Fifth GradeEnglish Language Arts Curriculum Map
Waterloo School District
Striving toward greater focus and coherence throughContent Standards and Practice Standards
Waterloo Community Unit School District
K-5 ELA Standard Topics
Each standard in the English Language Arts has a consistent focus, or anchor, across
grades. Although the standards describe increasingly sophisticated skills as children
progress through the school years, the primary topic of each standard is the same in each
grade. The following charts outline the focus for each standard in the area of Reading,
Writing, Speaking/Listening, and Language.
Reading StandardsLiterature Informational Text Foundational Skills
Key Ideas and Details
RL.1 Ask and Answer Questions
RI.1 Ask and Answer Questions Print Concepts Recognition
RF.1 Concepts about Print (K-1)
RL.2 Retell Stories RI.2 Main Topic/Idea and Key Details
Phonological Awareness
RF.2 Spoken words, syllables, and sounds (K-1)
RL.3 Story Elements RI.3 Connections and Relationships in Information Text
Phonics and Word Recognition
RF.3 Decoding Words/Phonics(K-5)
Craft and Structure
RL.4 Word Meaning within Text
RI.4 Word Meaning within Text Fluency RF.4 Accuracy and fluency to support comprehension
RL.5 Text Structure RI.5 Text Features and Structures
RL.6 Point of View RI.6 Author/Illustrator Purpose and Point of View
Integration of Knowledge and Ideas
RL.7 Visuals and Text RI.7 Visuals Support Comprehension
RL.8 N/A RI.8 Author’s Supporting Points
RL.9 Compare and Contrast RI.9 Compare and Contrast
Range and Reading and Level of Text Complexity
RL.10 Text Complexity RI.10 Text Complexity
Writing StandardsText Types and Purposes W.1 Opinion/Argument
W.2 Informative/ExplanatoryW.3 Narrative
Production and Distribution of Writing W.4 Production (Begins in Grade 3)W.5 Plan/Revise/EditW.6 Technology Integration
Research to Build and Present Knowledge W.7 ResearchW.8 Determine Importance and Organize InformationW.9 Draw Evidence from Literary or Informational Text (Begins in Grade 4)
Range of Writing W.10 Write Routinely over Varied Time Frames (Begins in Grade 3)
Speaking and Listening StandardsComprehension and Collaboration SL.1 Conversation
SL.2 Listening ComprehensionSL.3 Listen and Respond
Production and Distribution of Writing SL.4 Oral ExpressionSL.5 Multimedia PresentationSL.6 Adapting Oral Communication
Language StandardsConventions of Standard English L.1 Grammar Usage
L.2 Capitalization, Punctuation, and SpellingL.3 Conventions of Language
Knowledge of Language L.4 Word MeaningsVocabulary Acquisition and Use L.5 Word Relationships and Nuances
L.6 Vocabulary Development
Fifth Grade English Language Arts Curriculum Map
Waterloo School District Scope and Sequence Overview
Unit of StudyLiteracy by
Design Alignment
Standards
1
RL:
RI:
RF:
W:
SL:
L:
2 RL:
RI:
RF:
W:
SL:
L:
Fifth Grade English Language Arts Curriculum Map
Waterloo School District Scope and Sequence Overview (continued)
3 RL:
RI:
RF:
W:
SL:
L:
4RL:
RI:
RF:
W:
SL:
L:
5 RL:
RI:
RF:
W:
SL:
L:
Fifth Grade English Language Arts Curriculum Map
Waterloo School District Scope and Sequence Overview (continued)
6 RL:
RI:
RF:
W:
SL:
L:
7RL:
RI:
RF:
W:
SL:
L:
8 RL:
RI:
RF:
W:
SL:
L:
Fifth GradeInstruction and Assessment Schedule
2014-2015
It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed.
Approx. Number of
Days of I
nstruction
?? ?? ?? ??
