curriculum mapping subject: grade: 5 - temple … docs... · 2017-10-25 · curriculum mapping...

CURRICULUM MAPPING

Subject: Language Arts Grade: 5

Standards:

The following Common Core Standards apply to all units below.

SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on

others’ ideas and expressing their own clearly.

SL.5.1a- Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the topic to

explore ideas under discussion.

SL.5.1b- Follow agreed-upon rules for discussions and carry out assigned roles.

SL.5.1c- Pose and respond to specific questions by making comments that contribute

to the discussion and elaborate on the remarks of others.

SL.5.1d- Review the key ideas expressed and draw conclusions in light of

information and knowledge gained from the discussions.

SL.5.2- Summarize a written text read aloud or information presented in diverse

media and formats, including visually, quantitatively, and orally.

SL.5.3- Summarize the points a speaker makes and explain how each claim is

supported by reasons and evidence.

SL.5.4- Report a topic or text, or present an opinion sequencing ideas logically and

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

themes; speak clearly at an understandable pace.

SL.5.5- Include multimedia components (e.g., graphics, sound) and visual displays in

presentations when appropriate to enhance the development of main ideas or themes.

SL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when

appropriate to task and situation.

L.5.3- Use knowledge of language and its conventions when writing, speaking,

reading, or listening.

L.5.3a- Expand, combine, and reduce sentences form meaning, reader/listener interest

and style.

L.5.3b- Compare and contrast the varieties of English (e.g., dialects, registers) used in

stories, dramas, or poems.

L.5.4- Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 5 reading and content, choosing flexibly from a range of

strategies.

L.5.4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue

to the meaning of a word or phrase.

L.5.4b- Use common, grade-appropriate Greek and Latin affixes and roots as clues to

the meaning of a word (e.g., photograph, photosynthesis).

L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital to find the pronunciation and determine or clarify the precise

meaning of key words and phrases.

L.5.5- Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

L.5.5a- Interpret figurative language, including similes and metaphors, in context.

L.5.5b- Recognize and explain the meaning of common idioms adages, and proverbs.

L.5.5c- Use the relationship between particular words (e.g., synonyms, antonyms,

homographs) to better understand each of the words.

L.5.6- Acquire and use accurately grade-appropriate general academic and domain-

specific words an phrases, including those that signal contrast, addition, and other

logical relationships (e.g., however, although, nevertheless, similarly, moreover, in

addition).

I. Unit - Vocabulary Development

A. Content/Essential Questions

Students will use multiple strategies to develop grade appropriate vocabulary.

Standards:

RL.5.4- Determine the meaning of words and phrases as they are used in a text,

including figurative language such as metaphors and similes.

RI.5.4- Determine the meaning of general academic and domain-specific words and

phrases in a text relevant to a grade 5 topic or subject area.

B. Skills

The student will be able to:

Use new vocabulary that is introduced and taught directly

Listen to, read, and discuss stories and informational text

Listen to, read, and discuss conceptually challenging text

Use context clues and graphics to determine meanings of unknown

words

Categorize key vocabulary and identify relevant features

Relate new vocabulary to familiar words

Use meaning of familiar base words and affixes to determine meanings

of unfamiliar complex words

Identify the meaning of words using knowledge of tense (-ed, -ing),

plural endings, and regular contractions

Identify common synonyms, antonyms, and homonyms

Use knowledge of antonyms, synonyms, homophones, and homographs

to determine meanings of words

Identify the correct meaning of a word with multiple meanings in

context

Identify “shades of meaning” in related words

Determine meanings of words, pronunciation, parts of speech

etymologies, and alternate word choices by using a dictionary,

thesaurus, and digital tools

Use meaning of familiar roots and affixes derived from Greek and Latin

to determine meaning of unfamiliar complex words

C. Activities/Procedures

Student will create a study guide called “two-column” notes to study

definitions, synonyms, and antonyms of words in vocabulary unit or for

a novel test.

Student reads the story aloud in whole group and teacher checks orally

for comprehension.

Students complete workbook pages independently then meet as a whole

group to discuss the words.

Students can complete the “blue pages” in workbook, which focus on

shades of meaning and word study.

Vocabulary in context is pulled by the teacher from the selected novels.

Students find the word in the novel and define it using context clues

(objects or ideas related to the word; definitions, descriptions, or

synonyms; antonyms; location or setting; what the word is used for;

what the word is compared with; what the word is contrasted with; what

kind of object, concept, or action the word is; how something is done).

Vocabulary in context is also reinforced in the workbook.

Students will use dictionaries and thesauruses in two forms: hard copies

and electronic versions.

D. Resources

Vocabulary words from class novels for contextual meaning: Maniac

Magee by Jerry Spinelli, Seedfolks by Paul Fleishman, The Mostly True

Adventures of Homer P. Figg by Rodman Philbrick/Escape By Night by

Laurie Myers, Letters from Rifka by Karen Hesse, and The Devil’s

Arithmetic by Jane Yolan.

Shostak, Jerome, et al. Vocabulary Workshop-Level Blue. New York;

William H. Sadlier, Inc., 2011.

