Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
1
Theme 1 FINDING A WAY
Essential Question: How can a friend’s encouragement help
you overcome a challenge?
Dates: Sept. 10-14, 2012
Less
on
1
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING LITERATURE
RL5.5 Explain how a series of chapters, scenes, or stanzas fits
together to provide the overall structure of a particular story,
drama, or poem.
COMPREHENSION
Skill: Plot: Conflict and Resolution
Strategy: Use appropriate
Thinking Map for Story Structure
Paired Selection /Genre:
“Rope Burn”/Realistic Fiction
“Trees House for
Everyone”/Magazine Article
Weekly Test
Written Response
Running Records
LANGUAGE: VOCABULARY
L5.6 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).
VOCABULARY
Robust Vocabulary
Humiliation, expectations, fringes,
hesitating, sincere, coaxed
Weekly Vocabulary
READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
WORD STUDY
Closed Syllable Patterns
Weekly Spelling
RFS5.4 Fluency Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
FLUENCY
Accuracy
B M E
Rate 111+ 120+ 130+
Accuracy 98+ 98+ 99+
Daily Oral Reading Fluency (DORF)
Progress Monitor
LANGUAGE: CONVENTIONS L5.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
GRAMMAR Complete, declarative and interrogative sentences
Weekly Grammar
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
2
WRITING
W5.3 Write narratives to develop real or imagined
experiences or events using effective technique, descriptive
details, and clear event sequences.
a. Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
d. Use concrete words and phrases and sensory details to
convey experiences and events precisely.
WRITING
Form: Write character description
paragraphs
Trait: Voice
Student Draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
3
Theme 1 FINDING A WAY
Lesson 2 Essential Question: How can you overcome others’
doubts t achieve a goal?
Dates: Sept. 19-25, 2012
Less
on
2
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING INFORMATIONAL TEXT
RI5.5 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.
COMPREHENSION
Skill: Plot: Conflict and Resolution
Strategy: Use appropriate
Thinking Map for Story Structure
“Line Drive”/Autobiography
“Ninth Inning”/Poetry
Weekly Test
Written Response
Running Records
LANGUAGE: VOCABULARY
L5.6 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).
VOCABULARY
Robust Vocabulary
Maven, conceited, designated,
smirk, exhilarated
Weekly Vocabulary
READING FOUNDATIONAL SKILLS
RFS5.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
a. Use combined knowledge of all letter-
sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multisyllabic words in context and out of
context.
WORD STUDY
Open syllable patterns
Weekly Spelling
RF5.4 Fluency
Read with sufficient accuracy and fluency to
support comprehension.
b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression
on successive readings.
FLUENCY
Accuracy
Daily Oral Reading Fluency (DORF)
Progress Monitor
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
4
LANGUAGE: CONVENTIONS
L5.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
GRAMMAR
Imperative and Exclamatory
Sentences
Interjections
Weekly Grammar
WRITING
W5.3 Write narratives to develop real or
imagined experiences or events using effective
technique, descriptive details, and clear event
sequences.
d. Use concrete words and phrases and
sensory details to convey experiences and
events precisely.
WRITING
Form: Autobiographical
composition
Trait: Voice
Student Draft
Theme 1 FINDING A WAY
Lesson 3 Essential Question: How can a sacrifice help
overcome a challenge?
Dates: Sept. 27-Oct. 5, 2012
Less
on
3
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING LITERATURE
RL5.2 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.
COMPREHENSION
Skill: Plot: Character Motives
Strategy: Reread
Paired Selection /Genre:
“Chang and the Bamboo
Flute”/Historical Fiction
“Evren Ozan, Musician”
/Interview
Weekly Test
Written Response
Running Records
LANGUAGE: VOCABULARY
L5.6 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).
VOCABULARY
Robust Vocabulary
Pried, desperately, sneered,
indignantly, urgently, grudgingly
Weekly Vocabulary
READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
WORD STUDY
Vowel digraphs
Weekly Spelling
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
5
morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RF5.4 Fluency Read with sufficient accuracy and fluency to support comprehension. c. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading.
FLUENCY
Reading Rate
Daily Oral Reading Fluency (DORF)
Progress Monitor
LANGUAGE: CONVENTIONS
L5.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
GRAMMAR Subjects and predicates
Weekly Grammar
WRITING
W5.3 Write narratives to develop real or imagined
experiences or events using effective technique, descriptive
details, and clear event sequences.
d. Use concrete words and phrases and sensory details to
convey experiences and events precisely.
WRITING
Form: Autobiographical narrative
Trait: Word Choice
Student Draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
6
Theme 1 FINDING A WAY
Lesson 4 Essential Question: Why is determination important
when facing challenges?