Benc
hmar
?? ?? ?? ?? End ofYear
k 2
InstructionalContent
Unit ofStudy
1
Unit ofStudy
2
Unit ofStudy
3
Unit ofStudy
4
Unit ofStudy
5
Unit ofStudy
6
Unit ofStudy
7
Unit ofStudy
8
Getting Ready forGr.1 Unit
Assessment
Fifth Grade Language Arts Curriculum Map - Overview
Unit of Study The literacy content is sequenced in Units of Study that will take approximately 4-5 weeks each to teach.The sequence of Units of Study provides a coherent flow to literacy instruction throughout the year.
Literacy by Design The primary textbook adopted in Waterloo School District for Grades K-5
Teacher’sResources and Notes
Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit ofStudy.
AdditionalResources
Assessment
There are many formative and summative assessment options:
Unit of Study 1 Fifth Grade Quarter 1 Approx. 15 daysIntroductory Unit
Reading LiteratureContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Standards:
RL5.2RL5.5RL5.6
I can:
Determine a theme of 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.
Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a story, drama, or poem.
Describe how a narrator’s or speaker’s point of view influences how events are described.
Academic Vocabulary:
Text Structure Non-fiction Fiction Genre Stanza Caption Index Glossary Flow chart Table of contents Personification Author’s purpose Persuade Inform Entertain Point of view Theme Setting
Introductory Unit
Reading InformationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Standards:
RI.5.4
I Can: Determine the meaning of general
academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.
Introductory Unit
Reading FoundationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can:
Speaking and ListeningContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I can:
Academic Vocabulary:
Unit of Study 2 Fifth Grade Quarter 1 Approx. 8 days
Creating Images
Reading LiteratureContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RL 5.1 RL 5.4 RL 5.7
I Can:
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.
Visualizing Tone Mood Prefix Base word Creating images
Big Blue story – p. 208-211
Emilia and the Birthday Party story – p. 436-440
Creating Images Unit Plan
Reading InformationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can:
Reading FoundationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Section Vocabulary:
Speaking and ListeningContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Unit of Study 3 Fifth Grade Quarter 1 or 3 Approx. 15 days
Frozen Man
Reading LiteratureContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Reading InformationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RI 5.1RI 5.3RI 5.4RI 5.6RI 5.7RI 5.8RI 5.9
I Can: Quote accurately from
a text when explaining what the text says explicitly and when drawing inferences from the text.
Explain the relationships or interactions between two or more individuals, events, ideas or concepts in historical, scientific, or technical text based on specific information in the text.
Determine the meaning of general
Academic Vocabulary:
Cloak Superiors Crude Mutilated Treacherous Morgue Autopsy Dehydration Alloying Metallurgist Contemporaries Composition Mummified Bog Gauze Decompose Sterilized Preserved Prominent Disintegrate Microscopic
organisms Repellent Canisters Shepherd Frantic Innumerable
Relentlessly
Frozen Man text and packet
academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
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.
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.
Integrate information from several texts on the same topic in order to write or speak about
the subject knowledgeably.
Reading FoundationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Section Vocabulary:
Speaking and ListeningContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Unit of Study 4 Fifth Grade Quarter 1 or 3 Approx. 15 days
Lost Star
Reading LiteratureContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Reading InformationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RI 5.1RI 5.3RI 5.4RI 5.6RI 5.8RI 5.9
I Can: Quote accurately from
a text when explaining what the text says explicitly and when drawing inferences from the text.
Explain the relationships or interactions between two or more individuals, events, ideas or concepts in historical, scientific, or technical text based on specific information in the text.
Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade
Hurtled Yearned Cruel Reliable Intentions Brisk Wry Volunteered Various Impression Attractive Contemplating Splendidly Seized Fond Loan Rotates Forbidden Rumors Evidence Pursued
Lost Star text and packet
5 topic or subject area. Analyze multiple
accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Reading FoundationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Section Vocabulary:
Speaking and ListeningContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Unit of Study 5 Fifth Grade Quarter 2 Approx. 13 days
Determining Importance
Reading LiteratureContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RL 5.2
I Can: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.