E. Technology

On-line activities and resources from the Vocabulary Workshop series

are at www.vocabularyworkshop.com. Activities include flashcards,

hangman, family games, word searches, crossword, and concentration.

Use of online dictionaries/thesauruses

F. Assessment

Teacher-created unit quizzes after individual unit

Teacher-created cumulative writing tests after three consecutive units

http://www.vocabularyworkshop.com/

Completion of flashcards or 2-column notes to organize vocabulary

words and their definitions.

Completion of the workbook pages in the vocabulary workbook.

Completion of the vocabulary section in the question packet that

correlates with the class novel being taught.

Class participation when discussing the unit.

Teacher observation

II. Unit - Reading

Fluency


Students will demonstrate the ability to read grade level text orally with

accuracy, appropriate rate, and expression.

Students will adjust reading rate based on purpose, text difficulty, style, and

form.

Student will be able to read grade level text silently while maintaining

comprehension.

Standards:

Common Core Standards

RF.5.4- Read with sufficient accuracy and fluency to support comprehension.

RF.5.4a- Read on-level text with purpose and understanding

RF.5.4b- Read on-level prose and poetry orally with accuracy, appropriate rate,

and expression on successive readings.

RF.5.4c- Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

B. Skills


Read text with high frequency sight words and phonetically regular

words with accuracy.

Read with expression and attends to punctuation.

Keep place when reading and reads with appropriate rate

Read silently without vocalization.

Use a variety of strategies to identify words: graphophonic, semantic,

and syntactic words.


Have students read passages orally in a whole group session.

Read passages orally and/or silently and answer questions based on the

information presented in text.

Model voice expression used when reading types of sentences such as

exclamatory, declarative, interrogative, and imperative or when reading

dialect. Have students read orally and listen to their peers for the fluency

skills.

Model voice expression used when reading poetry. Have students read

orally and listen to their peers for the fluency skills.

D. Resources

Shostak, Jerome, et al. Vocabulary Workshop-Level A. New York;


Poems: Ode to Pablo’s Tennis Shoes by Gary Soto, O Captain, My

Captain! By Walt Whitman, The New Colossus by Emma Lazarus, The

Butterfly by Pavel Friedman

Excerpts from novels: House on Mango Street by Sandra Cisneros, Bull

Run by Paul Fleishman, True Confessions of Charlotte Doyle by Avi,

and Number the Stars by Lois Lowry.

Short stories that begin each unit in the Vocabulary Workshop series.

E. Technology

Reading Plus

F. Assessment

Teacher generated checklist to track student’s ability to accuracy, rate

and expression.

Calculate student reading fluency using the Words Correct Per Minute

(WCPM) at the beginning and end of the year. Suggested website:

www.scholastic.com/.../oral-fluency-assessment-calculator-grades-3-5.

Teacher observation

Comprehension


Students will use a variety of strategies to comprehend grade level text.

Standards:


RL.5.1- Quote accurately from a text when explaining what the text says explicitly

and when drawing inferences from the text.

RL.5.2- Determine a theme of a story, drama, or poem from details in the text,

including how characters in a story or drama respond to challenges or how the

speaker in a poem reflects upon a topic; summarize the text.

http://www.scholastic.com/.../oral-fluency-assessment-calculator-grades-3-5

RL.5.3- Compare and contrast two or more characters, settings, or events in a story

or drama, drawing on specific details in the text (e.g., how characters interact).



RL.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide

the overall structure of a particular story, drama, or poem.

RL.5.6- Describe how a narrator’s or speaker’s point of view influences how events

are described.

RL.5.7- Analyze how visual and multimedia elements contribute to the meaning,

tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction,

folktale, myth, poem).

RL.5.9- Compare and contrast stories in the same genre (e.g., mysteries and

adventure stories) on their approaches to similar themes and topics.

RL.5.10- By the end of the year, read and comprehend literature, including stories,

dramas, and poetry, at the high end of the grades 4-5 text complexity band

independently and proficiently.

RI.5.1 Quote accurately from a text when explaining what the text says explicitly


RI.5.2- Determine two or more main ideas of a text and explain how they are

supported by key details; summarize the text (informational).

RI.5.3- Explain the relationship or interactions between two or more individuals,

events, ideas or concepts in historical, scientific, or technical text based on specific

information in the text.



RI.5.5- Compare and contrast the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or information in two or

more texts.

RI.5.6- Analyze multiple accounts of the same event or topic, noting important

similarities and differences in the point of view they represent.

RI.5.7- Draw information from multiple print or digital sources, demonstrating the

ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.8- Explain how an author uses reasons and evidence to support particular

points in a text, identifying which reasons and evidence support which point(s).

RI.5.9- Integrate information from several texts on the same topic in order to write

or speak about the subject knowledgeably.

RI.5.10- By the end of the year, read and comprehend informational texts, including

history/social studies, science, and technical texts, at the high end of the grades 4-5

text complexity band independently and proficiently.

B. Skills


Explain the purpose of text features (i.e. format, title headings, captions,

graphics, diagrams, illustrations, charts, maps)

Use prior knowledge to make predictions of context and purpose of text.