Dates: Oct. 9-12, 2012
Less
on
4
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING INFOMRATIONAL TEXT
RI5.3 Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in the
text.
COMPREHENSION
Skill: Plot: Character Motives
Strategy: Reread
Paired Selection /Genre:
“The Diary Nellie Bly: America’s
Star Reporter”/Biography
“Around the World in Seventy-
Two Days”/Personal Narrative
Weekly Test
Written Response
Running Records
LANGUAGE: VOCABULARY
L5.6 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).
VOCABULARY
Robust Vocabulary
Relented, faze, eccentric,
infuriated, disheartened,
impassable, crusaded
Weekly Vocabulary
READING FOUNDATIONAL SKILLS
RF5.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
a. Use combined knowledge of all letter-
sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multisyllabic words in context and out of
context.
WORD STUDY
Inflections –ed, -ing
Weekly Spelling
RF5.4 Fluency
Read with sufficient accuracy and fluency to support
comprehension.
c. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive reading.
FLUENCY
Reading Rate
Daily Oral Reading Fluency (DORF)
Progress Monitor
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
7
LANGUAGE: CONVENTIONS
L5.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
GRAMMAR
Complete and simple subjects
and predicates
Weekly Grammar
WRITING
W5.2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
d. Use precise language and domain specific vocabulary to
inform about or explain the topic
WRITING
Form: Newspaper story
Trait: Word Choice
Student Draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
8
Theme 1 FINDING A WAY
Lesson 5 Essential Question: How might overcoming a
challenging help in discovering a talent?
Dates: Oct. 15-19, 2012
Less
on
5
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING LITERATURE
Review of Standards
COMPREHENSION
Skill: Plot: Conflict and Resolution
Character Motives
Strategy: Use appropriate
Thinking Map for Story Structure
Reread
Reader’s Theater:
“It Takes Talent!”/Talent Show
“The Alligator Race”/Realistic
Fiction
Theme assessment
Written response to Essential
Question
Publish Writing
LANGUAGE: VOCABULARY
Review of Standards
VOCABULARY
Robust Vocabulary
Review Lessons 1-4
Introduce: genial, prognostication,
stricken, dramatically, restrain,
protest, feverishly, overcome, flop,
spectacular
READING FOUNDATIONAL SKILLS
Review of Standards
WORD STUDY
Review:
Closed Syllable Patterns
Open Syllable Patterns
Syllable Patterns: Vowel
Diagraphs
Fluency
Review of Standards
FLUENCY
Review:
Accuracy
Reading Rate
LANGUAGE: CONVENTIONS
Review of Standards
GRAMMAR
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
9
WRITING
Review of Standards
WRITING
STANDARDS ACROSS THE THEME
**All Standards Across the Theme are embedded in many lessons and not taught in isolation** READING LITERATURE: RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL5.10 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.
READING INFORMATIONAL TEXT: RI5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI5.10 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.
READING FOUNDATIONAL SKILLS: RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF5.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
WRITING: W5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W5.10 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
tasks, purposes, and audiences.
SPEAKING AND LISTENING: SL5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
LANGUAGE: L 5.1 command of the conventions of standard English grammar and usage when writing or speaking. L5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary**: L5.4 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. L5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed,
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
10
whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Theme 2 COMMON GOALS
Lesson 6 Essential Question: How is planning an important
part of teamwork?
Dates: Oct. 22-26, 2012
Less
on
6
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING LITERATURE
RL5.2 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.
COMPREHENSION
Skill: Theme
Strategy: Ask Questions
Paired Selection /Genre:
“The Night of San Juan”/Realistic
Fiction
“Tejano Conjunto
Festival”/Photo Essay
Weekly Test
Written Response
Running Records
LANGUAGE: VOCABULARY
L5.6 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).
VOCABULARY
Robust Vocabulary
wistful, grateful, grim, raspy,
swarmed, revelers, irresistible
Weekly Vocabulary
READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
WORD STUDY
Syllable Patterns:
Consonant -le
Weekly Spelling
RF5.4 Fluency Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
FLUENCY
Expression
B M E
Rate 111+ 120+ 130+
Accuracy 98+ 98+ 99+
Daily Oral Reading Fluency
(DORF)
Progress Monitor
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
11
LANGUAGE: CONVENTIONS
L5.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
GRAMMAR Compound Subject and Predicate
Weekly Grammar
WRITING
W5.1 Write narratives to develop real or imagined
experiences or events using effective technique, descriptive
details, and clear event sequences.