Determining importance (non-fiction)
Determining importance (fiction)
Summary Refuge Plunge Transformed
Reading InformationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RI 5.1RI 5.2
I Can: Quote accurately from
a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Reading FoundationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Section Vocabulary:
Speaking and ListeningContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Unit of Study 6 Fifth Grade Quarter 2 Approx. 15 days
The Lion, Witch, and the Wardrobe
Reading LiteratureContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RL 5.1RL 5.2RL 5.3RL 5.4
I Can: Quote accurately from a text
when explaining what the text says explicitly and when drawing inferences from the text.
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; summarize the text.
Compare and contrast two or more characters, settings, or events ina story or drama, drawing on specific details in the text.
Determine the meaning of words or phrases as they are used in a text, including figurative language such as metaphors and similes.
Inquisitive Reigns Hoax Dominion Courtiers Faun Mantle Wardrobe Eternal Venture Gloating Lithe Sorcerer Stratagem Treacherous Prophecy Grave Fast Standard Minister Drawn Steep Course Craves Scepter Prey Forfeit Siege Rabble Appeased
The Lion, Witch, and the Wardrobe text and packet
Reading InformationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RI 5.10
I Can:Academic Vocabulary:
Section Vocabulary:
Reading FoundationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Section Vocabulary:
Speaking and ListeningContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Unit of Study 7 Fifth Grade Quarter 2 Approx. days
Making Connections
Reading LiteratureContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RL 5.4RL 5.9
I Can: Determine two or more main
ideas of a text and explain how they are supported by key details; summarize the text.
Compare and contrast stories in the same genre on their approaches to similar themes and topics.
ConnectText-to-selfText-to-textText-to-worldCompareContrastVeterinarian
Venn Diagram Famous Firsts story – p. 362-
366 Women of the Revolution – p.
28-32
Connections packet
Reading InformationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RI 5.2RI 5.3RI 5.7
I Can: Determine two or more
main ideas of a text and explain how they are supported by key details; summarize the text.
Explain the relationships or interactions between two or more individuals, events, ideas or concepts in historical, scientific, or technical text based on specific information in the text.
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.
Academic Vocabulary:
Section Vocabulary:
Reading FoundationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Section Vocabulary:
Speaking and ListeningContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Unit of Study 8 Fifth Grade Quarter 3 Approx. days
Asking Questions
Reading LiteratureContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RL 5.7RL 5.10
I Can: Analyze how visual and
multimedia elements contribute to the meaning, tone, or beauty of a text.
Read and comprehend literature
Quick question Deep thinking
question Drought Prevention Frantically
The Smell of Soup and the Sound of Money – p. 120-124
Asking Questions packet
Reading InformationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RI 5.10
I Can:Read and comprehend informational texts.
Reading FoundationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Section Vocabulary:
Speaking and ListeningContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
I Can: Academic Vocabulary:
Unit of Study 9 Fifth Grade Quarter 3 Approx. days
Infer
Reading LiteratureContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RL 5.1RL 5.2
I Can: Quote accurately
from a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, or drama from details in the details in the text; summarize the text.
InferenceInferEvidenceFlashbackForeshadowingImmigrationDiscrimination
Infer packet
Reading InformationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
RI 5.1RI 5.4
I Can: Quote accurately from
a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.
