives site
First Hand Docs
RWN
pg.293,297
Sleuth Reader's Theatre
“You’ll Just Flip for
Circus School!” (Lexile
950) pp. 52–53
Don't Judge a Book by
it's Cover
Novel Study
Number the Stars or other grade appropriate
text for standards-based instruction LAFS.5.RI.1.1 Lessons 11, 15
CPALMS
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
Suggested S.S. ResourcesCustomized Literacy
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
RL.1.2
RL.1.3
RI.3.8
Re
sou
rce
s
S.S.
Sta
nd
ard
s: S
S.5
.A.6
.4
First Hand Docs
Re
tea
ch/E
xte
nsio
n
Supple
menta
l
Ma
terials
School Based
Fluency
Resources http://www.cpalms.org/Public/PreviewStandard/Preview
Comprehension Toolkit
Customized Literacy Guide on the Side Leveled Readers
Pages 42-43 Pages 124 & 125
Concept Literacy: An Adventure with Simple Machines (Lexile
590, Guided Reading Level I)
On-Level: Bill Lucks Out (Lexile 640, Guided Reading Level T)
Advanced: The Sandwich Brigade (Lexile 680, Guided Reading Level X)
ELL: Fast as Lightning
http://www.cpalms.org/Public/PreviewStandard/Preview
CCSS Fresh
Reads p.121-
126
Assessm
e
nt O
ptions
The Skunk LadderGenre: Humorous Fiction
(Lexile 1040)pp. 174-189a
SE: p. 174-189
Close Reads:
pg. 186, 187 (Character
and Plot)
pg. 178, 179 (Greek and
Latin Roots)
Re
ad
ing S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Multisyll
abic
Words
pg. 171c
Greek and
Latin Roots
pg. 172e
Check Oral
Vocabulary
p169a
RWNB
p.372,319-
320,326
Click for
Words
Te
xt
Ba
se
d
Writing frame is based on the paired text, Books and Adventure, TE Pgs 192-195
Click here for the Opinon Frame
Cursive
Letter
Y
pg. 171d
Contractions
and Negatives
pg. 171d
LAFS.5.RL.1.1; LAFS.5.RL.1.2; LAFS.5.RL.1.3
Novel Study
DOK Stems
Why does the author list the
adventures the characters
have been on?
What did the narrator mean
when he said____?
Why do you think the author
and Eddie decided to fill in
the hole?
How would you compare and
contrast ____?
You have read "The Skunk Ladder." Based on the information in the passage, write a paragraph
about the intentions of the two friends. Apparently they decided to keep the hole and the skunk a
secret from Eddie's father. Do you think this is a good idea or a bad idea? Why? Include text
evidence.
Literary Elements:
Character and Plot SE: p.
170-171; Greek and Latin
Roots SE: p. 172-173
“How the Desert
Made Us Different”
Teacher Read Aloud
pp. 169a–169b, 197s
Suggested S.S. Resources
RWN pg.321 RWN pg324CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
Shhh, We're Writing
the Constitution video
SS Weekly - Week 19
Unit High Frequency Standards LAFS.5.RL.1.2; LAFS.5.RL.1.3; LAFS.5.RI.3.8
Learning Goal: The students will be able to identify and explain the elements of plot structure and character development in
a variety of fiction.
Standards Click here for Example Scale
G5U5W1
Click here for SCPS Writing Information
Click for student pages Click for teacher guide
CPALMS
LAFS.5.RI.3.8 Lesson 11
RWN pg.360RWN
pg.325
RWN
pg.318,322
Maniac Magee Author: Jerry Spinelli or grade
appropriate text for standards-based instruction http://www.cpalms.org/Public/PreviewStandard/Preview
Click for Lesson
Planning Guide
Smithsonian
Archives site
Expression
“Books and Adventure”
Genre: Autobiography
(Lexile 800)
pp. 192–193–195a
SE: p. 192-195
Sleuth Reader's Theatre
“Welcome in
the Neighborhood”
(Lexile 960)
pp. 56–57
Adventure by the Barrel
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
RL.1.2
RL.1.3
RI.3.8
Re
sou
rce
s
CCSS Fresh
Reads p.127-
132
Click for student pages Click for teacher guide
S.S.
