5th grade - dinwiddie high school · 1 revised: 10/1/16 5th grade dinwiddie county public schools...
TRANSCRIPT
1 Revised: 10/1/16
5th Grade
Dinwiddie County Public Schools provides each student the
opportunity to become a productive citizen, engaging the
entire community in the educational needs of our children.
2 Revised: 10/1/16
Nine
Weeks
Instructional
Week(s)
Topics Covered
Curriculum
Framework Reading
Comprehension
Skills
Language Arts
Grammar/Word Analysis Spelling:
Words Their Way
Cross Curricular Direct
Writing
SOL 5.1, 5.2, 5.3, 5.5, 5.6 5.4, 5.8 5.7, 5.8, 5.9 DOE
Framework Link
1
Week 1 and 2
Tested Skill:
Student Growth
Assessment (Pretest)
Plot
(conflict, resolution)
Reinforced Skill:
Author’s
Purpose/Perspective/
Tone
Make predictions
Use of Story Structure
Review Nouns, Verbs,
and Adjectives
Write a complete sentence
with subject and predicate
Capitalization and ending
punctuation
Capitalization of proper
nouns and I
Use correct spelling for
commonly misspelled
words.
Vocabulary/ Context
clues
ABC order to the 4th
letter
and guide words
Assessment for
grouping
Establishing
word sort
procedures
Write for a variety of
purposes: informative /
explanatory, narrative,
persuasive
Review all components of
Writing Process
Read prompts for
understanding
Model generating ideas
Model a variety of prewriting
strategies
Grade 5 p. 1-19
1
Week 3 and 4
Tested Skill:
Character’s Motives
Reinforced Skill:
Author’s
Purpose/Perspective/
Tone
Use of Story Structure
Make predictions
Nouns: singular, plural,
common, and proper
Affixes: prefixes and
suffixes
Vocabulary context clues
Synonyms and Antonyms
Differentiated
word study
groups
Student generates a variety of
prewriting strategies from
various prompts
Student generates ideas
Student reads prompts for
understanding
Students will identify intended
audience
Students will review and write
a paragraph
Grade 5 p. 1-19
3 Revised: 10/1/16
Nine
Weeks
Instructional
Week(s)
Topics Covered
Curriculum
Framework Reading
Comprehension
Skills
Language Arts
Grammar/Word Analysis Spelling:
Words Their Way
Cross Curricular Direct
Writing
SOL 5.1, 5.2, 5.3, 5.5, 5.6 5.4, 5.8 5.7, 5.8, 5.9 DOE
Framework Link
1
Week 5 and 6
Tested Skill:
Theme
Reinforced Skill:
Figurative Language
Plot: Conflict and
Resolution
Using pronouns
Singular and possessive
pronouns
Use noun and pronoun
agreement
Singular possessive nouns
and plural possessive
nouns
Word Analysis
Vocabulary/Context clues
Multiple meaning words
ABC order to the 4th
letter
and guide words
Differentiated
word study
groups
writing multi-paragraph
compositions with topic and
closing sentences
revise for clarity of content
using descriptive vocabulary
Adding details within
paragraphs
Use transition words for
sentence variety
Utilize elements of style,
including word choice and
sentence variation
Reviewing editing skills
Teacher/student conferences
Grade 5 p. 1-19
1
Week 7 - 9
QRI / DRA Testing
Cumulative Review
Benchmark Assessments
Remediation
Grade 5 p. 1-19
4 Revised: 10/1/16
Nine
Weeks
Instructional
Week(s)
Topics Covered
Curriculum
Framework Reading Comprehension
Skills
Language Arts
Grammar/Word
Analysis
Spelling:
Words Their Way
Cross Curricular Direct
Writing
SOL 5.1, 5.2, 5.3, 5.5, 5.6 5.4, 5.8 5.7, 5.8, 5.9 DOE
Framework Link
2
Week 1 and 2
Tested Skill:
Text structure: sequence
Reinforced Skill:
Fact/Opinion
Character Motives
Make predictions
Verbs: Past, present,
Future, and irregular
Forms of be
Vocabulary/Context
clues
Reference Sources
Homophones
Differentiated
word study groups
Write multi-paragraph
narrative essay using the
entire writing process
Teacher/student
conferences
Write multi-paragraph
persuasive essay using
the entire
writing process
Editing paragraphs for
subject
verb agreement
Teacher/student
conferences
Grade 5 p. 1-19
2
Week 3 and 4
Tested Skill:
Text Structure: Compare
and Contrast
Reinforced Skill:
Cause and effect
Make generalizations
Helping verbs
Linking verbs
Subject verb agreement
Affixes/Prefixes
Synonyms and
antonyms
Vocabulary/Context
clues
Differentiated
word study groups
Write multi-paragraph
informative/explanatory
essay using the entire
writing process
Editing paragraphs for
subject verb agreement
Teacher/student
conferences
Grade 5 p. 1-19
5 Revised: 10/1/16
Nine
Weeks
Instructional
Week(s)
Topics Covered
Curriculum
Framework Reading Comprehension
Skills
Language Arts
Grammar/Word
Analysis
Spelling:
Words Their Way
Cross Curricular Direct
Writing
SOL 5.1, 5.2, 5.3, 5.5, 5.6 5.4, 5.8 5.7, 5.8, 5.9 DOE
Framework Link
2