Identify the author’s purpose (i.e. story-telling, narrative, persuade, inform,

entertain, expository) using key words, phrases, and graphics in text.

Identify specific information in text including main idea/topic, supporting

details (who, what, where, why, when, and how), and sequence of events.

Determine the main idea or essential message through inferring,

paraphrasing, summarizing, and identifying relevant details

Identify cause and effect relationships in stories and informational text.

Identify text structures (i.e. similarities and differences, sequence of events,

cause and effect) in novels, short stories, and informational text.

Explain how text structure impacts meaning in text

Identify the theme or topic across a variety of fiction and nonfiction

selections.

Identify similarities and differences in elements (characters, setting, objects,

and incidents) within text and between multiple texts

Use strategies to restore comprehension when self-monitoring by

(examples):

o rereading

o checking context clues

o predicting

o note-taking

o summarizing

o using graphic and semantic organizers

o connecting to life experiences

o questioning

o clarifying by checking other sources


Discussions and predictions based on the cover of a novel

Class activities to build usage of context clues to help identify meaning of

words

Monthly reading responses to connect life experiences to novels read

Venn diagrams to understand the similarities and differences of literary

elements.

Graphic organizers to construct a paragraph(s).

Literature circles after reading the required section of the novel.

Additional Learning Specialist Activities/Procedures:

Utilize Fountas and Pinnell Reading Intervention Program to develop

comprehension, vocabulary, writing skills,and word knowledge (as

needed).

Selected usage of Paragraph Writing Strategy for organizing writing of

paragraphs

Identification of different comprehension questions & creation of own

comprehension questions based on a variety of texts

Choosing correct transition words

Development of the revision process.

o Additional Learning Specialist Assessments: Fountas and

Pinell Reading Running Records, Measures of Academic

Progress, and Reading Plus

D. Resources

Summer Reading (incoming fifth grade):

o Maniac Magee by Jerry Spinelli

o The Crossover by Kwame Alexander or Brown Girl Dreaming

by Jacquline Woodson

Various novels (i.e.: Maniac Magee by Jerry Spinelli, Seedfolks by Paul

Fleishman, The Mostly True Adventures of Homer P. Figg by Rodman

Philbrick or Escape by Night by Laurie Myers, Letters from Rifka by

Karen Hesse, and The Devil’s Arithmetic by Jane Yolan.)

Various Poems: (i.e.: Ode to Pablo’s Tennis Shoes by Gary Soto, O

Captain, My Captain! By Walt Whitman, The New Colossus by Emma

Lazarus, The Butterfly by Pavel Friedman, and student selected lyrics.)

Various excerpts from novels related to the themes of assigned novels

above: (i.e.: House on Mango Street by Sandra Cisneros, Bull Run by

Paul Fleishman, True Confessions of Charlotte Doyle by Avi, and

Number the Stars by Lois Lowry.)

E. Technology

Students use the computer to search their favorite lyrics for poetry

analysis and to select a favorite quote to write a response for the

yearbook.

Literature-related movies: Miracle at Midnight, and TheDevil’s

Arithmetic.

Participate in WebQuests as they pertain to the novel themes. (i.e; eduscapes.com/ladders/themes/webquests.htm and

webquest.sdsu.edu/literature-wq.htm

Reading Plus

F. Assessment

Teacher-created questions packets that include vocabulary in context,

comprehension questions, literary elements, and literary devices.

Teacher-created tests.

Various post novel activities

Monthly reading packets, which include a log, reading responses, and a

checklist.

Student will be able to identify the main idea/topic and supporting ideas

in content areas of science and social studies (coordination with other

core teachers)

Teacher observation

Reading Plus

Literary Analysis - Fiction


Students will identify, analyze and apply knowledge of the elements of a variety

of fiction and literary texts to develop a thoughtful response to a literary

selection.

Standards:


RL.5.2- Determine a theme of a story, drama, or poem from details in the text,

including how characters in a story or drama respond to challenges or how the

speaker in a poem reflects upon a topic; summarize the text.

RL.5.3- Compare and contrast two or more characters, settings, or events in a story

or drama, drawing on specific details in the text (e.g., how characters interact).



RL.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide

the overall structure of a particular story, drama, or poem.

RL.5.6- Describe how a narrator’s or speaker’s point of view influences how events

are described.

RL.5.7- Analyze how visual and multimedia elements contribute to the meaning,

tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction,

folktale, myth, poem).

RL.5.9- Compare and contrast stories in the same genre (e.g., mysteries and

adventure stories) on their approaches to similar themes and topics.

RL.5.10- By the end of the year, read and comprehend literature, including stories,

dramas, and poetry, at the high end of the grades 4-5 text complexity band

independently and proficiently.

B. Skills


Distinguish the characteristics of various genres (i.e. poetry, fiction, short

story, drama)

Explain the purpose of a variety of genres (i.e. poetry, fiction, short story,

drama)

Identify characters, setting, plot structure, theme, tone, and point of view in

a variety of fiction.