Sta
nd
ard
s: S
S.5
.A.6
.4
School Based
Fluency
Resources
Suggested S.S. Resources
CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
Comprehension Toolkit
Customized Literacy Guide on the Side Leveled Readers
Pages 54-55; 58-59Pages 116-117;
128-129
Concept Literacy: Alvin and the Titanic (Lexile 310, Guided
Reading Level I)
On-Level: Explore with Science (Lexile 780, Guided Reading
Level U)
Advanced: Space Travel Inventions (Lexile 930, Guided Reading Level X)
ELL: Exploring the Oceans with Alvin
Click here for SCPS Writing Information
Re
ad
ing S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Related
Words
pg. 201c
Unknown
Words
Dictionary /
Glossary
pg. 202e
Check Oral
Vocabulary
p199a
Conventions
RWNB p.374 ,
330-331,337
Click for
Words
Te
xt
Ba
se
d
Writing frame is based on the paired text, Shipwreck Season, TE Pgs 220 - 225
Use the Compare Frame
Re
tea
ch/E
xte
nsio
n
Supple
menta
l M
ate
ria
ls
Assessm
ent
Standards
Cursive
Letter
Q
pg. 201d
Adjectives
and Articles
pg. 201d
Sleuth Reader's Theatre
“Technology and
Treasure”(Lexile
940)pp. 58–59Adventure by the Barrel
Expression
RWN
pg.329,333
Novel Study
G5U5W2Unit High Frequency Standards
LAFS.5.RI.1.1; LAFS.5.RI.3.7
Graphic Sources SE: p. 200-
201; Unknown Words SE: p.
202-203
“Tea Leaves and
Buried Treasure”
Teacher Read Aloud
pp. 199a–199b, 277s
The Unsinkable Wreck
of the R.M.S. Titanic
Genre: Expository Text
(Lexile 1030)
pp. 204–205–217a
SE: 204-217
Close Reads: pg. 206,
207 (Graphic Sources)
pg. 210, 211 (Unknown
Words)
“Shipwreck Season”
Genre: Historical Fiction
(Lexile 820)
pp. 220–221–225a
SE: 220-225
DOK Stems
Make an inference about
why the author included
information about the Coutts
brothers and Loraine Allidon.
Using evidence from the text,
what can we learn from
exploring new places?
What conclusions can you
draw _____?You have read "The Unsinkable Wreck of the R.M.S. Titanic" and "Shipwreck Season." Despite
vast differences in their characters and settings, these two stories have important similarities in
their plots and in the lessons they teach. Write an paragraph in which you compare the stories'
plots and the problem each story attempts to solve.
LAFS.5.RL.1.2; LAFS.5.RL.1.3; LAFS.5.RI.3.8
Learning Goal: The students will be able to understand the use of text features an organizational structures in a text.
Click here for Example Scale
Maniac Magee Author: Jerry Spinelli or grade
appropriate text for standards-based instruction
CPALMS
RWN pg.327
LAFS.5.RI.3.8 Lesson 11
http://www.cpalms.org/Public/PreviewStandard/Preview/5718
http://www.cpalms.org/Public/PreviewStandard/Preview/5719
http://www.cpalms.org/Public/PreviewStandard/Preview/5783
RWN
pg.336
Shhh, We're Writing
the Constitution video
SS Weekly - Week 19
Click for Lesson
Planning Guide
Smithsonian
Archives site
First Hand Docs
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
RL.1.2
RL.1.3
RI.3.8
G5U5W3
First Hand Docs
Suggested S.S. Resources
S.S.
Sta
nd
ard
s: S
S.5
.A.6
.4
CCSS Fresh
Reads p.133-
138
RWN pg.345 RWN pg.346CCR Weekly Test or Weekly
Benchmark or Teacher Created
Assessment
Comprehension Toolkit
LAFS.5.RI.3.8 Lesson 11
http://www.cpalms.org/Public/PreviewStandard/Preview/571
http://www.cpalms.org/Public/PreviewStandard/Preview/571
http://www.cpalms.org/Public/PreviewStandard/Preview/5783
Guide on the Side Leveled Readers
Pages 40-41; 64-65Pages 104-105;
130-131
Concept Literacy: Life in Outer Space (Lexile 770, Guided
Reading Level I)
On-Level: Sailing the Stars (Lexile 930, Guided Reading Level U)
Advanced: Astronauts and Cosmonauts (Lexile 670, Guided Reading
Level W)
ELL: Fixing Hubble’s Troubles
Supple
menta
l
Ma
terials
School Based
Fluency
Resources
Assessm
e
nt O
ptions
Re
tea
ch/E
xte
nsio
n Customized Literacy
Re
sou
rce
s
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Greek
Word
Parts
pg. 231c
Multiple-
Meaning
Words
Context Clues
pg. 232e
Check Oral
Vocabulary
p.229a
Conventions
RWNB p.376,
341-342,348
Click for
Words
Te
xt
Ba
se
d
Writing frame is based on the paired text, Women Astronauts, TE Pgs 250 - 253
Click here for the Opinion Frame
Cursive
Letter O
pg. 231d
This, That,
These, and
Those
pg. 231d
Re
ad
ing S
tre
et
LAFS.5.RI.1.3; LAFS.5.RI.3.8
DOK Stems
How did Ochoa's mother
influence Ochoa?