Week 5and 6
Tested Skill:
Text Structure: Cause and
Effect
Reinforced Skill:
Fact/Opinion
Figurative language
Theme
Adjectives
Comparing with
adjectives
Comparative and
superlatives (er, est,
more, most, good,
better, best, bad, worse,
worst)
Affixes and suffixes
Reference sources
Vocabulary/Context
Clues
Differentiated
word study groups
Write multi-paragraph
descriptive essay using
the entire writing process
Editing paragraphs for
subject verb agreement
Teacher/student
conferences
Grade 5 p. 1-19
2
Week 7 and 8
Tested Skill:
Making Inferences
Reinforced Skill:
Compare and Contrast
Cause and Effect
Story Structure
Adverbs
Comparing adverbs
Use hyphens to divide
words at end of lines
Compound words
Vocabulary/Context
clues
Multiple meaning words
Reference sources
Differentiated
word study groups
Write multi-paragraph
essay using the entire
writing process (chose the
style your children need
the most)
Editing paragraphs for
subject verb agreement
Teacher/student
conferences
Grade 5 p. 1-19
2
Week
9
Benchmark Assessment
Remediation
Real World Functional Reading – Flyer, Website, Invitation, How-To, Recipe
Grade 5 p. 1-19
6 Revised: 10/1/16
Nine
Weeks
Instructional
Week(s)
Topics Covered
Curriculum
Framework Reading Comprehension
Skills
Language Arts
Grammar/Word
Analysis
Spelling:
Words Their Way
Cross Curricular Direct
Writing
SOL 5.1, 5.2, 5.3, 5.5, 5.6 5.4, 5.8 5.7, 5.8, 5.9 DOE
Framework Link
3
Week 1 and 2
Tested Skill:
Main idea and details
Reinforced Skill:
Compare and Contrast
Making Inferences
Point of view
Commas in a series,
date, and address
Commas in the
salutation and closing
of a letter
Contractions
Double negatives
Vocabulary/Context
clues
Synonyms and
antonyms
Affixes and suffixes
Differentiated
word study groups
Review all previously
taught writing skills in
preparation for the
Writing SOL test.
Remediation using
simulation results.
Grade 5 p. 1-19
3
Week 3 and 4
Tested Skill:
Author’s
Purpose/Perspective/Tone
Reinforced Skill:
Making Inferences
Draw Conclusion
Make predictions
Use commas to
indicate interrupters
and interjections
Use quotation marks
with dialogue
Vocabulary/Context
Clues
Prefixes and Affixes
Reference Sources
Differentiated
word study groups
Review all previously
taught writing skills in
preparation for the
Writing SOL test.
Remediation using
simulation results.
Grade 5 p. 1-19
7 Revised: 10/1/16
Nine
Weeks
Instructional
Week(s)
Topics Covered
Curriculum
Framework Reading Comprehension
Skills
Language Arts
Grammar/Word
Analysis
Spelling:
Words Their
Way
Cross Curricular Direct
Writing
SOL 5.1, 5.2, 5.3, 5.5, 5.6 5.4, 5.8 5.7, 5.8, 5.9 DOE
Framework Link
3
Week 5 and 6
Tested Skill:
Figurative Language:
simile, metaphor,
hyperbole, personification,
sensory words, Alliteration,
Onomatopoeia
Literary Patterns and
Symbols
Reinforced Skill:
Main Idea and Details
Draw Conclusion
Conjunctions
Editing for fragments
and run-ons
Combining sentences
Vocabulary
Synonyms and
Antonyms
Homophones
Multiple meaning
words
Differentiated
word study
groups
Using the SOL research
strand write a multi-
paragraph essay using
cross curricular topics in
preparation for SOL
tests in Science and VA
Studies
Grade 5 p. 1-19
3
Week 7 and 8
Writing
Simulation
Window
Tested Skill:
Summarize and Paraphrase
Reinforced Skill:
Author’s Purpose and
Perspective
Literary Devices / Terms
Make Judgments
Prepositional phrases
Abbreviations
Vocabulary/Context
clues
Affixes, Prefixes, and
Suffixes
Multiple Meaning
Words
ABC order to the 5th
letter/guide word
Differentiated
word study
groups
Using the SOL research
strand write a multi-
paragraph essay using
cross curricular topics in
preparation for SOL
tests in Science and VA
Studies
Grade 5 p. 1-19
3
Week 9
Benchmark Assessment
Remediation
Grade 5 p. 1-19
8 Revised: 10/1/16
Nine
Weeks
Instructional
Week(s)
Topics Covered
Curriculum
Framework
Reading Comprehension
Skills
Language Arts
Grammar/Word
Analysis
Spelling:
Words Their
Way
Cross Curricular
Direct Writing
SOL 5.1, 5.2, 5.3, 5.5, 5.6 5.4, 5.8 5.7, 5.8, 5.9 DOE
Framework Link
4
Week 1
Tested Skill:
Fact and Opinion
Reinforced Skill:
Summarize
Compare and contrast
Author’s purpose and
perspective
Review previously
taught skills.
Vocabulary/Context
Clues
Dictionary Skills
Compound words
Differentiated
word study
groups
Using the SOL
research strand
write a multi-
paragraph essay
using cross
curricular topics in
preparation for
SOL tests in
Science and VA
Studies
Grade 5 p. 1-19
4
Week 2 - 9
Review previously taught skills in
preparation for English SOL’s.