Locate and analyze the elements of plot structure, including:

o Introduction/exposition

o Setting

o Character development

o Rising/falling actions

o Problem/resolution

o Theme

Identify rhyme, repetition, rhythm, and descriptive language in poetry.

Demonstrate how rhythm and repetition as well as descriptive and figurative

language help to communicate meaning in a poem

Identify the main topic or essential message of a familiar literary selection.

Identify an author’s theme and use details from the text to explain how the

author developed that theme

Demonstrate understanding of a literary selection, and depending on the

selection include evidence from the text, personal experience, and

comparison to other text/media

Demonstrate understanding of a literature selection by describing how it

connects to life experiences.

Write a paragraph, book report, review, or critique that identifies the main

idea, characters, setting, sequence of events, conflict crisis, and resolution

Recognize and explain the author’s use of descriptive, idiomatic, and

figurative language (i.e. simile, metaphor, personification, hyperbole,

symbolism)

Examine how the meaning of common idioms and figurative language is

used to describe people, feelings and objects

Distinguish between examples of past and present language used in stories.

Explain changes in the vocabulary and language patterns of literary texts

written across historical periods

Select a variety of fiction materials to read; based on interest or

recommendations, to expand the core foundation of knowledge necessary to

function as a fully literate member of a shared culture (i.e. novels, historical

fiction, mythology, poetry)


Exposure and presentation of a variety of literature: historical fiction,

fiction, poetry, short stories, books in verse, epistolary novels, etc.

Activities to delineate the parts of a plot, define the five elements, and

construct a plot stair for selected novels.

Student-created original poems using the instructed poetic elements (i.e.

rhythm, repetition, descriptive and figurative language, and format)

Instruction so that students understand theme/message in a novel or

poem

Activities for student to relate their own experiences to events in a text

Monthly student reading responses focusing their reflections while

reading self-selected literature.

Assignments for students to analyze characters based on their

personality traits, similarities and differences, and their relationships

with other characters and be able to write a paragraph using a graphic

organizer

Assignments for students to identify figurative language and descriptive

idiomatic language presented in a text and explain its meaning

Class discussions and assignments for students to recognize the

differences in language and vocabulary in different novels and poetry

based on time period and author

Self-selected grade/level appropriate literature to read independently,

separate from the assigned novels from class.

D. Resources

Various novels (i.e.: Maniac Magee by Jerry Spinelli, Seedfolks by Paul

Fleishman, The Mostly True Adventures of Homer P. Figg by Rodman

Philbrick/Escape by Night by Laurie Myers, Letters from Rifka by

Karen Hesse, and Devil’s Arithmetic by Jane Yolan.

Various poems (i.e.: Ode to Pablo’s Tennis Shoes by Gary Soto, O

Captain, My Captain! By Walt Whitman, The New Colossus by Emma

Lazarus, The Butterfly by Pavel Friedman, and student selected lyrics.)

Various excerpts from novels related to the themes of the above novels:

(i.e.: House on Mango Street by Sandra Cisneros, Bull Run by Paul

Fleishman, True Confessions of Charlotte Doyle by Avi, and Number

the Stars by Lois Lowry.)

E. Technology

Teacher will model lessons, display reading passages/poems for

interpretation, and present graphic organizers on the Promethean Board.

Use of Ipads for post reading activities to reinforce comprehension

F. Assessment

Teacher-created questions packets that include vocabulary in context,

comprehension questions, literary elements, and literary devices

Teacher-created tests

Various post novel activities

Monthly reading packets, which include a log, reading responses, and a

checklist

Teacher observation

Literary Analysis - Nonfiction (Cross-curricular in science and social studies)


Students will identify, analyze, and apply knowledge of the elements of a

variety of nonfiction, informational, and expository text to demonstrate an

understanding of the information presented.

Standards:


RI.5.1 Quote accurately from a text when explaining what the text says explicitly


RI.5.2- Determine two or more main ideas of a text and explain how they are

supported by key details; summarize the text (informational).

RI.5.3- Explain the relationship or interactions between two or more individuals,

events, ideas or concepts in historical, scientific, or technical text based on specific

information in the text.



RI.5.5- Compare and contrast the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or information in two or

more texts.

RI.5.6- Analyze multiple accounts of the same event or topic, noting important

similarities and differences in the point of view they represent.

RI.5.7- Draw information from multiple print or digital sources, demonstrating the

ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.8- Explain how an author uses reasons and evidence to support particular

points in a text, identifying which reasons and evidence support which point(s).

RI.5.9- Integrate information from several texts on the same topic in order to write

or speak about the subject knowledgeably.

RI.5.10- By the end of the year, read and comprehend informational texts, including

history/social studies, science, and technical texts, at the high end of the grades 4-5

text complexity band independently and proficiently.