What information on page 238
would be helpful to someone
who is thinking about
becoming an astronaut?
What facts would you select
to
support____?Write an opinion paragraph in which you agree or disagree with this idea. Begin by stating your
opinion. Then offer two or more reasons, each supported by details, facts, and examples from the
texts. Group your ideas logically.
Unit High Frequency Standards LAFS.5.RL.1.2; LAFS.5.RL.1.3; LAFS.5.RI.3.8
Learning Goal: The student will be able to I am able to identify the author’s purpose (e.g., to persuade, inform, entertain, explain)
in text and how an author’s perspective influences text.
Standards Click here for Example Scale
Author's Purpose SE: p. 230-
231; Multiple-Meaning
Words SE: p. 232-233
“Apollo 13”
Teacher Read Aloud
pp. 229a–229b
Talk with an Astronaut
Genre: Expository Text
(Lexile 850)
pp. 234–235–247a
SE: 234-247
Close Reads:
pg. 242, 243 (Author's
Purpose)
pg. 236, 237 (Multiple
Meaning Words)
Accuracy
“Women Astronauts”
Genre: Online Directories
(Lexile N/A)
pp. 250–251–253a
SE: 250-253
Click here for SCPS Writing Information
Maniac Magee Author: Jerry Spinelli or grade
appropriate text for standards-based instruction Click for student pages Click for teacher guide
CPALMS
RWN pg.338RWN
pg.340,344
RWN
pg.347
Sleuth Reader's Theatre
“Charlotte’s
Space Travel”
(Lexile 960)
pp. 60–61
Adventure by the Barrel
Novel Study
How the USA Grew
from 13 Colonies to
50 States
Click for Lesson
Planning Guide
Smithsonian
Archives site
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
RL.1.2
RL.1.3
RI.3.8
G5U5W4
Suggested S.S. Resources
S.S.
Sta
nd
ard
s: S
S.5
.A.6
.4
CCSS Fresh
Reads p.139-
144
RWN pg.356 RWN pg.357CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
Comprehension Toolkit
LAFS.5.RI.3.8 Lesson 11
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
Guide on the Side Leveled Readers
Pages 44-45; 74-75
First Hand Docs
Pages 106-107;
140-141
Concept Literacy: Exploring Inner Space (Lexile 450, Guided
Reading Level I)
On-Level: The Journey Through Earth (Lexile 850, Guided
Reading Level U)
Advanced: The Shaping of the Continents (Lexile 1020, Guided
Reading Level Y)
ELL: Exploring the Sonora Caverns
Supple
menta
l
Ma
terials
School Based
Fluency
Resources
Assessm
e
nt O
ptions
Re
tea
ch/E
xte
nsio
n Customized Literacy
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Latin
Roots
pg. 259c
Unfamiliar
Words
pg. 260e
Check Oral
Vocabulary
p.257a
Conventions
RWNB
p.378,352-
353,359
Click for
Words
Te
xt
Ba
se
d
Writing frame is based on the paired text, The Sea Battle, TE Pgs 278 - 281
Click here for transitional frame
Cursive
Letter W
pg. 259d
Comparative
and
Superlative
Adjectives
pg. 259d
LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.1.3
DOK Stems
Why are the adventurers so
tired? Use details to support
your answer.
Explain the cause and effect
relationship between ____
and ______.
Why is the raft nearly
dragged down into the
water?Based on the information in the passage from the selection Journey to the Center of
the Earth, write a paragraph that tells about the explorers' adventure. Cite evidence
from the text.
Unit High Frequency Standards LAFS.5.RL.1.2; LAFS.5.RL.1.3; LAFS.5.RI.3.8
Learning Goal: The student will be able to identify cause-and-effect relationships in text whether they are stated or implied.