Review previously taught
skills in preparation for
English SOL’s
Review previously taught
skills in preparation for
English SOL’s
Differentiated
word study
groups
Using the SOL research
strand, write a multi-
paragraph essay using
cross curricular topics in
Science and VA Studies
Grade 5 p. 1-19
4
Posttest
Remediation / Cumulative Review
1st Nine Weeks – Week 1 & 2
9 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 1st Nine Weeks – Week 1 and 2
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items
5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s
style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as context
for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words signaling
the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
comprehension
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skill
Tested Skill
Plot (conflict and resolution)
DOE Curriculum Framework
Reinforced Skill
author’s
purpose/perspective/tone
use of story structure
Textbook and Trade Book Correlations
StoryTown
Rope Burn by Jan Stebold
Line Drive by Tanya West
Teacher selected functional texts and Poetry selections:
(Genre: Realistic Fiction and Autobiography)
Daily Reading Comprehension by Evan Moor
Paired Passages Linking Fact to Fiction by Teacher Created Resources
The Lorax by Dr. Seuss
Dog’s Don’t Tell Jokes by Louis Sachar
Frindle by Andrew Clements
1st Nine Weeks – Week 1 & 2
10 Revised: 10/1/16
Word Analysis
Blueprint Categories Standards of Learning
Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference
materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Vocabulary/Context Clues
ABC order/Guide Words
Activities:
Guide Words
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
1st Nine Weeks – Week 1 & 2
11 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and
information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a research
product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print,
and media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Write for a variety of purposes: informative/explanatory, narrative, persuasive
Review all components of writing process
Read prompts for understanding
Model generating ideas
Model a variety of prewriting strategies
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
1st Nine Weeks – Week 1 & 2
12 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization,
spelling, punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Review nouns, verbs, and adjectives
Write a complete sentence with subject and predicate
Capitalization and ending punctuation
Capitalization of proper nouns and I
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
Study Island
Starrmatica
1st Nine Weeks – Week 1 & 2
13 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
Recess Room
DOE Practice Items
DOE Released Test
IQ Practice Tests
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Super Teacher
Read Works
ReadWriteThink
EReading Worksheets
Teacher Created Resources
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes
Words Alive Map
Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
1st Nine Weeks – Week 1 & 2
14 Revised: 10/1/16
Sheppard Software
StarrMatica(password required)
Turtle Diary
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
New York State Assessments
*Multiple Languages
Interactive Achievement
Quia
Study Island
Promethean Planet
Super Teacher Worksheets
Destiny (Library Resources)
Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
1st Nine Weeks – 3 & 4
15 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 1st Nine Weeks – Week 3 and 4
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s
style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as context
for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words signaling
the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
comprehension.
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
Tested Skills
Character’s Motives
DOE Curriculum Framework
Reinforced Skills
Author’s
purpose/perspective/tome
Use of story structure
Textbook and Trade Book Correlations
StoryTown
Chang and the Bamboo Flute by Elizbeth Starr Hill
The Daring Nellie Bly: America’s Star Reporter by Bonnie Christensen
It Takes Talent! Talent Show Readers Theatre
Teacher selected functional texts and Poetry selections:
(Genre: Historical Fiction, Biography, and Reader’s Theatre)
Daily Comprehension by Evan Moor
1st Nine Weeks – 3 & 4
16 Revised: 10/1/16
Dog’s Don’t Tell Jokes by Louis Sachar
Frindle by Andrew Clements
How to Steal a Dog by Barbara O’Conner
Language Arts 1st Nine Weeks – Week 3 and 4
Word Analysis
Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference
materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Affixes: Prefixes and Suffixes
Context Clues/Vocabulary
Synonyms and Antonyms
Activities:
Synonyms and Antonyms
Prefixes and Suffixes
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
1st Nine Weeks – 3 & 4
17 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and
information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print,
and media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Student generates a variety of prewriting strategies from various prompts
Students generates ideas
Student reads prompts for understanding
Students will identify intended audience
Students will review and write a paragraph
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
1st Nine Weeks – 3 & 4
18 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Nouns: singular, plural, common and proper
Activities:
Common and Proper Nouns
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
1st Nine Weeks – 3 & 4
19 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
DOE Practice Items
DOE Released Test
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Study Island
Starrmatica
Super Teacher
Read Works
ReadWriteThink
EReading Worksheets
Teacher Created Resources
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes Words Alive Map
Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
1st Nine Weeks – 3 & 4
20 Revised: 10/1/16
Recess Room
Sheppard Software
StarrMatica(password required)
Turtle Diary
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
IQ Practice Tests
New York State Assessments
*Multiple Languages
Interactive Achievement
Quia
Study Island
Promethean Planet
Super Teacher Worksheets
Destiny (Library Resources)
Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
1st Nine Weeks – Week 5 & 6
21 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 1st Nine Weeks – Week 5 and 6
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s
style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as context
for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words signaling
the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
comprehension.