B. Skills


Locate, explain, and use information from text features (i.e. table of

contents, glossary, index, transition words/phrases, headings,

subheadings, charts, graphs, illustrations)

Identify and use information from the text to answer questions related to

explicitly stated main ideas or relevant details

Complete a graphic organizer or write a summary to demonstrate

understanding (i.e. representing main ideas within text through charting,

mapping, paraphrasing, or summarizing)

Identify the characteristics of a variety of types of text (i.e. reference,

newspapers, practical/functional text)

Demonstrate the ability, by interest or through recommendations, to

select a balance of age-appropriate nonfiction materials to read (i.e.

biographies, topic specific materials in science and social studies) to

continue building a core foundation of knowledge.


Hands-on exploration and discussion of parts of a textbook

Instruction on the use of highlighting of main idea and supporting details

Student-written summaries

Class discussions to understand text and answer questions

Reading content based research to create a power point presentation.

Exposure to newspapers, children’s newspapers, textbooks, and reference

material in all subject areas.

Self-selected articles to read in all subject areas

D. Resources

Science World from Scholastic, Inc.

Current Heath from Weekly Reader

Scholastic News from Scholastic, Inc.

E. Technology

PowerPoint program

Promethean ActivBoard

www.scholastic.com

F. Assessment

Comprehension tests in student magazines. (i.e. Scholastic News,

Current Health, Science World)

Teacher created tests from student magazines. (i.e. Scholastic News,

Current Health, Science World)

Final presentation of PowerPoint slides.

III. Unit - Connecting Children’s Literature with Judaic Heritage- The Rosenfeld Legacy

Project.

Blending of Jewish values to secular literature

Finding Jewish interpretation of mainstream materials

Connection of Jewish values to secular values in our society

Integration of art, music to literature and Judaic morals

http://www.scholastic.com/

Book: Henry’s Freedom Box: A True Story from the Underground Railroad by Ellen

Levine


Why is freedom so important in our lives? What rights should every

person have?

Why is it important for us to remember the past and the challenges our

ancestors faced for freedom?

What qualities are possessed by those who do what they can to help

others?

Standards:

Connects to Common Core reading and writing standards (see

language arts)

Engage students in critical thinking through the blending of Jewish

wisdom, ethics, and values, above and beyond the standards

Integrates art, music and literature to Judaic learning

Judaic Heritage:

The Exodus from Egypt

“Do not oppress a stranger, for you know the feelings of a stranger, for

you were strangers in the land of Egypt” (Exodus 23:9)

The Celebration of Passover

Justice, Justice Shall You Pursue – Tzede, Tzedek, Tirdof

B. Understandings

Human beings cannot thrive without freedom and will risk almost

anything in the pursuit of freedom.

Individuals have a responsibility to take action and stand up for what is

right when they believe the rights of others are being violated.

The message of Passover to never take our freedoms for granted.


Activities listed in Rosenfeld Legacy Project lesson plans (Pages 104-126)

D. Resources

The Rosenfeld Legacy Project: Connecting Children’s Literature with

Judaic Heritage Edited by Anita Meyer Meinbach

Henry’s Freedom Box: A True Story from the Underground Railroad

by Ellen Levine

“Mah NIshtana” by Lisa Baydush, performed by SHir Synergy

“Miriam’s Song” by Debbie Friedman

Moses by Margaret Hodges

Other literature connections as listed in Rosenfeld project lesson plans

E. Technology

See resources above

F. Assessment

Students will demonstrate understanding of values presented in the

literature

IV. Unit - Grammar/Word Analysis


Students will demonstrate knowledge of the principles of grammar, mechanics,

and usage and apply grade level skills to read text and in written composition.

Standards:


RF.5.3a- Know and apply grade-level phonics and word analysis skills in decoding

words: Use combined knowledge of all letter-sound correspondences, syllabication

patters, and morphology (e.g., roots and affixes) to read accurately unfamiliar

multisyllabic words in context and out of context.





L.5.1- Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

L.5.1a- Explain the function of conjunctions.

L.5.1b- Form and use the perfect (e.g., I had walked; I will have walked) verb

tenses.

L.5.1c- Use verb tense to convey various times, sequences, states, and conditions.

L.5.1d- Recognize and correct inappropriate shifts in verb tense.

L.5.1e- Use correlative conjunctions (e.g., either/or, neither/nor).

L.5.2- Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

L.5.2a- Use punctuation to separate items in a series.

L.5.2b- Use a comma to separate an introductory element from the rest of the

sentence.

L.5.2c- Use a comma to set off words yes and no (e.g., Yes, thank you), to set off a

tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate

direct address (e.g., Is that you, Steve?).

L.5.2d- Use underlining, quotation marks, or italics to indicate titles of works.

L.5.2e- Spell grade-appropriate words correctly, consulting references as needed.

B. Skills


Use a variety of sentence structures in writing (ex: expands basic

sentence patterns, uses exclamatory and declarative sentences.)

Use a wide variety of parts of speech in written composition.

Use the conventions of spelling, punctuation, and capitalization in

written composition.

Identify phonemes in common spelling patterns, including blends,

digraphs, and diphthongs

Decode words with consonant and vowel digraphs and common vowel

diphthongs.

Decode compound words and contractions

Recognize words with possessives and inflection (-ed; –ing)

Decode phonetically regular multi-syllabic words

Recognize high frequency words with irregular spellings

Recognize common abbreviations

Use self-correction when subsequent reading indicates and earlier

misreading.