Standards Click here for Example Scale
Cause and Effect SE: p. 258-
259; Unfamiliar Words SE:
p. 260-261
“Bartlett and the
City of Flames”
Teacher Read Aloud
pp. 257a–257b, 283s
Journey to the
Center of the Earth
Genre: Science
Fiction Novel
(Lexile 910) pp.275
SE: p. 262-275
Close Reads:
pg. 264, 265, 270, 271
(Cause and Effect)
pg. 268, 269 (Unfamiliar
Words)
Phrasing/
Punctuation
Cues
“The Sea Battle”
Genre: Drama
(Lexile N/A)
pp. 278–279–281a
SE: p. 278-281
Click here for SCPS Writing Information
Maniac Magee Author: Jerry Spinelli or grade
appropriate text for standards-based instruction Click for student pages Click for teacher guide
CPALMS
RWN pg.349RWN
pg.351,355
RWN
pg.358
Sleuth Reader's Theatre
“Escape
from the Mine”
(Lexile 920)
pp. 62–63
Adventure by the Barrel
Novel Study
How the USA Grew
from 13 Colonies to
50 States
SS Weekly - Week 21
Click for Lesson
Planning Guide
Smithsonian
Archives site
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
RL.1.2
RL.1.3
RI.3.8
G5U5W5
First Hand Docs
Suggested S.S. Resources
S.S.
Sta
nd
ard
s: S
S.5
.A.6
.4
CCSS Fresh
Reads p.145-
10
RWN pg.368
CCR Weekly Test or Weekly
Benchmark or Teacher Created
Assessment- Unit Assessment & Oral
Fluency Check
Comprehension Toolkit
LAFS.5.RI.3.8 Lesson 11
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
Guide on the Side Leveled Readers
Pages 52-53; 68-69Pages 114-115;
136-137
Concept Literacy: The Town Too Tough to Die (Lexile 470,
Guided Reading Level I)
On-Level: The United States Moves West (Lexile 860, Guided
Reading Level U)
Advanced: From Territory to Statehood (Lexile 770, Guided Reading
Level Y)
ELL: Gold in the American River
Supple
menta
l
Ma
terials
School Based
Fluency
Resources
Assessm
en
t O
ptions
Re
tea
ch/E
xte
nsio
n Customized Literacy
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Greek
Word
Parts
pg. 287c
Prefixes over-
, in-
pg. 288e
Check Oral
Vocabulary
p.285a
Conventions
RWNB
p.380,363-
364,370
Click for
Words
Te
xt
Ba
se
d
Writing frame is based on the paired text, Gold Dreams, TE Pgs 306 - 309
Click here for the Compare Frame
Cursive
Letter B
pg 287d
Adverbs
pg. 287d
LAFS.5.RI.1.1; LAFS.5.RI.3.8
DOK Stems
How were banks different
from the other buildings in
mining camps? Why do you
think they are different?
What evidence from the text
shows that these towns
eventually died out?
How would you
summarize___? You have read "Ghost Towns of the American West" and "Gold Dreams." Despite vast
differences in their characters and settings, these two stories have important similarities in their
plots and in the lessons they teach. Write a paragraph in which you compare the stories' plots
and the problem each story attempts to solve.
Unit High Frequency Standards LAFS.5.RL.1.2; LAFS.5.RL.1.3; LAFS.5.RI.3.8
Learning Goal: The student will be able to explain generalizations by citing appropriate details and examples from the text.
Standards Click here for Example Scale
Generalize SE: p. 286-287;
Prefixes over-, in- SE: p. 288-
289
“By the Great Horn
Spoon!”
Teacher Read Aloud
pp. 285a–285b–315c
Ghost Towns of the
American West
Genre: Expository Text
(Lexile 1170)
pp. 290–291–303a
SE: 290-303
Close Reads:
pg. 292, 293, 298,
299(Genralizations)
pg. 194, 295 (Prefixes)
Rate
“Gold Dreams”
Genre: Historical Fiction
(Lexile 420)
pp. 306–307–309a
SE: 306-309
Click here for SCPS Writing Information
Click for student pages Click for teacher guide
CPALMS
RWN pg.360RWN
pg.362,366
RWN
pg.369
Maniac Magee Author: Jerry Spinelli or grade
appropriate text for standards-based instruction
Sleuth Reader's Theatre
“The
Ghost Town”
(Lexile 900)
pp. 64–65
Adventure by the Barrel
Novel Study
How the USA Grew
from 13 Colonies to
50 States
SS Weekly - Week 21
Click for Lesson
Planning Guide
Smithsonian
Archives site
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
5.RI.1.1
5.RI.1.2
5.RI.2.5
G5U6W1
First Hand DocsAssessm
ent
Options
Suggested S.S. Resources
S.S.