W5.4 Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
WRITING
Form: Personal Response
Paragraph
Trait: Ideas
Student Draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
12
Theme 2 COMMON GOALS
Lesson 7 Essential Question: How can people work together
to create something great?
Dates: Nov. 7-16, 2012
Less
on
7
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING LITERATURE
RL5.2 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.
COMPREHENSION
Skill: Theme
Strategy: Ask Questions
Paired Selection /Genre:
“When the Circus Came to
Town”/Historical Fiction
“Limerick”, “Take a Bow!”,
“Summer Hummers”/Poetry
Weekly Test
Written Response
Running Records
LANGUAGE: VOCABULARY
L5.6 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).
VOCABULARY
Robust Vocabulary
Fret, assured, nudged, outlandish,
ruckus, proclaimed
Weekly Vocabulary
READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
WORD STUDY
Syllable Patterns:
Same medial consonants
Weekly Spelling
RF5.4 Fluency Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
FLUENCY
Expression
Daily Oral Reading Fluency (DORF)
Progress Monitor
LANGUAGE: CONVENTIONS
L5.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
GRAMMAR Simple and Compound Sentences
Weekly Grammar
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
13
WRITING
W5.2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
WRITING
Form: Journal Entry
Trait: Ideas
Student Draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
14
Theme 2 COMMON GOALS
Lesson 8 Essential Question: Why is a good leader important
to a team?
Dates: Nov. 26-30, 2012
Less
on
8
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING INFORMATIONAL TEXT
RI5.5 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.
COMPREHENSION
Skill: Text Structure: Sequence
Strategy: Use appropriate
Thinking Map
Paired Selection /Genre:
“When Washington Crossed the
Delaware”/Narrative Nonfiction
“In 1776”/Poetry
Weekly Test
Written Response
Running Records
LANGUAGE: VOCABULARY
L5.6 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).
VOCABULARY
Robust Vocabulary
Crucial, crisis, maneuvered,
perseverance, encountered,
persuading, appealed, destiny
Weekly Vocabulary
READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
WORD STUDY
Syllable Patterns:
Different Medial Consonants
Weekly Spelling
RF5.4 Fluency Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
FLUENCY
Phrasing
Daily Oral Reading Fluency (DORF)
Progress Monitor
LANGUAGE: CONVENTIONS
L5.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
GRAMMAR Prepositions & Prepositional Phrases
Weekly Grammar
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
15
WRITING
W5.2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
W5.4 Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
WRITING
Form: Biography
Trait: Organization
Student Draft
Theme 2 COMMON GOALS
Lesson 9 Essential Question: How might many achieve a goal
one person cannot?
Dates: Dec. 3-7, 2012
Less
on
9
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING INFORMATIONAL TEXT
RI5.5 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.
COMPREHENSION
Skill: Text Structure: Sequence
Strategy: Use appropriate
Thinking Map
Paired Selection /Genre:
“Leonardo’s Horse”/Narrative
Nonfiction
“Bellerophone and Pegasus: A
Greek Myth”/Myth
Weekly Test
Written Response
Running Records
LANGUAGE: VOCABULARY
L5.6 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).
VOCABULARY
Robust Vocabulary
Scholars, specialized, gesture,
envisioned, proportion, resisted
Weekly Vocabulary
READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
WORD STUDY
Syllable Patterns:
Three Medial Consonants
Weekly Spelling
RF5.4 Fluency Read with sufficient accuracy and fluency to support comprehension.
FLUENCY
Phrasing
Daily Oral Reading Fluency (DORF)
Progress Monitor
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
16
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
LANGUAGE: CONVENTIONS
L5.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
GRAMMAR Clauses and Phrases; Complex sentences
Weekly Grammar
WRITING
W5.2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
W5.4 Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
WRITING
Form: Summary
Trait: Organization
Student Draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
17
Theme 2 COMMON GOALS
Lesson 10 Essential Question: How might working together
help people solve problems?
Dates: Dec. 10-14, 2012
Less
on
10
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING INFORMATIONAL TEXT
REVIEW OF STANDARDS
COMPREHENSION
Skill: Theme
Text Structure: Sequence
Strategy:
Ask Questions
Use appropriate Thinking Map
Reader’s Theater:
“The Secret Ingredient”/Cooking
Show
“Ants”/Expository Nonfiction
Theme Assessment
Written response to Essential
Question
Publish Writing
LANGUAGE: VOCABULARY
REVIEW OF STANDARDS
VOCABULARY
Robust Vocabulary
Review Lesson 6-9
Introduce: eminent, charity,
modest, disgruntled, inadequate,
aghast, dismayed, amends,
absentminded, concoction
READING FOUNDATIONAL SKILLS
REVIEW OF STANDARDS
WORD STUDY
Syllable Patterns:
Consonant –le
Same/Different/Three Medial
Consonants
Fluency
REVIEW OF STANDARDS
FLUENCY
Expression
Phrasing
LANGUAGE: CONVENTIONS
REVIEW OF STANDARDS
GRAMMAR
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
18
WRITING
REVIEW OF STANDARDS
WRITING
STANDARDS ACROSS THE THEME **All Standards Across the Theme are embedded in many lessons and not taught in isolation**
READING LITERATURE: RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL5.10 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.