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
Tested Skills
Theme
DOE Curriculum Framework
Activities:
Theme of a Story
Reinforced Skills
Figurative Language
Plot: Conflict and Resolution
Make Predictions
Textbook and Trade Book Correlations
StoryTown
The Night of San Juan by Lulu Delacre
When the Circus Came to Town by Laurence Yep
Teacher selected functional texts and Poetry selections:
(Genre: Realistic Fiction and Historical Fiction)
Daily Comprehension by Evan Moor
1st Nine Weeks – Week 5 & 6
22 Revised: 10/1/16
m) Read with fluency and accuracy. Maniac Magee by Jerry Spinelli
Frindle by Andrew Clements
Language Arts 1st Nine Weeks – Week 5 and 6
Word Analysis
Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference
materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis
Vocabulary/context clues
Multiple meaning
ABC order to 4th letter and guide words
Activities:
Multiple Meaning
Multiple Meaning #2
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
1st Nine Weeks – Week 5 & 6
23 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and
information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print,
and media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Writing mulit-paragraph compositions with topic and closing sentences
Revise for clarity of content using descriptive vocabulary
Adding details within paragraphs
Use transition words for sentence variety
Utilize elements of style, including word choice and sentence variation
Reviewing editing skills
Teacher/student conferences
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Writing Resources
1st Nine Weeks – Week 5 & 6
24 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization,
spelling, punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Using pronouns
Singular and possessive pronouns
Use noun pronoun agreement
Singular possessive
Nouns and plural possessive nouns
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
1st Nine Weeks – Week 5 & 6
25 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
DOE Practice Items
DOE Released Test
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Read Works
ReadWriteThink
EReading Worksheets
Study Island
Starrmatica
Super Teacher
Teacher Created Resources
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes
Words Alive Map
Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
1st Nine Weeks – Week 5 & 6
26 Revised: 10/1/16
Recess Room
Sheppard Software
StarrMatica(password required)
Turtle Diary
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
IQ Practice Tests
New York State Assessments
*Multiple Languages
Interactive Achievement
Quia
Study Island
Promethean Planet
Super Teacher Worksheets
Destiny (Library Resources)
Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
27 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 1st Nine Weeks – Week 7 - 9
QRI / DRA Testing
Cumulative Review
Benchmark Testing
Remediation
1st Nine Weeks – Week 7-9
28 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 1st Nine Weeks – Week 7 - 9
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s
style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as context
for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words signaling
the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
comprehension.
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
QRI / DRA Testing
Cumulative Review
Benchmark Testing
Remediation
DOE Curriculum Framework
Reinforced Skills
Plot: Conflict and Resolution
Character Motives
Theme
Author’s
Purpose/Perspective/Tone
Make Predictions
Story Structure
Figurative Language
Textbook and Trade Book Correlations
Paired Passages
Functional Passages
Teacher selected functional texts and Poetry selections:
(Genre: Narrative Nonfiction and Readers Theatre)
Dog’s Don’t Jokes by Louis Sachar
Maniac Magee by Jerry Spinelli
1st Nine Weeks – Week 7-9
29 Revised: 10/1/16
m) Read with fluency and accuracy.
Language Arts 1st Nine Weeks – Week – 7 - 9
Word Analysis
Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference
materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Use Data from 9 weeks test to review skills that were highly missed
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
1st Nine Weeks – Week 7-9
30 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Review grammar skills taught in 1st nine weeks
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
1st Nine Weeks – Week 7-9
31 Revised: 10/1/16
Cross-Curricular Direct Writing (Bolded areas are the focus for these two weeks)
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and
information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print,
and media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Review writing skills taught in 1st nine weeks
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
1st Nine Weeks – Week 7-9
32 Revised: 10/1/16
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
Read Works
ReadWriteThink
EReading Worksheets
Study Island
Starrmatica
Super Teacher
Teacher Created Resources
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes
Words Alive Map
Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
1st Nine Weeks – Week 7-9
33 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
Recess Room
Sheppard Software
StarrMatica(password required)
Turtle Diary
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
DOE Practice Items
DOE Released Test
IQ Practice Tests
New York State Assessments
*Multiple Languages
Interactive Achievement
Quia
Study Island
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Promethean Planet
Super Teacher Worksheets
Destiny (Library Resources)
Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
2nd Nine Weeks – Week 1 & 2
34 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 2nd
Nine Weeks – Week 1 and 2
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s
style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as context
for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words signaling
the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
comprehension.
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
Tested Skills
Text Structure: Sequence
DOE Curriculum Framework
Activities:
Text Structure: Sequencing
Reinforced Skills
Fact/Opinion
Character Motives
Make predictions
Textbook and Trade Book Correlations
StoryTown
When George Washington Crossed the Delaware by Lynne Cheney
Leonardo’s Horse by Jean Fritz
The Secret Ingredient Cooking Show Reader’s Theatre
Teacher selected functional texts and Poetry selections:
(Genre: Narrative Nonfiction and Readers Theatre)
Daily Comprehension by Evan Moor
Paired Passages Linking Fact to Fiction by Teacher Created Resources
Paul Bunyan: The Giant Lumberjack by Steven Kellogg
2nd Nine Weeks – Week 1 & 2
35 Revised: 10/1/16
m) Read with fluency and accuracy. Lost Star: The Story of Amelia Earhart by Patricia Lauber
Language Arts 2nd
Nine Weeks – Week 1 and 2
Word Analysis
Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and differentiate
among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Vocabulary
Reference Source
Homophones
Activities:
Reference Sources
homophones
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
2nd Nine Weeks – Week 1 & 2
36 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain,
to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a research
product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and
media.