Sta
nd
ard
s: S
S.5
.C.1
.4
RWN pg.390 RWN pg.392CCR Weekly Test or Weekly
Benchmark or Teacher Created
Assessment
Comprehension Toolkit
Customized Literacy Guide on the Side
RWN pg.385
Click here for SCPS Writing Information
RWN
pg.394
RWN
pg.387,391
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Suffixes -
ous, -
sion, -
ion, -
ation
TE: p.
321c
Unknown
Words TE: p.
322e
Check Oral
Vocabulary
p.319a
Conventions
RWNB p.441
,388-398,395
Click for
Words
Te
xt
Ba
se
d Writing frame is based on the paired text, The Animals in My LIfe,
TE Pgs 340 - 341a
Click here for the Contrast Frame
Cursive
Letter V
TE: p.
321d
Re
tea
ch/E
xte
nsio
n
Supple
menta
l
Ma
terials
Accuracy
Unit High Frequency Standards
LAFS.5.RI.1.1, LAFS.5.RI.1.2
Draw Conclusions SE: p.320-
321; Unknown Words SE: p.
322-323
“A Lucky Accident”
Teacher Read Aloud
pp. 319a–319b
The Truth About
Austin’s Amazing Bats
Genre: Expository Text (Lexile
940)
pp. 324–325–337a
SE: p. 324-337
Close Reads:
pg. 238, 329, 332, 333 (Draw
Conclusions)
pg. 326, 327 (Unknown
Words)
“The Animals in My Life”
Genre: Autobiography
(Lexile 710)
pp. 340–341–341a
SE: p. 340-341
DOK Stems
How would you summarize
_______?
Using evidence from this
selection, tell what you
learned about positive
outcomes that come from
unplanned events.
How would you describe the
sequence of ________? You have read "The Truth About Austin's Amazing Bats" and "The Animals in My LIfe." Write a
paragraph about the difference between the bats in both stories. Use text evidence in your
writing.
LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.2.5
Learning Goal: The student will be able to quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Standards Click here for Example Scale
CPALMS
Leveled Readers
Concept Literacy: Going Batty in Austin (Lexile 730)
On-Level: Driven to Change (Lexile 860)
Advanced: How the Wolves Saved Yellowstone (Lexile 770)
ELL: An Unexpected Friend
Signing of Declaration
of Independance
SS Weekly - Week 24
Click for Lesson
Planning Guide
Sleuth Reader's Theatre
“A Matter of Luck?”
(Lexile 860) pp. 68–69
Modifiers
TE: p. 321d
Page 48-49; 56-57
Archives site
School Based
Fluency
Resources
Pg.110Suburban Power
Novel Study
CCSS Fresh
Reads p.151-
156
LAFS.5.RI.1.1 Lessons 11, 15
LAFS.5.RI.1.2 Lessons 18, 19
No Talking or grade appropriate text for
standards-based instruction Click for student pages Click for teacher guide
http://www.cpalms.org/Public/PreviewStandard/Preview/5776
http://www.cpalms.org/Public/PreviewStandard/Preview/5777
http://www.cpalms.org/Public/PreviewStandard/Preview/5780 Smithsonian
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
5.RI.1.1
5.RI.1.2
5.RI.2.5
G5U6W2
First Hand Docs
Leveled Readers Guide on the Side
RWN pg.396
Te
xt
Ba
se
d
Writing frame is based on the paired text, City Hawks,
TE Pgs 364 - 367a
Click here for the Contrast Frame
Supple
menta
l
Ma
terials
School Based
Fluency
Resources
RWN
pg.398,402
RWNpg.
405
Sleuth Reader's Theatre
“Fishy Business!”
(Lexile 950) pp. 70–71Suburban Power
Novel Study
Click for student pages
Suggested S.S. Resources
Assessm
en
t O
ptions
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus:
Click for
Words
Final
Syllable -
ant, -ent,
-ance, -
ence TE:
p. 347c
Ending -ant, -
ent, -ance, -
ence TE: p.