Students will learn and practice vocabulary concepts presented in the

Vocabulary Workshop series

Students will practice grammar skills utilizing teacher generated packets

based on Grammar Units of Study (Punctuation and Spelling, Parts of

Speech, Understanding Sentences, and Mechanics).

Students will refer to a grammar handbook pages that correlate to the

Grammar Packet Unit of Study

Students will apply the concepts presented in the Vocabulary Workshop

book and teacher compiled packets to written composition.

Students will orally read passages in various media.

Students will recognize and indicate grammatical, mechanical, and usage

errors in their own writing as well as the writing of others during the

editing step of the writing process.

Students will incorporate the concepts presented in teacher compiled

packets and the Vocabulary Workshop series through a series of

cumulative writing tests.

D. Resources

Shostak, Jerome, et al. Vocabulary Workshop-Level A. New York;


Poems: Ode to Pablo’s Tennis Shoes by Gary Soto, O Captain, My

Captain! By Walt Whitman, The New Colossus by Emma Lazarus, The

Butterfly by Pavel Friedman

Excerpts from novels: House on Mango Street by Sandra Cisneros, Bull

Run by Paul Fleishman, True Confessions of Charlotte Doyle by Avi,

and Number the Stars by Lois Lowry.

Short stories that begin each unit in the Vocabulary Workshop series.

E. Technology

On-line activities and resources from the Vocabulary Workshop series

are at www.vocabularyworkshop.com. Activities include flashcards,

hangman, family games, word searches, crossword, and concentration.

F. Assessment

Completion of the grammar packet.

Class participation when discussing the unit.

Grammar tests after each unit.

Participation in the peer editing and revision steps of the writing process.

Teacher observation

V. Unit – Writing

Standards:

The following Common Core Standards apply to all units listed below.

SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on

others’ ideas and expressing their own clearly.

SL.5.1a- Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the topic to

explore ideas under discussion.

SL.5.1b- Follow agreed-upon rules for discussions and carry out assigned roles.

SL.5.1c- Pose and respond to specific questions by making comments that contribute

to the discussion and elaborate on the remarks of others.

SL.5.1d- Review the key ideas expressed and draw conclusions in light of

information and knowledge gained from the discussions.

SL.5.2- Summarize a written text read aloud or information presented in diverse

media and formats, including visually , quantitatively, and orally.

SL.5.3- Summarize the points a speaker makes and explain how each claim is

supported by reasons and evidence.

http://www.vocabularyworkshop.com/

SL.5.4- Report a topic or text, or present an opinion sequencing ideas logically and

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

themes; speak clearly at an understandable pace.

SL.5.5- Include multimedia components (e.g., graphics, sound) and visual displays in

presentations when appropriate to enhance the development of main ideas or themes.

SL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when

appropriate to task and situation.

L.5.2- Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

L.5.2a- Use punctuation to separate items in a series.

L.5.2b- Use a comma to separate an introductory element from the rest of the

sentence.

L.5.2c- Use a comma to set off words yes and no (e.g., Yes, thank you), to set off a tag

question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct

address (e.g., Is that you, Steve?).

L.5.2d- Use underlining, quotation marks, or italics to indicate titles of works.

L.5.2e- Spell grade-appropriate words correctly, consulting references as needed.

L.5.3- Use knowledge of language and its conventions when writing, speaking,

reading, or listening.

L.5.3a- Expand, combine, and reduce sentences form meaning, reader/listener interest

and style.

L.5.3b- Compare and contrast the varieties of English (e.g., dialects, registers) used in

stories, dramas, or poems.

L.5.4- Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 5 reading and content, choosing flexibly from a range of

strategies.

L.5.4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue

to the meaning of a word or phrase.

L.5.4b- Use common, grade-appropriate Greek and Latin affixes and roots as clues to

the meaning of a word (e.g., photograph, photosynthesis).

L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital to find the pronunciation and determine or clarify the precise

meaning of key words and phrases.

L.5.5- Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

L.5.5a- Interpret figurative language, including similes and metaphors, in context.

L.5.5b- Recognize and explain the meaning of common idioms adages, and proverbs.

L.5.5c- Use the relationship between particular words (e.g., synonyms, antonyms,

homographs) to better understand each of the words.

L.5.6- Acquire and use accurately grade-appropriate general academic and domain-

specific words and phrases, including those that signal contrast, addition, and other

logical relationships (e.g., however, although, nevertheless, similarly, moreover, in

addition).

Writing Process


Pre-writing

Drafting

Revising

Editing for Language Conventions

Publishing

Standards:

The following Common Core standards apply to the Writing Process:

W.5.4 Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience.

W.5.5 With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or typing a new

approach.

W.5.6 With some guidance and support from adults use technology, including

the Internet to produce and publish writing as well as to interact and collaborate

with others; demonstrate sufficient command of keyboarding skills to type a

minimum of two pages in a single sitting.

W.5.10 Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single sitting or a day or two) for a

range of discipline-specific task, purposes, and audiences.