c) Use technology as a tool to research, organize, evaluate, and communicate
information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Write multi-paragraph narrative essay using the entire writing proves
Teacher/student conferences
Write multi-paragraph persuasive essay using the entire writing process
Editing paragraphs for subject verb agreement
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
2nd Nine Weeks – Week 1 & 2
37 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Verbs: Past, Present, Future, and irregular
Forms of be
Activities:
Verb Tenses
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
Study Island
2nd Nine Weeks – Week 1 & 2
38 Revised: 10/1/16
Starrmatica
Super Teacher
Read Works
ReadWriteThink
EReading Worksheets
Teacher Created Resources
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes
Words Alive Map
Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
2nd Nine Weeks – Week 1 & 2
39 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
Recess Room
Sheppard Software
StarrMatica(password required)
Turtle Diary
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
DOE Practice Items
DOE Released Test
IQ Practice Tests
New York State Assessments
*Multiple Languages
Interactive Achievement
Quia
Study Island
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Promethean Planet
Super Teacher Worksheets
Destiny (Library Resources)
Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
2nd Nine Weeks – Week 3 & 4
40 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 2nd
Nine Weeks – Week 3 and 4
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s
style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as context
for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words signaling
the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
Tested Skills
Text Structure: Compare and
Contrast
DOE Curriculum Framework
Activities:
Text Structure: Comparing and
Contrasting
Venn Diagram
Reinforced Skills
Cause and effect
Make generalizations
Textbook and Trade Book Correlations
StoryTown
Sailing Home: A Story of a Childhood at Sea by Gloria Rand
Ultimate Field Trip 3: Wading into Marine Biology by Susan E. Goodman
Teacher selected functional texts and Poetry selections:
(Genre: Historical Fiction and Expository Nonfiction)
Daily Comprehension by Evan Moor
2nd Nine Weeks – Week 3 & 4
41 Revised: 10/1/16
comprehension.
m) Read with fluency and accuracy. Paired Passages Linking Fact to Fiction by Teacher Created Resources
Riding Freedom by Pam Munoz Ryan
How to Steal A Dog by Barbara O’Conner
Language Arts 2nd
Nine Weeks – Week 3 and 4
Word Analysis
Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference
materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Affixes and prefixes
Synonyms and antonyms
Vocabulary/context clues
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
2nd Nine Weeks – Week 3 & 4
42 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print,
and media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Write multi-paragraph informative/explanatory essay using the entire
writing process
Editing paragraphs for subject verb agreement
Teacher/student conferences
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
2nd Nine Weeks – Week 3 & 4
43 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Helping verbs
Linking verbs
Subject verb agreement
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
Study Island
2nd Nine Weeks – Week 3 & 4
44 Revised: 10/1/16
Starrmatica
Super Teacher
Read Works
ReadWriteThink
EReading Worksheets
Teacher Created Resources
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes Words Alive Map
Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
2nd Nine Weeks – Week 3 & 4
45 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
Recess Room
Sheppard Software
StarrMatica(password required)
Turtle Diary
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
DOE Practice Items
DOE Released Test
IQ Practice Tests
New York State Assessments
*Multiple Languages
Interactive Achievement
Quia
Study Island
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Promethean Planet
Super Teacher Worksheets
Destiny (Library Resources)
Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
2nd Nine Weeks – Week 5 & 6
46 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 2nd
Nine Weeks – Week 5 and 6
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s
style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as context
for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words signaling
the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
Tested Skill
Text Structure: Cause and
Effect
DOE Curriculum Framework
Activities:
Text Structure: Cause and Effect
Text Structure: variety
Reinforced Skills
Fact/opinion
Figurative Language
Theme
Textbook and Trade Book Correlations
StoryTown
Stormalong by Mary Pope Osborne
A Drop of Water by Walter Wick
How the Prairie Become Ocean Readers Theatre
Teacher selected functional texts and Poetry selections:
(Genre: Tall Tale, Expository Nonfiction, and Reader’s Theatre)
2nd Nine Weeks – Week 5 & 6
47 Revised: 10/1/16
comprehension.
m) Read with fluency and accuracy. Daily Comprehension by Evan Moor
Paired Passages Linking Fact to Fiction by Teacher Created Resources
Bridge to Terabithia byKatherine Paterson
The Watson’s Go To Birmingham -1963 Christopher Paul Curtis
Language Arts 2nd
Nine Weeks – Week 5 and 6
Word Analysis Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and differentiate
among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Affixes and Suffixes
Reference Sources
Vocabulary/Context Clues
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
2nd Nine Weeks – Week 5 & 6
48 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain,
to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a research
product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and
media.
c) Use technology as a tool to research, organize, evaluate, and communicate
information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and identification
of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Write multi-paragraph descriptive essay using the entire writing process
Editing paragraphs for subject verb agreement
Teacher/student conferences
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
2nd Nine Weeks – Week 5 & 6
49 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Adjectives
Comparing with adjectives
Comparative and superlative (er, est, move, most, good, better, best, bad,
worse, and worst)
Using articles a, an, the correctly
Activities:
Adjectives
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Grammar Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
2nd Nine Weeks – Week 5 & 6
50 Revised: 10/1/16
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
Read Works
ReadWriteThink
EReading Worksheets
Study Island
Starrmatica
Super Teacher
Teacher Created Resources
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes Words Alive Map
Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
2nd Nine Weeks – Week 5 & 6
51 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
Recess Room
Sheppard Software
StarrMatica(password required)
Turtle Diary
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
DOE Practice Items
DOE Released Test
IQ Practice Tests
New York State Assessments
*Multiple Languages
Interactive Achievement
Quia
Study Island
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Promethean Planet
Super Teacher Worksheets
Destiny (Library Resources)
Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
2nd Nine Weeks – Week 7 & 8
52 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 2nd
Nine Weeks – Week 7 and 8
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s
style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as context
for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words signaling
the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
comprehension.