347c
Check Oral
Vocabulary
p.345a
Conventions
RWNB
p.443,399-
400,406
Re
tea
ch/E
xte
nsio
n
LAFS.5.RI.1.1 Lessons 11, 15
LAFS.5.RI.1.2 Lessons 18, 19
Customized Literacy
Phrasing
CCSS Fresh
Reads p.157-
162
Click for
Words
Unit High Frequency Standards LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.2.5
Learning Goal: The students will be able to connect, infer, and explictitly state ideas from across texts to determine two or
more main ideas.
Standards Click here for Example Scale
Cursive
Letter Z;
TE 347d
Conjunctions
TE: p. 347d
LAFS.5.RI.1.1 LAFS.5.RI.1.2, LAFS.5.RI.2.5
Main Idea/Details SE: p.346-
347; Words ending in -s, -
es - SE: p. 348-349
“All the King’s Animals”
Teacher Read Aloud
pp. 345a–345b
The Mystery of Saint
Matthew Island
Genre: Expository Text
(Lexile 990)
pp. 350–351–361a
SE: p. 350-361
Close Reads:
pg. 352, 353 (Main
Idea/Details)
pg. 358, 359 (Words
ending in -s, -es)
“City Hawks”
Genre: Expository Text
(Lexile 1010)
pp. 364–365–367a
SE: p. 364-367
DOK Stems
Find the main idea of the first
two para-
graphs on page 352.
Summarize the ideas.
What are the two main ideas
presented in this selection?
Select two details from the
text that supports these
ideas.You have read "The Mystery of Saint Matthew Island" and "City Hawks." Show the
differences and problems between "The Mystery of Saint Matthew Island" and "City
Hawks."
S.S.
Sta
nd
ard
s: S
S.5
.C.1
.4
RWN pg.401 RWN pg.403CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
Comprehension Toolkit
Click here for SCPS Writing Information
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
War of 1812 Video
SS Weekly - Week 25
The War of 1812
Click for Lesson
Planning Guide
Smithsonian
Archives site
CPALMS
Page 62-63; 76-77Page 120-121;
142-143
Concept Literacy: Nature’s Balance (Lexile 290)
On-Level: The Kudzu Invasion (Lexile 930)
Advanced: Mixed Up Vegetables (Lexile 880)
ELL: All Things in Balance
No Talking or grade appropriate text for
standards-based instruction Click for teacher guide
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
5.RI.1.1
5.RI.1.2
5.RI.2.5
RWN pg.412 RWn pg.414CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
CPALMS
Page 108-109;
138-139
Concept Literacy: Where’s King Midas When You Need Him?
(Lexile 740)
On-Level: The Golden Journey (Lexile 730)
Advanced: Precious Goods: From Salt to Silk (Lexile 840)
ELL: A Tale of Gold and Good
LAFS.5.RI.1.1 Lessons 11, 15
LAFS.5.RI.1.2 Lessons 18, 19
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
Declaration of
Independance
SS Weekly - Week 26
S.S.
Sta
nd
ard
s: S
S.5
.C.1
.4
First Hand Docs
Unit High Frequency Standards LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.2.5
Learning Goal: The student will be able to compare and contrast similarities and differences in elements of multiple texts
Standards Click here for Example Scale
G5U6W3
Latin
Roots
TE: p.
373c
Complex
Spelling
Patterns TE:
p. 374c
Cursive
Letter S
TE: p.
373d
Commas TE:
p. 373dRate
LAFS.5.RL.1.3, LAFS.5.RL.2.5
Compare/Contrast SE: p.
372-373; Suffixes -less, -ful
SE: p. 374-375
“Valuables”
Teacher Read Aloud
pp. 371a–371b
King Midas and theGolden
TouchGenre: Myth(Lexile
890)pp. 376–377–395aSE:
p. 376-395 Close Reads:pg.
378, 378, 386, 387
(Compare/Contrast)pg.
388, 389 (Suffixes -less, -
ful)
“Prometheus the
Fire-Bringer”
Genre: Myth
(Lexile 480)
pp. 398–399–399a
SE: p. 398-399
DOK Stems
What details led King Midas to
conclude he was in the
presence of a magical begin?
Give examples from the text.
The king is restless at the start
of the story and content at the
end. What brought about this
transformation? Select two
sentences from the text that
support your answer.You have read "King Midas and the Golden Touch" and "Prometheus the Fire-Bringer."