Reading FoundationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Speaking and ListeningContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Unit of Study 10 Fifth Grade Quarter 4 Approx. days
Maniac Magee
Reading LiteratureContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Reading InformationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Reading FoundationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Speaking and ListeningContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Unit of Study 11 Fifth Grade Quarter 4 Approx. days
Monitor Understanding
Reading LiteratureContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Reading InformationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Reading FoundationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Literacy By Design Alignment
Additional Resources
Unit of Study 12 Fifth Grade Quarter 3 Approx. days
Shipwreck
Reading LiteratureContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Reading InformationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Reading FoundationalContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Speaking and ListeningContent Objectives
Vocabulary Literacy By Design Alignment
Additional Resources
Writing Unit 1: Getting Ready Fifth Grade Quarter ?? Approx. days
Writing Content Objectives Vocabulary Literacy By Design Alignment
Additional Resources
W.5.3- a, b, c, d, e; W.5.5L.5.1 a, c; L.5.2 a, b, d, e
I Can:
W.5.3
Write real or imagined narrative piece with
descriptive details and clear events where I can:
a. establish a situation, introduce a narrator,
and organize an event sequence
b. use dialogue, descriptions, and pacing to
develop events and characters
c. use transitions words, phrases, and clauses to
manage sequence of events
d. use concrete words and phrases and sensory
details to convey experiences and events
e. provide a concluding statement or section
W.5.5
Use guidance from my peers and adults to plan,
revise, and edit my writing
Academic Vocabulary:
PrewritingDrafting (Rough and Final)RevisingEditingPublishIdeasOrganizationWord ChoiceSentence FluencyVoiceConventionsPresentationDictionaryGlossaryThesaurusMultimediaIllustrationsFormattingHeadingsARMS (add, remove, move, substitute)QuotationsRubricStrong VerbsWeak VerbsSimileMetaphorPersonificationHyperboleAlliterationOnomatopoeiaPunctuationCapitalizationReflectionGenre
Writing Unit 2: Narrative Fifth Grade Quarter ?? Approx. days
Writing Content Objectives Vocabulary Literacy By Design Alignment
Additional Resources
W.5.3, W.5.4, W.5.5, W.5.6, W.5.10L.5.1 - a; L.5.2 – a, b, c, d, e; L.5.3 - a; L.5.5 – a, b
I Can:
W.5.3
Write real or imagined narrative piece with
descriptive details and clear events where I can:
a. establish a situation, introduce a narrator,
and organize an event sequence
b. use dialogue, descriptions, and pacing to
develop events and characters
c. use transitions words, phrases, and clauses to
manage sequence of events
d. use concrete words and phrases and sensory
details to convey experiences and events
e. provide a concluding statement or section
W.5.4
Produce piece of writing that are appropriate for
fifth grade tasks, purposes, and audiences
W.5.5
Use guidance from my peers and adults to plan,
revise, and edit my writing
W.5.6
Use technology to produce and publish my writing
as well as to interact and collaborate with others
Use keyboarding skills to type a minimum of two
pages in a single setting
W.5.10
Write for a range of time and tasks
Academic Vocabulary:
ConjunctionsVarying SentencesPrepositionsInterjectionsMoodReal ExperienceImagined ExperienceSensory DetailsDialogueSequence of EventsFigurative LanguageSimilesMetaphorsPacingTransition WordsIntroductory ElementsCharacters VoiceMysteryDetectiveVillainSuspectsSettingImportant EventsImportant ThoughtsProblemConflictResolutionSensory ImagesProverbs
Writing Unit 3: Informative Fifth Grade Quarter ?? Approx. days
Writing Content Objectives Vocabulary Literacy By Design Alignment
Additional Resources
W.5.2, W.5.4, W.5.5, W.5.6, W.5.10L.5.1 - c; L.5.2 - b; L.5.5 a; L.5.6
I Can:
W.5.2
Write an informative piece, which examines a topic
and conveys ideas, where I can:
a. Introduce a topic, provide a general focus, and
group related information and include
formatting and illustrations when helpful,
b. Use facts, definitions, details, and quotations
to develop the topic,
c. Use words, phrases, and clauses to link ideas
within and across categories
d. Inform or explain about the topic using
domain-specific vocabulary and precise
language
e. Provide a concluding statement or section
W.5.4