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
Tested Skills
Making inferences
DOE Curriculum Framework
Activities:
Drawing Conclusions
Reinforced Skills
Compare and contrast
Cause and effect
Story structure
Textbook and Trade Book Correlations
StoryTown
The School Story by Andrew Clements
Nothing Ever Happens 90th Street by Roni Schotter
Teacher selected functional texts and Poetry selections:
(Genre: Realistic Fiction)
Riding Freedom by Pam Munoz Ryan
2nd Nine Weeks – Week 7 & 8
53 Revised: 10/1/16
m) Read with fluency and accuracy. The Watson’s Go to Birmingham -1963 by Christopher Paul Curtis
Language Arts 2nd
Nine Weeks – Week 7 and 8
Word Analysis Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference
materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Vocabulary/context clues
Multiple meaning words
Reference sources
Compound words
Activities:
Multiple Meaning
Multiple Meaning #2
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
2nd Nine Weeks – Week 7 & 8
54 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, t
entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and
information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print,
and media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Write multi-paragraph essay using the entire writing process (chose the style
your children need the most)
Editing paragraphs for subject verb agreement
Teacher/student conferences
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
2nd Nine Weeks – Week 7 & 8
55 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Adverbs
Comparing adverbs
Use hyphens to divide words at end of lines
Compound words
Activities:
Adverbs
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
2nd Nine Weeks – Week 7 & 8
56 Revised: 10/1/16
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
Study Island
Starrmatica
Super Teacher
Read Works
ReadWriteThink
EReading Worksheets
Teacher Created Resources
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes
Words Alive Map Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
2nd Nine Weeks – Week 7 & 8
57 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
Recess Room
Sheppard Software
StarrMatica(password required)
Turtle Diary
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
DOE Practice Items
DOE Released Test
IQ Practice Tests
New York State Assessments
*Multiple Languages
Interactive Achievement
Quia
Study Island
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Promethean Planet
Super Teacher Worksheets
Destiny (Library Resources)
Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
2nd Nine Weeks – Week 9
58 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension - 2
nd Nine Weeks – Week 9
County Nine Weeks Testing
Review Previously taught skills from 1st and 2
nd nine weeks
3rd Nine Weeks – Week 1 & 2
59 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 3rdd Nine Weeks – Week 1 and 2
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts,
narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of
conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the
author’s style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as
context for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words
signaling the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
Tested Skills
Main idea and details
DOE Curriculum Framework
Activities:
Main idea practice
Reinforced Skills
Text Structure: compare and
contrast
Making inferences
Point of view
Textbook and Trade Book Correlations
StoryTown
Project Mulberry by Linda Sue Park
Inventing the Future: A Photo biography of Thomas Alva Edison by Marfe Ferguson
The Invention Convention Readers Theatre
Teacher selected functional texts and Poetry selections:
(Genre: Realistic Fiction, Biography, Reader’s Theatre)
Daily Comprehension by Evan Moor Paired Passages Linking Fact to Fiction by Teacher Created Resources
Leaf by Leaf: Autumn Poems by Barbara Rogasky
3rd Nine Weeks – Week 1 & 2
60 Revised: 10/1/16
comprehension.
m) Read with fluency and accuracy.
Language Arts 3rd Nine Weeks – Week 1 and 2
Word Analysis Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Vocabulary/context clues
Synonyms and antonyms
Affixes and suffixes
DOE Curriculum Framework -
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
3rd Nine Weeks – Week 1 & 2
61 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and
media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Review all previously taught writing skills.
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Writing Resources
3rd Nine Weeks – Week 1 & 2
62 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Commas in a series, dates, and address
Commas in the salutation and closing of a letter
Contractions
Double negatives
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
Read Works
ReadWriteThink
EReading Worksheets
3rd Nine Weeks – Week 1 & 2
63 Revised: 10/1/16
Study Island
Starrmatica
Super Teacher
Teacher Created Resources
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes Words Alive Map Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
3rd Nine Weeks – Week 1 & 2
64 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
Recess Room
Sheppard Software
StarrMatica(password required)
Turtle Diary
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
DOE Practice Items
DOE Released Test
IQ Practice Tests
New York State Assessments
*Multiple Languages
Interactive Achievement
Quia
Study Island
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Promethean Planet
Super Teacher Worksheets
Destiny (Library Resources)
Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
3rd Nine Week – Week 3 & 4
65 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 3rd
Nine Weeks – Week 3 and 4
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts,
narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of
conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the
author’s style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as
context for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words
signaling the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
Tested Skills
Author’s
Purpose/Perspective/Tone
Activities:
Author’s Purpose
DOE Curriculum Framework
Reinforced Skills
Making inferences
Draw conclusion
Make predictions
Textbook and Trade Book Correlations
StoryTown
Interrupted Journey: Saving Endangered Sea Turtles by Kathryn Lasky
The Power of W.O.W! by Crystal Hubbard
Teacher selected functional texts and Poetry selections:
(Genre: Expository Nonfiction and Play)
Paired Passages Linking Fact to Fiction by Teacher Created Resources
Memoirs of a Goldfish by Devin Scillan
Memoirs of a Hamster by Devin Scillan
The Story of Jackie Robinson: Bravest Man in Baseball by Margaret Davidson
Sheep by Valerie Hobb
3rd Nine Week – Week 3 & 4
66 Revised: 10/1/16
comprehension.
m) Read with fluency and accuracy.
Language Arts 3rd
Nine Weeks – Week 3 and 4
Word Analysis Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Vocabulary
Prefixes and affixes
Reference Sources
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
3rd Nine Week – Week 3 & 4
67 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and
media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Review all previously taught writing skills.