Compare and contrast King Midas from "King Midas and the Golden Touch" and
Prometheus from "Prometheus the Fire-Bringer." Use a t-chart to plan your writing.Click here for contrast frame
Writing frame is based on the paired text, Prometheus the Fire-Bringer", TE Pgs 398 -
399a
Re
ad
ing S
tre
et
Te
xt
Ba
se
d
Check Oral
Vocabulary
p.371a
Re
tea
ch/E
xte
nsio
n
CCSS Fresh
Reads p.163-
168
Click here for compare frame
Re
sou
rce
s
LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
SCPS Writing Plan Focus: Click here for SCPS Writing Information
Customized Literacy Guide on the Side Leveled Readers Sleuth Reader's Theatre
“Train Your Dog” (Lexile
960) pp. 72–73Suburban Power
Novel Study
Conventions
RWNB p.445,
410-411,417
School Based
Fluency
Resources Supple
menta
l
Ma
terials
Assessm
ent
Options
RWN pg. 409,
413
Click for Lesson
Planning Guide
Smithsonian
Archives site
Click for
Words
Click for
Words
RWN pg.
416
No Talking or grade appropriate text for
standards-based instruction Click for student pages Click for teacher guide http://www.cpalms.org/Public/PreviewStandard/Preview
Comprehension Toolkit
RWN pg. 407
Page 46-47; 72-73
Suggested S.S. Resources
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
5.RI.1.1
5.RI.1.2
5.RI.2.5
G5U6W4
S.S.
Sta
nd
ard
s: S
S.5
.C.1
.4
Fact and Opinion SE: p.404-
405; Unfamiliar Words SE:
p. 406-407
“Daedalus and Icarus”
Teacher Read Aloud
pp. 403a–403b
The HindenburgGenre: Expository Text
(Lexile 1000)
pp. 408–409–425a
SE: p. 408-425
Close Reads:
pg. 410, 411, 416, 417
(Fact and Opinion)
pg. 414, 415, 422, 423
(Unfamiliar Words)
“The Mystery of the
Hindenburg Disaster”
Genre: Online Sources:
Web Sites
(Lexile 720)
pp. 428–429–431a
SE: p. 428-431
Click here for SCPS Writing Information
CPALMS
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
Leveled Readers
Concept Literacy: The Crash of the Hindenburg (Lexile 410)
On-Level: Stop That Train! (Lexile 740)
Advanced: Traveling by Plane (Lexile 1020)
ELL: Lighter Than Air
RWN pg. 418
DOK Stems
1. What is the primary reason
______? Cite text evidence.
2. Summarize the details the
author uses to support the
main idea that zeppelins fell
out of favor after the
explosion. Cite text evidence.
3. Based on the information in
the text, how do ____ most
likely feel about ____?
Suggested S.S. Resources
Click here for contrast frame
Writing frame is based on the paired text, The Mystery of the Hindenburg Disaster, TE
Pgs 428 - 431a
Click for student pages Click for teacher guide
LAFS.5.RI.1.1 Lessons 11, 15
LAFS.5.RI.1.2 Lessons 18, 19
Comprehension Toolkit
Customized Literacy Guide on the Side
Page 112-113; 132-
133Page 50-51; 66-67
You have read "The HIndenburg" and "The Mystery of the Hindenburg Disaster." Both of
the stories describe real-life tragedies using description and details. Write a paragraph in
which you compare each of the stories' overall structure of events and information.
Sleuth Reader's Theatre
“Birds and Planes: An
Unhappy
Rendezvous...” (Lexile
970) pp. 74–75
Suburban Power
CCSS Fresh
Reads p.169-
174
Supple
menta
l M
ate
ria
ls
School Based
Fluency
Resources
Assessm
ent
Options
Re
sou
rce
sR
ea
din
g S
tre
et
Appro-priate
Phrasing
Click here for compare frame
SCPS Writing Plan Focus:
Click for
Words
Related
Words
TE: p.
405c
Unfamiliar
Words TE: p.
406e
Check Oral
Vocabulary
p.403a
Conventions
RWNB
p.447,421-
422,428
Click for
Words
Te
xt
Ba
se
d
Cursive
Letter
R TE: p.
405d
Quotations
and
Quotation
Marks TE: p.
405d
RWN pg.
420,424
RWN pg.