Produce piece of writing that are appropriate for
fifth grade tasks, purposes, and audiences
W.5.5
Use guidance from my peers and adults to plan,
revise, and edit my writing
W.5.6
Use technology to produce and publish my writing
as well as to interact and collaborate with others
Use keyboarding skills to type a minimum of two
pages in a single setting
W.5.10
Write for a range of time and tasks
Academic Vocabulary:
InformativeExplanatoryTopic SentenceHeadingIllustrationsMultimediaSupporting FactConcrete DetailsLinking WordsClausePhraseComparingContrastingConcluding StatementConcluding SentenceEmphasizingCentral Idea
L.5.1 –c, d (weak)
Writing Unit 4: Opinion Fifth Grade Quarter ?? Approx. days
Writing Content Objectives Vocabulary Literacy By Design Alignment
Additional Resources
W.5.1, W.5.4, W.5.5, W.5.6, W.5.10L.5.2 – a, b, c, d, e; L.5.3 – a; L.5.5 ; L.5.6I Can:
W.5.1
f. Write an opinion piece on a text/topic, that supports a
point of view, where I can:
a. Introduce a topic or name of a book, state an
opinion, and create an organizational structure that
supports my purpose,
b. Provide reasons that are supported by facts and
details and ordered logically
c. Use words, phrases, and clauses to link opinions and
reasons,
d. Provide a concluding section statement
W.5.4
g. Produce piece of writing that are appropriate for fifth
grade tasks, purposes, and audiences
W.5.5
h. Use guidance from my peers and adults to plan, revise,
and edit my writing
W.5.6
i. Use technology to produce and publish my writing as
well as to interact and collaborate with others
j. Use keyboarding skills to type a minimum of two pages
in a single setting
W.5.8
Use provided sources to find information, take notes
on sources, and categorize my notes
Summarize or paraphrase information found for my
finished work
Provide a list of sources used for a research project
W.5.10
Write for a range of time and tasks
Academic Vocabulary:
Point of ViewOpinionFactSupporting DetailsConclusionOrganizational StructureLogicallyIdeasOrganizationVoiceSentence FluencyConventionsWord ChoiceLiterary TextInformational TextPresentationPrewritingRevisingDraft (Rough and Final)PublishEditingCollaborateReflectionAudienceTaskPurpose
Writing Unit 5: Narrative Fifth Grade Quarter ?? Approx. days
Writing Content Objectives Vocabulary Literacy By Design Alignment
Additional Resources
W.5.3, W.5.4, W.5.5, W.5.6, W.5.10L.5.1 – d; L.5.2 – a, b, c, e; L.5.4 – c; L.5.5 – a, b, c; L.5.6
I can:
W.5.3
Write real or imagined narrative piece with
descriptive details and clear events where I can:
a. establish a situation, introduce a narrator,
and organize an event sequence
b. use dialogue, descriptions, and pacing to
develop events and characters
c. use transitions words, phrases, and clauses to
manage sequence of events
d. use concrete words and phrases and sensory
details to convey experiences and events
e. provide a concluding statement or section
W.5.4
Produce piece of writing that are appropriate for
fifth grade tasks, purposes, and audiences
W.5.5
Use guidance from my peers and adults to plan,
revise, and edit my writing
W.5.6
Use technology to produce and publish my writing
as well as to interact and collaborate with others
Use keyboarding skills to type a minimum of two
pages in a single setting
W.5.10
Write for a range of time and tasks
Academic Vocabulary:
Historical FictionPurpose to EntertainBrainstormingPlanning WheelsFirst PersonThird PersonNarrator
Writing Unit 6: Research Fifth Grade Quarter ?? Approx. days
Writing Content Objectives Vocabulary Literacy By Design Alignment
Additional Resources
W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.10L.5.1 – d; L.5.2 – e; L.5.3 - a ; L.5.4 – c,
I can:
W.5.4
Produce piece of writing that are appropriate for
fifth grade tasks, purposes, and audiences
W.5.5
Use guidance from my peers and adults to plan,
revise, and edit my writing
W.5.6
Use technology to produce and publish my writing
as well as to interact and collaborate with others
Use keyboarding skills to type a minimum of two
pages in a single setting
W.5.7
Conduct short research project, that uses several
sources to build knowledge about a topic.
W.5.8
Use provided sources to find information, take
notes on sources, and categorize my notes
Summarize or paraphrase information found for my
finished work
Provide a list of sources used for a research project
W.5.10
Write for a range of time and tasks
Academic Vocabulary:
ResearchParaphrasingSummarizingResourcesUnits of StudyNote takingInvestigationSubtopicCopyright DateParaphrasingAnalyzingPrint SourceDigital Source
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