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
3rd Nine Week – Week 3 & 4
68 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Use commas to indicate interrupters and interjections
Using quotation marks with dialogue
Activities:
Quotation marks Commas
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
3rd Nine Week – Week 3 & 4
69 Revised: 10/1/16
Read Works
ReadWriteThink
EReading Worksheets
Study Island
Starrmatica
Super Teacher
Teacher Created Resources
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes Words Alive Map Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
3rd Nine Week – Week 3 & 4
70 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
Recess Room
Sheppard Software
StarrMatica(password required)
Turtle Diary
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
DOE Practice Items
DOE Released Test
IQ Practice Tests
New York State Assessments
*Multiple Languages
Interactive Achievement
Quia
Study Island
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Promethean Planet
Super Teacher Worksheets
Destiny (Library Resources)
Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
3rd Nine Weeks – Week 5 & 6
71 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 3rd
Nine Weeks – Week 5 and 6
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts,
narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of
conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the
author’s style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as
context for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words
signaling the pattern.
i) Differentiate between fact and opinion.
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
Tested Skill
Figurative language: simile,
metaphor, hyperbole,
personification, alliteration,
onomatopoeia, sensory
words
Literary patterns and
symbols
DOE Curriculum Framework
Activities:
Figurative Language
Reinforced Skills
main idea and details
draw conclusion
3rd Nine Weeks – Week 5 & 6
72 Revised: 10/1/16
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
Textbook and Trade Book Correlations
StoryTown
Any Small Goodness: A Novel of the Barrio by Tony Johnston
Chester Cricket’s Pigeon By George Seiden
The Compassion Campaign Readers Theatre
Teacher selected functional texts and Poetry selections:
(Genre: Realistic Fiction, Fantasy, and Reader’s Theatre)
The Champ: The Story of Muhammad Ali by Tonya Bolder
Language Arts 3rd
Nine Weeks – Week 5 and 6
Word Analysis Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Vocabulary
Synonyms, antonyms, and homophones
Multiple meaning words
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
3rd Nine Weeks – Week 5 & 6
73 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and
media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Review all previously taught writing skills.
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
3rd Nine Weeks – Week 5 & 6
74 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Conjunctions
Editing for fragments and run ons
Combining sentences
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
Read Works
ReadWriteThink
EReading Worksheets
Study Island
Starrmatica
Super Teacher
Teacher Created Resources
3rd Nine Weeks – Week 5 & 6
75 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
Recess Room
Sheppard Software
StarrMatica(password required)
Turtle Diary
DOE Practice Items
DOE Released Test
IQ Practice Tests
New York State Assessments
*Multiple Languages
Interactive Achievement
Quia
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Promethean Planet
Super Teacher Worksheets
Destiny (Library Resources)
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes Words Alive Map Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
3rd Nine Weeks – Week 5 & 6
76 Revised: 10/1/16
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
Study Island Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
3rd Nine Weeks – Week 7 & 8
77 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 3rd
Nine Weeks – Week 7 and 8
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts,
narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of
conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the
author’s style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as
context for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words
signaling the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
Tested Skill
Summarize and
paraphrase
DOE Curriculum Framework
Activities:
Summarizing
Reinforced Skill
Author’s Purpose and
Perspective
Literary Devices/Terms
Make Judgments
Textbook and Trade Book Correlations
StoryTown
Lewis and Clark by R. Conrad Stein
Klondike Kate by Liza Ketchum
Teacher selected functional texts and Poetry selections:
(Genre: Narrative Nonfiction and Biography)
Abraham Lincoln by George Sullivan
3rd Nine Weeks – Week 7 & 8
78 Revised: 10/1/16
comprehension.
m) Read with fluency and accuracy.
Language Arts 3rd
Nine Weeks – Week 7 and 8
Word Analysis Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference
materials.
f) Develop vocabulary by listening to and reading a variety of
texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Vocabulary/context clues
Affixes, prefixes, and suffixes
Multiple meaning words
ABC order to 5th
letter and guide words
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
3rd Nine Weeks – Week 7 & 8
79 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to
inform, to entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and
information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online,
print, and media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Review all previously taught writing skills.
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
3rd Nine Weeks – Week 7 & 8
80 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization,
spelling, punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Prepositional phrases
Abbreviations
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
Read Works
ReadWriteThink
EReading Worksheets
Study Island
Starrmatica
Super Teacher
3rd Nine Weeks – Week 7 & 8
81 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
Recess Room
Sheppard Software
StarrMatica(password required)
Turtle Diary
DOE Practice Items
DOE Released Test
IQ Practice Tests
New York State Assessments
*Multiple Languages
Interactive Achievement
Quia
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Promethean Planet
Super Teacher Worksheets
Destiny (Library Resources)
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes Words Alive Map Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
3rd Nine Weeks – Week 7 & 8
82 Revised: 10/1/16
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
Study Island Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
3rd Nine Weeks – Week 9 and 4th Nine Weeks – Week 1
83 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension3rd Nine Weeks – Week 9
4th
Nine Weeks – Week 1
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts,
narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of
conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the
author’s style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as
context for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words
signaling the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
Tested Skills
Fact and opinion
DOE Curriculum Framework
Activities:
Fact and Opinion
Reinforced Skills
Summarize
Compare and contrast
Author’s purpose and
perspective
Textbook and Trade Book Correlations
StoryTown
The Top of the World: Climbing Mount Everest by Steve Jenkins
The Man Who Went to the Far Side of the MoonBy Bea Uusma Schyffert
Exploring the Gulf Coast ExpeditionReader’s Theater
Teacher selected functional texts and Poetry selections:
Paired Passages linking Fact to Fiction by Teacher Created Resources
The Story of Jackie Robinson: Bravest Man in Baseball by Margaret Davidson
3rd Nine Weeks – Week 9 and 4th Nine Weeks – Week 1
84 Revised: 10/1/16
comprehension.
m) Read with fluency and accuracy.