B. Skills

The student will use the first step of the Writing Process, prewrite, by:

Generating ideas from multiple sources (e.g., brainstorming, graphic

organizers, writer’s notebook, group discussion, printed materials.)

based on teacher-directed topics or student interest.

Determining author’s purpose and intended audiences of a piece. (e.g.,

to entertain, to inform, to communicate, to persuade)

Organizing ideas using strategies and tools (e.g., technology, graphic

organizers, logs)

The student will use the second step of the Writing Process, a first draft, by:

Using a pre-writing plan to focus on the main idea, organize supporting

details, choose appropriate word choice for mood and tone, and use

descriptive language.

Organizing information into a logical sequence and combining or

deleting sentences to improve clarity.

Creating interesting leads by studying the leads of professional authors,

and experimenting with various types of leads. (e.g., a quote, astonishing

fact, a dramatic incident)

The student will use the third step of the Writing Process, revise, by:

Evaluating the draft for idea/content development, organization, voice,

point of view, word choice, and sentence variety.

Creating clarity by omitting repetitive/extraneous information, tightening

plot or central idea through the use of organization, appropriate

transitional devices, and sentence structure.

Creating interest by expressing ideas though varied language techniques

(e.g., foreshadowing, imagery, sensory language, simile, metaphor,) and

modifying word choices using resources and reference materials

(dictionary, thesaurus, etc).

Applying appropriate tools or strategies to evaluate and refine the draft

(e.g., peer editing, teaching editing, “praise and polish” edits, checklists,

rubrics).

The student will use the fourth step of the Writing Process, edit, by:

Using technology to prepare the piece in a format appropriate to the

audience and the purpose. (e.g., manuscript, power point, presentation

board).

Using elements of spacing and design to enhance appearance of the

document and add graphics where appropriate

Sharing the writing with the intended audience.


Small group instruction

1 to 1 instruction

Inspirational pre-writing activities

Graphic organizers used for idea generation

Additional Learning Specialist Activities/Procedures:

Teacher modified instruction - The Paragraph Writing Strategy

Group brainstorming

D. Resources

Writers Express handbook

Dictionary and thesaurus books (print and electronic)

Individual writing folders

Individual resource folders (teacher-generated)

Computer lab

E. Technology

Word processing in the computer lab.

Downloading and formatting photos ,and place appropriately

Experimenting with layout, font, and size.

Kidspiration

Use of iPads for word processing and writing resources

F. Assessment

Teacher observation

Ability to understand and implement the writing process in all

assignments.

Responses to questions asked in small group or one to one instruction.

Writing Applications - Poetry


Elements of poetry

Writing free-verse poems

Writing Process

Sounds of poetry

B. Skills


Recognize that poetry is different than prose.

Write in a variety of poetic forms (e.g., free-verse, end-rhyme,

biographical poems, haiku, sonnet)

Identify, explain, and apply the five elements of poetry:

o Looks different

o Speaks to the mind as well as the heart

o Says a lot in few words

o Employs figurative language

o Pleases the ear

Identify, explain, and apply the sounds of poetry (e.g., alliteration,

assonance, end rhyme, metaphor, onomatopoeia, personification,

repetition, rhythm, simile, hyperbole.)



1 to 1 instruction



Additional, occasional, Learning Specialist Activities/Procedures

Student support in Computer Lab

D. Resources


The Crossover by Kwame Alexander/Brown Girl Dreaming by

Jacqueline Woodson (summer reading book)

Awakening the Heart-Exploring Poetry in Elementary and Middle

School by Georgia Heard

Selected poems from professional writers

Selected poems from students

Use of Ipads for word processing and writing resources

E. Technology

Students will type their poems in the computer lab.

Students will be able to download, format photos, and place on poem.

Students will experiment with layout, font, and size.

Kidspiration

F. Assessment

Write an original nature poem

Write a poem in response to a famous quote

Write a biographical poem about a family member

Reflect on poetry from student portfolios and from published authors

Celebrate National Poetry Month in April with an “Open Mic NIte.”

Writing Applications - Expository/Informational


Writing process

Main idea

Hook/lead sentences

Thesis

Parts of a paragraph

Word choice

Mechanics

Sentence variety

Paragraph development

Organization

Supporting details

Standards:

The following Common Core standards apply to Writing Applications-

Expository/Informational W.5.2 Write informative/explanatory texts to examine a topic and convey ideas

and information clearly.

W.5.2a- Introduce a topic clearly, provide a general observation and focus, and

group related information logically; include formatting (e.g., headings),

illustrations, and multimedia when useful to aiding comprehension.

W.5.2b- Develop the topic with facts, definitions, concrete details, quotations, or

other information and examples related to the topic.

W.5.2c- Link ideas within and across categories of information using words,

phrases, and clauses (e.g., in contrast, especially).

W.5.2d- Use precise language and domain-specific vocabulary to inform about or

explain the topic.

W.5.2e - Provide a concluding statement or section related to the information or

explanation presented.





approach.