READING INFORMATIONAL TEXT: RI5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI5.10 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.
READING FOUNDATIONAL SKILLS: RFS5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS5.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
WRITING: W5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W5.10 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
tasks, purposes, and audiences.
SPEAKING AND LISTENING STANDARDS: SL5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
LANGUAGE STANDARDS: L 5.1 command of the conventions of standard English grammar and usage when writing or speaking. L5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary**: L5.4 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.
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
19
L5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
20
Theme 3 Go with the Flow
Lesson 11 Essential Question: What is life like for people who
live on water?
Dates: Dec. 17-21, 2012
Less
on
11
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING LITERATURE
RL5.3 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).
RL5.10 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.
COMPREHENSION
Skill: Compare and Contrast
Strategy: Monitor
Comprehension: Self Correct
Paired Selection /Genre:
“Sailing Home: A Story of a
Childhood at Sea”/Historical
Fiction
“Voyage into the
Past”/Expository Nonfiction
Weekly Test
Written Response
Running Records
LANGUAGE: VOCABULARY
L5.6 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).
VOCABULARY
Robust Vocabulary
Inflammable, dignified, rowdy,
seldom, conducted, shatter,
broached
Weekly Vocabulary
READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
WORD STUDY
Open and Closed Syllable
Patterns
Weekly Spelling
RF5.4 Fluency Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
FLUENCY
Intonation
B M E
Rate 111+ 120+ 130+
Accuracy 98+ 98+ 99+
Daily Oral Reading Fluency (DORF)
Progress Monitor
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
21
LANGUAGE: CONVENTIONS
L5.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
GRAMMAR Common and proper nouns
Weekly Grammar
WRITING
W5.3 Write narratives to develop real or imagined
experiences or events using effective technique, descriptive
details, and clear event sequences.
b. Use narrative techniques, such as dialogue, description,
and pacing, to develop experiences and events or show the
responses of characters to situations.
WRITING
Form: Descriptive Paragraphs:
Setting
Trait: Sentence Fluency
Student Draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
22
Theme 3 Go with the Flow
Lesson 12 Essential Question: How do animals adapt to
different environments?
Dates: Jan. 2-11, 2013
Less
on
12
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING INFORMATIONAL TEXT
RI5.5 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.
RI5.10 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.
COMPREHENSION
Skill: Compare and Contrast
Strategy: Monitor
Comprehension: Self Correct
Paired Selection /Genre:
“Ultimate Field Trip 3: Wading
into Marine
Biology”/Informational Narrative
“The Florida
Everglades”/Expository
Nonfiction
Weekly Test
Written Response
Running Records
LANGUAGE: VOCABULARY
L5.6 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).
VOCABULARY
Robust Vocabulary
Adjust, residents, specimens, recoil,
pesky, debris, internal
Weekly Vocabulary
READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
WORD STUDY
Structural Analysis:
Prefixes: re-, un-, non-
Weekly Spelling
RF5.4 Fluency Read with sufficient accuracy and fluency to support comprehension.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
FLUENCY
Intonation
Daily Oral Reading Fluency (DORF)
Progress Monitor
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
23
LANGUAGE: CONVENTIONS
L5.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
GRAMMAR Singular and Plural Nouns
Weekly Grammar
WRITING
W5.2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
c. Link ideas within and across categories of
information using words, phrases, and clauses (e.g., in
contrast, especially).
WRITING
Form: Compare and Contrast
Paragraph
Trait: Sentence Fluency
Student Draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
24
Theme 3 Go with the Flow
Lesson 13 Essential Question: How does water help people
earn a living?
Dates: Jan. 14-18, 2013
Less
on
13
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING LITERATURE
RL5.2 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.
RL5.10 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.
COMPREHENSION
Skill: Cause and Effect
Strategy: Use appropriate
Thinking Map
Paired Selection /Genre:
“Stormalong”/Tall Tale
“Paul Bunyan Makes
Progress”/Tall Tale
Weekly Test
Written Response
Running Records
LANGUAGE: VOCABULARY
L5.6 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).