427
Novel Study
No Talking or grade appropriate text for
standards-based instruction
Re
tea
ch/E
xte
nsio
n
LAFS.5.RI.1.1, LAFS.5.RI.1.2
Unit High Frequency Standards LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.2.5
Learning Goal: The students will be able to distinguish between fact and opinion and between important facts and
unimportant details.
Standards Click here for Example Scale LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
RWN pg.425 RWN pg.426CCR Weekly Test or Weekly
Benchmark or Teacher
Created Assessment
Declaration of
Independance
SS Weekly - Week 26
Click for Lesson
Planning Guide
Smithsonian
Archives site
First Hand Docs
SCPS Fifth Grade Literacy Plan 2014-2015
LAFS.5.RF.4.4
Fluency Spelling Word Analysis Handwriting Conventions
Fresh Reads
5.RI.1.1
5.RI.1.2
5.RI.2.5
G5U6W5
First Hand Docs
S.S.
Sta
nd
ard
s: S
S.5
.C.1
.4
Re
sou
rce
s
CCSS Fresh
Reads p.175-
180
LAFS.5.RI.1.1, LAFS.5.RL.1.2
DOK Stems1. Select details from the text
that support the theme that
people can sometimes
unexpectedly influence each
other.
2. What does this passage
suggest about people's
influence on one another?
3. What inferences can you
make about how Canary Alma
feels about herself. Use
examples to support your
response.
Based on the information in the passage from the selection Sweet Music in Harlem, write a paragraph that tells whether you agree or
disagree with this statement: "Everyone needs a hero to look up to." Be sure to consider how C. J. looks up to his Uncle Click and how it
affects C. J.'s life, as well as how any hero has affected your life.
State your opinion and support it with reasons. Use your own ideas as well as details from the text. Conclude with a sentence that
restates your opinion.
Guide on the SideCustomized Literacy
Easily
Confused
Words TE: p.
437c
Compound
Words TE: p.
438c
Cursive
Letter F TE:
p. 437d
Punctuation
TE: p. 437d
Click for WordsClick for
Words
Page 42-43; 70-71Page 122-123;
124-125
Concept Literacy: All That Jazz! (Lexile 250)
On-Level: Grandma Betty’s Banjo! (Lexile 810)
Advanced: Unexpected Music (Lexile 1020)
ELL: What Do You See, James Van Der Zee?
http://www.cpalms.org/Public/PreviewStandard/Preview
http://www.cpalms.org/Public/PreviewStandard/Preview
LAFS.5.RI.1.1 Lessons 11, 15
LAFS.5.RI.1.2 Lessons 18, 19
CCR Weekly Test or Weekly
Benchmark or Teacher Created
Assessment- Unit Assessment & Oral
Fluency Check
CPALMSComprehension Toolkit
http://www.cpalms.org/Public/PreviewStandard/Preview
RWN pg. 429
Sequence SE: p. 436-437;
Homographs SE: p. 438-439
“Dorothea Lange”
Teacher Read Aloud
pp. 435a–435b
Sweet Music in Harlem
Genre: Realistic Fiction
(Lexile 860)
pp. 440–441–459a
SE: p. 440-459
Close Reads:
pg. 446, 447, 448, 449,
(Sequence)
pg. 450, 451
(Homographs)
“Sweet Music in Harlem:
Author’s Note”
Genre: Expository Text
(Lexile 1010)
pp. 462–463–465a
SE: p. 462-465
Unit High Frequency Standards LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.2.5
Learning Goal: The students will be able to identify text structure an author uses "sequence of events" to explain how it
impacts meaning of the text.
Standards Click here for Example Scale LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3
Accuracy
Suggested S.S. Resources
Check Oral
Vocabulary
p435a
Writing frame is based on the paired text, Sweet Music in Harm:
Author's Note, TE Pgs 462 - 465a
Click here for the Opinion Frame
Assessm
ent
Conventions
RWNB p.449,
432-433,439
RWN pg.
438
RWN pg. 431,
435
School Based
Fluency
Resources
Declaration of
Independance
Click for Lesson
Planning Guide
Smithsonian
Archives site
Leveled Readers
SCPS Writing Plan Focus: Click here for SCPS Writing Information
Sleuth Reader's Theatre
“Making Up Music” (Lexile
930) pp. 76–77Suburban Power
Novel Study
No Talking or grade appropriate text for standards-based
instruction Click for student pages Click for teacher guide
Re
ad
ing S
tre
et
Te
xt
Ba
se
d
Re
tea
ch/E
xte
nsio
n
Supple
menta
l
Ma
terials
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