W.5.6 With some guidance and support from adults use technology, including the

Internet to produce and publish writing as well as to interact and collaborate with

others; demonstrate sufficient command of keyboarding skills to type a minimum

of two pages in a single sitting.

W.5.7 Conduct short research projects that use several sources to build knowledge

through investigation of different aspects of a topic.

W.5.8. Recall relevant information from experiences or gather relevant

information from print and digital sources; summarize or paraphrase information

in notes and finished work, and provide a list of sources.


and revision) and shorter time frames (a single sitting or a day or two) for a range

of discipline-specific task, purposes, and audiences.

B. Skills


a. Write in a variety of informational/expository forms (e.g., summaries,

biographies, procedures, instructions, experiments, assembly

instructions) (Cross-curricular with science and social studies)

b. Record information (e.g., observations, notes, lists, charts, maps labels,

legends) related to topic, including visual aids to organize and record

information on charts, data tables, maps, and graphs. (Cross-curricular

with science and social studies)

Write informational/expository essays that state a thesis with a narrow

focus, contain introductory, body, and concluding paragraphs.

Write a variety of communications (e.g., friendly letters, thank-you

notes, formal letters, messages, invitations, e-mails) that have a clearly

stated purpose and that include the date, proper salutation, body, closing,

and signature.

Write directions to unfamiliar locations using cardinal and ordinal

directions, landmarks, and distances, and create an accompanying map.

(Cross-curricular with social studies)

Construct a paragraph based on a prompt through the Reading Plus

Program that correlates with a See Reader completed by student. Student

will restate the questions, give one to two reasons with evidence to

support topic, reference the paragraph in the reading passage, and

construct a conclusion sentence.



1 to 1 instruction



D. Resources


Dictionary and thesaurus (print and electronic)

Individual writing books


Computer lab

E. Technology

Students will use word processing in the computer lab.

Students will be able to download, format photos, and place

appropriately.


Kidspiration

Use of iPad for word processing and writing resources

Reading Plus-Writing Component

F. Assessment

Teacher observation


assignments.


Writing Applications - Narrative/Creative


Writing process

Main idea

Hook/lead sentences

Thesis


Word choice

Mechanics

Sentence variety


Organization

Supporting details

Figurative language

Standards:


Narrative/Creative:

W.5.3 Write narratives to develop real or imagined experiences or events using

effective technique,; descriptive details, and clear event sequences.

W.5.3a- Orient the reader by establishing a situation and introducing a narrator

and/or characters, organize an event sequence that unfolds naturally.

W.5.3b- Use narrative techniques, such as dialogue, description, and pacing, to

develop experiences and events or show the responses of characters to situations.

W.5.3c- Use a variety of transitional words, phrases, and clauses to manage the

sequence of events.

W.5.3.d- Use concrete words and phrases and sensory details to convey

experiences and events precisely.

W.5.3.eProvide a conclusion that follows from the narrated experiences or events.





approach.





W.5.9a Draw evidence from literary or informational texts to support analysis,

reflection, and research: Apply grade 5 reading standards to literature (e.g.

“Compare and contrast two or more characters, settings, or events in a story or a

drama, drawing on specific details in the text (e.g., how characters interact)”).




B. Skills


Write narratives that establish a situation and plot with rising action,

conflict, and resolution.

Write a variety of expressive forms (e.g., fiction, short stories,

autobiography, memoirs) that employ figurative language, rhythm,

dialogue, characterization, plot, and/or appropriate format.



1 to 1 instruction


D. Resources





Computer lab

E. Technology



appropriately.


Kidspiration

Use of iPad for work processing and writing resources

F. Assessment

Teacher observation


assignments.


Writing Applications-Persuasive


Writing process

Main idea

Hook/lead sentences

Thesis


Word choice

Mechanics

Sentence variety


Organization

Supporting details

Figurative language

Standards:


Persuasive: W.5.1 Write opinion pieces on topics or texts, supporting a point of

view with reasons and information.

W.5.1a- Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which ideas are logically grouped to support the

writer’s purpose.

W.5.1b- Provide logically ordered reasons that are supported by facts and details.

W.5.1c- Link opinion and reasons using words, phrases, and clauses (e.g.,

consequently, specifically).

W.5.1d- Provide a concluding statement or section related to the opinion

presented.





approach.





W.5.9a- Draw evidence from literary or informational texts to support analysis,

reflection, and research: Apply grade 5 Reading standards to informational texts

(e.g., “Explain how an author uses reasons and evidence to support particular

points in a text, identifying which reasons and evidence support which point(s)”).




B. Skills


Write persuasive text (e.g., essay, written communication) that establish

and develop controlling idea and supporting arguments for the validity of

the proposed idea with evidence.

Identify, explain, and apply persuasive techniques (e.g., word choice,

repetition, emotional appeal, hyperbole)



1 to 1 instruction



D. Resources





Computer lab

E. Technology



appropriately.


Kidspiration

Use of iPads for word processing and writing resources

F. Assessment

Teacher observation


assignments.


Revised September 2, 2016

curriculum mapping subject: grade: 5 - temple … docs... · 2017-10-25 · curriculum mapping...

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