VOCABULARY
Robust Vocabulary
Bellowing, outcast, reputation,
betrayed, yearning, withered,
escapades, unfathomable
Weekly Vocabulary
READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
WORD STUDY
Structural Analysis:
Suffixes –able, -ible, -ment, -less
Weekly Spelling
RF5.4 Fluency Read with sufficient accuracy and fluency to support comprehension.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
FLUENCY
Pace
Daily Oral Reading Fluency (DORF)
Progress Monitor
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
25
LANGUAGE: CONVENTIONS
L5.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
GRAMMAR Possessive Pronouns
Weekly Grammar
WRITING
W5.3 Write narratives to develop real or imagined
experiences or events using effective technique, descriptive
details, and clear event sequences.
b. Use narrative techniques, such as dialogue, description,
and pacing, to develop experiences and events or show the
responses of characters to situations.
WRITING
Form: Descriptive Paragraph:
Character
Trait: Conventions
Student Draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
26
Theme 3 Go with the Flow
Lesson 14 Essential Question: Why does the water move in
cycles?
Dates: Jan. 22-25, 2013
Less
on
14
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING INFORMATIONAL TEXT
RI5.5 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.
RI5.10 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.
COMPREHENSION
Skill: Cause and Effect
Strategy: Use appropriate
Thinking Map
Paired Selection /Genre:
“A Drop of Water”/Expository
Nonfiction
“Rain, Dance!; Steam; and Ice
Cycle”/Poetry
Weekly Test
Written Response
Running Records
LANGUAGE: VOCABULARY
L5.6 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).
VOCABULARY
Robust Vocabulary
Elongates, elastic, rigid,
accumulate, underlying, intricate,
vanish, replenishing
Weekly Vocabulary
READING FOUNDATIONAL SKILLS RF5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
WORD STUDY
Unaccented Syllables: Schaw +n,
Schwa +l, Schwa +r
Weekly Spelling
RF5.4 Fluency Read with sufficient accuracy and fluency to support comprehension.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
FLUENCY
Pace
Daily Oral Reading Fluency (DORF)
Progress Monitor
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
27
LANGUAGE: CONVENTIONS
L5.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
GRAMMAR Pronoun & Antecedents
Weekly Grammar
WRITING
W5.2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
c. Link ideas within and across categories of information
using words, phrases, and clauses (e.g., in contrast,
especially).
W5.5 With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
WRITING
Form: Cause & Effect Paragraph
Trait: Conventions
Student Draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
28
Theme 3 Go with the Flow
Lesson 15 Essential Question: Why is water important for to
grow?
Dates: Jan. 28-Feb. 1, 2013
Less
on
15
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
READING INFORMATIONAL TEXT
REVIEW OF STANDARDS
COMPREHENSION
Skill: Compare and Contrast
Cause and Effect
Strategy: Monitor
Comprehension: Self Correct
Use appropriate Thinking Map
Reader’s Theater:
“How Prairie Became
Ocean!”/Myth
“How Does Ocean Water
Move?”/Science Textbook
Theme Assessment
Written Response to Essential
Question
Publish Writing
LANGUAGE: VOCABULARY
REVIEW OF STANDARDS
VOCABULARY
Robust Vocabulary
Review Lessons 11-14
Introduce: recount, uninhabitable,
sustain, monotonous, endeavor,
dwell, brimming, teeming,
parched, sorrowful
READING FOUNDATIONAL SKILLS
REVIEW OF STANDARDS
WORD STUDY
Open and Closed Syllable
Patterns
Structural Analysis: Prefixes
Structural Analysis: Suffixes
Unaccented Syllables: Schwa +n,
Schwa +l, Schwa +r
Fluency
REVIEW OF STANDARDS
FLUENCY
Intonation
Pace
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
29
LANGUAGE: CONVENTIONS
REVIEW OF STANDARDS
GRAMMAR
WRITING
REVIEW OF STANDARDS
WRITING
STANDARDS ACROSS THE THEME **All Standards Across the Theme are embedded in many lessons and not taught in isolation**
READING LITERATURE: RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL5.10 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.
READING INFORMATIONAL TEXT: RI5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI5.10 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.
READING FOUNDATIONAL SKILLS: RFS5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS5.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
WRITING: W5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W5.10 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
tasks, purposes, and audiences.
SPEAKING AND LISTENING: SL5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
LANGUAGE:
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 5
30
L 5.1 command of the conventions of standard English grammar and usage when writing or speaking. L5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary**: L5.4 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. L5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).