Language Arts 4th
Nine Weeks
Word Analysis Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Vocabulary
Dictionary Skills\
Compound words
Activities:
Context Clues
Context Clues 2
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
3rd Nine Weeks – Week 9 and 4th Nine Weeks – Week 1
85 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and
media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Review previously taught skills.
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
3rd Nine Weeks – Week 9 and 4th Nine Weeks – Week 1
86 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Review previously taught skills
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
Read Works
ReadWriteThink
EReading Worksheets
Study Island
Starrmatica
3rd Nine Weeks – Week 9 and 4th Nine Weeks – Week 1
87 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
Recess Room
Sheppard Software
StarrMatica(password required)
DOE Practice Items
DOE Released Test
IQ Practice Tests
New York State Assessments
*Multiple Languages
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Promethean Planet
Super Teacher Worksheets
Super Teacher
Teacher Created Resources
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes Words Alive Map Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
3rd Nine Weeks – Week 9 and 4th Nine Weeks – Week 1
88 Revised: 10/1/16
Turtle Diary
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
Interactive Achievement
Quia
Study Island
Destiny (Library Resources)
Pete's Power Point Station
Zaner-Bloser Voices Leveled Library
4th Nine Weeks – Weeks 2-9
89 Revised: 10/1/16
Dinwiddie County Public Schools
English Grade 5 Curriculum
Reading Comprehension 4th
Nine Weeks – Weeks 2-9
Reading Comprehension Blueprint Categories Standards of
Learning
Number of
Items 5.5 The student will read and demonstrate comprehension of fictional texts,
narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of
conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the
author’s style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor
comprehension.
m) Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as
context for new learning.
c) Skim materials to develop a general overview of content and to locate
specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words
signaling the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor
Demonstrate comprehension
of fictional texts 5.5 b-c, e-k 11
Demonstrate comprehension
of nonfiction texts 5.6 a, c-j 13
Reading Focus Skills
Review all taught skills in
preparation for SOL’s.
DOE Curriculum Framework
Textbook and Trade Book Correlations
StoryTown
The Top of the World: Climbing Mount Everest by Steve Jenkins
The Man Who Went to the Far Side of the MoonBy Bea Uusma Schyffert
Exploring the Gulf Coast ExpeditionReader’s Theater
Teacher selected functional texts and Poetry selections:
Paired Passages linking Fact to Fiction by Teacher Created Resources
The Story of Jackie Robinson: Bravest Man in Baseball by Margaret Davidson
4th Nine Weeks – Weeks 2-9
90 Revised: 10/1/16
comprehension.
m) Read with fluency and accuracy.
Language Arts 4th
Nine Weeks - Weeks 2-9
Word Analysis Blueprint Categories Standards of Learning Number of
Items
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Use word analysis strategies
and word reference materials 5.4 a-e, g 6
Word Analysis Skills
Review all taught skills in preparation for SOL’s.
DOE Curriculum Framework
Textbook and Trade Book Correlations
Words Their Way
Zaner Bloser Writing
StoryTown Resources
4th Nine Weeks – Weeks 2-9
91 Revised: 10/1/16
Cross-Curricular Direct Writing
Writing Skills
5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and
media.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and
identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Review previously taught skills.
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
4th Nine Weeks – Weeks 2-9
92 Revised: 10/1/16
Grammar
Grammar Skills
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Review previously taught skills
DOE Curriculum Framework
Textbook Correlation
Zaner Bloser Writing
StoryTown Resources
Additional Instructional Strategies for Reading and Language Arts
DOE Enhanced Lessons
DOE Elementary Reading Early Literacy Instructional Videos
DOE Elementary Reading Comprehension & Vocabulary Strategies Videos
DOE English SOLs
DOE Writing Prompts
Zaner Bloser Writing
Words Their Way
Book Room Selections
Grade Level Technology Folders
Promethean Planet Activities
Comprehension Expedition/Splash into Phonics
Read Works
ReadWriteThink
EReading Worksheets
Study Island
Starrmatica
4th Nine Weeks – Weeks 2-9
93 Revised: 10/1/16
Student Links
Practice Test Items
Instructional Resources
ABCya
Fun 4 the Brain
Recess Room
Sheppard Software
DOE Practice Items
DOE Released Test
IQ Practice Tests
New York State Assessments
*Multiple Languages
Grade Level Technology Folder
Internet 4 Classrooms
iPad™ Resources
Promethean Planet
Super Teacher
Teacher Created Resources
Vocabulary
Lessons and TEI Items Graphic Organizers
Reading Terms for Teachers
Grammar Terms for Teachers
Writing Terms for Teachers
Academic Vocabulary List by Jim Burke BUSD Grade Level Academic Vocabulary Strategies for Teaching Academic Language
Roots and Affixes Words Alive Map Words Alive Map - Blank
Frayer Model
Own the Word
Vocabulary Cluster
Word Association - blank
Word Association for Science
Word Family Tree
Definition Chart
Word Game Instructions
Prefix, Root Word, and Suffix Study Sheet
Affixes and Root Words: Teacher's Guide
4th Nine Weeks – Weeks 2-9
94 Revised: 10/1/16
StarrMatica(password required)
Turtle Diary
Spelling City
Zaner-Bloser(password required)
Professor Garfield
Power Proofreading
Phonics Review
PBS Kids
Mr. Nussbaum
Interactive Achievement
Quia
Study Island
Super Teacher Worksheets
Destiny (Library Resources)
Pete's Power Point Station
Zaner-Bloser Voices Leveled Library